Vocabulary is one of the component of language. Therefore, vocabulary is one of lanuage elements considerednnecessary for language. Game as a media in teaching vocabulary to students’ elementary school. The use of game would stimulate them to be more active and game was really matched with the students’. The researcher assumed that the use of game is good and effective ways to teach and to motivate them as young learners to study. The purpose of this study is to measure the effect of using circle game as the method in teaching vocabulary mastery. The research was conduct in March-May 2017. The subject of the study was all students at the fourth grade of MI Darul Ulum Katemas. Which is consists of 14 students. The method used in this research is pre-experimental research. The researcher uses sample one class. The research instrument is test. The test consists of pre-test and post-test. The result of the test is analyzed using paired t-test. The result showed that t value is -10.201 and df (degree of freedom) is 13. The researcher used the degree of significance 0.01/2 = 0.005. In the table of significance, it can be seen on the df 13 and on the degree of significance 0.005 (t-table 3.105). If t-value is compared to the t-table of the degree of significance, the result is t = -10.201 < 3.105. It means that there is significance improvement of the students’ vocbulary mastery through circle game. However, in the reserch, the researcher used two tailed test that compares the value of pre-test and post-test. It said as two tailed test, because t-table is divided in two (negative and positive) and put it on the right and left. After analyzing the result of t-test, the researcher used the degree of significance of 0.01/2 = 0.005, t-table = 3.105, and the researcher conclude that Ho is rejected and Ha is accepted, because the result of tvalue = -10.201 located in the area rejected of Ho, thus Ho is rejected and Ha is accepted. Based on the result of the study, the researcher concludes that circle game is effective method used in improving students’ vocabulary mastery and makes the students more interest and fun in learning English. Key words: Circle game, vocabulary mastery.
{"title":"THE EFFECT OF USING CIRCLE GAME ON STUDETS’ VOCABULARY MASTERY AT THE FOURTH GRADE OF MI DARUL ULUM KATEMAS KEMBANGBAHU LAMONGAN","authors":"Kholidah Zahrotun Nisa', Riryn Fatmawaty","doi":"10.30736/e-link.v5i2.64","DOIUrl":"https://doi.org/10.30736/e-link.v5i2.64","url":null,"abstract":"Vocabulary is one of the component of language. Therefore, vocabulary is one of lanuage elements considerednnecessary for language. Game as a media in teaching vocabulary to students’ elementary school. The use of game would stimulate them to be more active and game was really matched with the students’. The researcher assumed that the use of game is good and effective ways to teach and to motivate them as young learners to study. The purpose of this study is to measure the effect of using circle game as the method in teaching vocabulary mastery. The research was conduct in March-May 2017. The subject of the study was all students at the fourth grade of MI Darul Ulum Katemas. Which is consists of 14 students. The method used in this research is pre-experimental research. The researcher uses sample one class. The research instrument is test. The test consists of pre-test and post-test. The result of the test is analyzed using paired t-test. The result showed that t value is -10.201 and df (degree of freedom) is 13. The researcher used the degree of significance 0.01/2 = 0.005. In the table of significance, it can be seen on the df 13 and on the degree of significance 0.005 (t-table 3.105). If t-value is compared to the t-table of the degree of significance, the result is t = -10.201 < 3.105. It means that there is significance improvement of the students’ vocbulary mastery through circle game. However, in the reserch, the researcher used two tailed test that compares the value of pre-test and post-test. It said as two tailed test, because t-table is divided in two (negative and positive) and put it on the right and left. After analyzing the result of t-test, the researcher used the degree of significance of 0.01/2 = 0.005, t-table = 3.105, and the researcher conclude that Ho is rejected and Ha is accepted, because the result of tvalue = -10.201 located in the area rejected of Ho, thus Ho is rejected and Ha is accepted. Based on the result of the study, the researcher concludes that circle game is effective method used in improving students’ vocabulary mastery and makes the students more interest and fun in learning English. Key words: Circle game, vocabulary mastery.","PeriodicalId":118196,"journal":{"name":"E-LINK JOURNAL","volume":"203 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131547762","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
One of the important skills that should be mastered in foreign language is reading. In teaching reading activity in the classroom, sometimes students get difficulty in comprehending the text. They could not comprehend the text well that is caused by some factor. One of the factors is lack of information. Pre-questioning is one of the techniques in teaching reading which can give an interaction between the teacher and the students to read the text. The purpose of pre-questioning is to build students’ interest and motivation. This study was conducted by the implementation of pre-questioning technique to teach reading comprehension descriptive text. The population was the students’ of English Education Department at Universitas Islam Lamongan. The sample was the students of first semester. The class consisted of 30 students. Pre-questioning technique used some tests; each test was different items of questions. The data was taken by observation checklist and tests. The measure of the students’ achievement was stated by Harris (1969:134). The data have got from the result of pre-test, formative test1, formative test 2 and post-test. It found that post-test is higher than pre-test and formative test. The percentages were added from pre-test 56.67% to post-test 80%. In conclusion, pre-questioning gives the contribution towards students’ reading comprehension ability. After conducting the study, the researcher suggests that in teaching reading, the English teacher should build a favorable atmosphere at times of teaching-learning process conducted, because a conductive condition in teaching would become one way to carry out the material to be taught and improve the students’ interest and motivation in learning English, especially in reading skill. Key words: Reading Comprehension, Teaching Reading, Pre-Questioning Technique, Descriptive Text
{"title":"TEACHING READING COMPREHENSION DESCRIPTIVE TEXT BY USING PRE-QUESTIONING TECHNIQUE TO THE THIRD SEMESTER OF ENGLISH EDUCATION DEPARTMENT AT UNIVERSITAS ISLAM LAMONGAN","authors":"R. R. Setyaningrum","doi":"10.30736/e-link.v5i2.86","DOIUrl":"https://doi.org/10.30736/e-link.v5i2.86","url":null,"abstract":"One of the important skills that should be mastered in foreign language is reading. In teaching reading activity in the classroom, sometimes students get difficulty in comprehending the text. They could not comprehend the text well that is caused by some factor. One of the factors is lack of information. Pre-questioning is one of the techniques in teaching reading which can give an interaction between the teacher and the students to read the text. The purpose of pre-questioning is to build students’ interest and motivation. This study was conducted by the implementation of pre-questioning technique to teach reading comprehension descriptive text. The population was the students’ of English Education Department at Universitas Islam Lamongan. The sample was the students of first semester. The class consisted of 30 students. Pre-questioning technique used some tests; each test was different items of questions. The data was taken by observation checklist and tests. The measure of the students’ achievement was stated by Harris (1969:134). The data have got from the result of pre-test, formative test1, formative test 2 and post-test. It found that post-test is higher than pre-test and formative test. The percentages were added from pre-test 56.67% to post-test 80%. In conclusion, pre-questioning gives the contribution towards students’ reading comprehension ability. After conducting the study, the researcher suggests that in teaching reading, the English teacher should build a favorable atmosphere at times of teaching-learning process conducted, because a conductive condition in teaching would become one way to carry out the material to be taught and improve the students’ interest and motivation in learning English, especially in reading skill. Key words: Reading Comprehension, Teaching Reading, Pre-Questioning Technique, Descriptive Text","PeriodicalId":118196,"journal":{"name":"E-LINK JOURNAL","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127496136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Introverted student is a type of student who has a personality related to the world in his own mind. Based on some researches results, they showed that the type of introverted students is getting lower in achievement compared to the extroverted type. For this reason, the researchers tried to apply the techniques in order to improve the introverted students’ achievement in learning English. The researchers focused on the writing skill. So, the writing techniques, namely Mind Mapping and Flow Charting are used in this research to improve their writing skill. This study was aimed to know the effectiveness of using Mind Mapping in teaching English writing skill of introverted Students, to know the effectiveness of using Flow Charting in teaching English writing skill of introverted Students, and to determine the better technique between Mind Mapping and Flow Charting in teaching English Writing Skill of Introverted Students. The research technique used was descriptive comparative with a quantitative approach. The results of this study indicated that both techniques are equally effective. The results of the average writing test for the use of Mind Mapping techniques is 56.5, while for the use of Flow Charting techniques is 49.6. From the results of the average score, it can be concluded that flow charting techniques are more effectively used to improve the students writing skills with introverted types.
{"title":"THE USE OF MIND MAPPING AND FLOW CHARTING IN TEACHING ENGLISH WRITING SKILL OF INTROVERTED STUDENTS","authors":"Daniar Sofeny, Irmayan Irmayan","doi":"10.30736/e-link.v5i2.59","DOIUrl":"https://doi.org/10.30736/e-link.v5i2.59","url":null,"abstract":"Introverted student is a type of student who has a personality related to the world in his own mind. Based on some researches results, they showed that the type of introverted students is getting lower in achievement compared to the extroverted type. For this reason, the researchers tried to apply the techniques in order to improve the introverted students’ achievement in learning English. The researchers focused on the writing skill. So, the writing techniques, namely Mind Mapping and Flow Charting are used in this research to improve their writing skill. This study was aimed to know the effectiveness of using Mind Mapping in teaching English writing skill of introverted Students, to know the effectiveness of using Flow Charting in teaching English writing skill of introverted Students, and to determine the better technique between Mind Mapping and Flow Charting in teaching English Writing Skill of Introverted Students. The research technique used was descriptive comparative with a quantitative approach. The results of this study indicated that both techniques are equally effective. The results of the average writing test for the use of Mind Mapping techniques is 56.5, while for the use of Flow Charting techniques is 49.6. From the results of the average score, it can be concluded that flow charting techniques are more effectively used to improve the students writing skills with introverted types.","PeriodicalId":118196,"journal":{"name":"E-LINK JOURNAL","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131075012","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Students were very difficult to communicate with other people in English effectively. English was learned as a foreign language (EFL) in this country and Indonesian EFL students rarely speak English in their daily lives. English conversation class was taught by no particular book for both teacher and students. This failure was solved by developing an appropriate teaching material for English conversation class at the tenth grade of Islamic Senior High School, which covered conversational guide selection and the used of instructional media. It also aimed at activating the English conversation class. This study used the Research and Development (R&D) design. The data were collected through observation, interview, and questioners and analyzed using a guideline analysis, while the data of the students’ questioners were analyzed using tally system to find the percentage. The subjects of this study were the students of MA Al Karimi Gresik. There were 90 students of the tenth grade students. The material development started with writing material selected from the syllabus and follows CLT principles. The final product was the conversation material for Islamic Senior High Students. It also contained rubric assessment to record the students speaking progress both psychomotor aspect and affective aspect. The product contained Indonesian translation and no answers. Hopefully, the students could be active in responding the questions at the conversation classroom activity. The researcher wanted the English teacher understand the concept of CLT so that he could become the guide, trainer, advisor, and actor who can control the class.
学生很难用英语与他人有效地交流。英语在印尼是作为一门外语来学习的，印尼的英语学生在日常生活中很少说英语。英语会话课对老师和学生都没有特别的教材。通过为伊斯兰高中十年级的英语会话课编写合适的教材解决了这一问题，其中包括对话指南的选择和教学媒体的使用。它还旨在激活英语会话课。本研究采用研发(R&D)设计。通过观察、访谈、提问者等方式收集数据，采用指导分析法进行分析，学生提问者数据采用计数法进行分析，得出百分比。本研究的对象是MA Al Karimi Gresik的学生。十年级的学生有90名。材料开发从从教学大纲中选择的写作材料开始，并遵循CLT原则。最后的成品是伊斯兰高中学生的对话材料。同时，采用评分法记录学生在心理运动方面和情感方面的口语进步情况。产品中有印尼语翻译，没有答案。希望在对话课堂活动中，学生们能积极地回答问题。研究者希望英语教师能够理解CLT的概念，从而成为能够控制课堂的向导、培训师、顾问和演员。
{"title":"DEVELOPING ENGLISH CONVERSATION MATERIAL FOR ISLAMIC HIGH SCHOOL","authors":"A. Shofi","doi":"10.30736/e-link.v5i1.41","DOIUrl":"https://doi.org/10.30736/e-link.v5i1.41","url":null,"abstract":"Students were very difficult to communicate with other people in English effectively. English was learned as a foreign language (EFL) in this country and Indonesian EFL students rarely speak English in their daily lives. English conversation class was taught by no particular book for both teacher and students. This failure was solved by developing an appropriate teaching material for English conversation class at the tenth grade of Islamic Senior High School, which covered conversational guide selection and the used of instructional media. It also aimed at activating the English conversation class. This study used the Research and Development (R&D) design. The data were collected through observation, interview, and questioners and analyzed using a guideline analysis, while the data of the students’ questioners were analyzed using tally system to find the percentage. The subjects of this study were the students of MA Al Karimi Gresik. There were 90 students of the tenth grade students. The material development started with writing material selected from the syllabus and follows CLT principles. The final product was the conversation material for Islamic Senior High Students. It also contained rubric assessment to record the students speaking progress both psychomotor aspect and affective aspect. The product contained Indonesian translation and no answers. Hopefully, the students could be active in responding the questions at the conversation classroom activity. The researcher wanted the English teacher understand the concept of CLT so that he could become the guide, trainer, advisor, and actor who can control the class.","PeriodicalId":118196,"journal":{"name":"E-LINK JOURNAL","volume":"280 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116503586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research focuses on the use of Kahoot as a media in teching reading for the English Departement students of STKIP PGRI Jombang in academic year 2017/2018. The method used is experimental research with quasi experimental design. There are two classes, they are 2016 B as the experimental class and 2016 A as the control class. The teaching process done in experimental class was using Kahoot as a media, while in 2016 A was using textbook as a media. The instrument used was a test. Before giving the test, the researchers did the content validity and construct validity by conducting the tryout to know the validity and reliability criteria of the test. After knowing all of them are valid and reliable, giving pre test, treatment, and post test was done to get the data of the research. After that, the researchers analyzed the data by using ANCOVA. The result shows that the significant value is 0.02, it is lower than the significant level 0.05. It means that the use of Kahoot as a media for the English Department students of STKIP PGRI Jombang influences their reading skill.
{"title":"THE EFFECTIVENESS OF USING KAHOOT AS A MEDIA IN TEACHING READING","authors":"Ima Chusnul Chotimah, M. Rafi","doi":"10.30736/e-link.v5i1.44","DOIUrl":"https://doi.org/10.30736/e-link.v5i1.44","url":null,"abstract":"This research focuses on the use of Kahoot as a media in teching reading for the English Departement students of STKIP PGRI Jombang in academic year 2017/2018. The method used is experimental research with quasi experimental design. There are two classes, they are 2016 B as the experimental class and 2016 A as the control class. The teaching process done in experimental class was using Kahoot as a media, while in 2016 A was using textbook as a media. The instrument used was a test. Before giving the test, the researchers did the content validity and construct validity by conducting the tryout to know the validity and reliability criteria of the test. After knowing all of them are valid and reliable, giving pre test, treatment, and post test was done to get the data of the research. After that, the researchers analyzed the data by using ANCOVA. The result shows that the significant value is 0.02, it is lower than the significant level 0.05. It means that the use of Kahoot as a media for the English Department students of STKIP PGRI Jombang influences their reading skill.","PeriodicalId":118196,"journal":{"name":"E-LINK JOURNAL","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130077107","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aims to describe the Slang Language as a social variation produced by men and women’s speech in the age of 18-25 years old found in Lamongan. The research used ethnography research design. The subjects were three men and three women from Lamongan. to collect the data, this present study used interview and observation. The data obtained, then, were analyzed qualitatively by describing the language variation used by the men and the women’s speech in Lamongan. The result shows that language variation was used by those three men and three women. Mostly, they used language in various style when they communicated to their friends. It often took place when they gather among their friends. Specific language became pride a the level of their social. Some factors that caused the men and women’s speech used the language variation dealt with the environment, association, media, social status and different culture
{"title":"AN ANALYSIS OF SLANG LANGUAGE AS SOCIAL VARIATION PRODUCED BY MEN AND WOMEN’S SPEECH IN LAMONGAN","authors":"Moh. Nurman","doi":"10.30736/e-link.v5i1.45","DOIUrl":"https://doi.org/10.30736/e-link.v5i1.45","url":null,"abstract":"This research aims to describe the Slang Language as a social variation produced by men and women’s speech in the age of 18-25 years old found in Lamongan. The research used ethnography research design. The subjects were three men and three women from Lamongan. to collect the data, this present study used interview and observation. The data obtained, then, were analyzed qualitatively by describing the language variation used by the men and the women’s speech in Lamongan. The result shows that language variation was used by those three men and three women. Mostly, they used language in various style when they communicated to their friends. It often took place when they gather among their friends. Specific language became pride a the level of their social. Some factors that caused the men and women’s speech used the language variation dealt with the environment, association, media, social status and different culture","PeriodicalId":118196,"journal":{"name":"E-LINK JOURNAL","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122909026","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Affixation is the use of adding a morpheme or affix to an already existing word to create a new word to help describe its use in a sentence, and there are two types of affixes Derivational and Inflectional. Affixes can found in the various text, in newspaper, magazine and in media online text act. This research is focus on Derivational Affixes analysis on Gap Fill paragraph at UN (National Examination). Analyzing UN is one way to know the extent to which the quality of the UN that we use in the exam national system that we use in the learning system and also have an important role for the teacher and student learning as a reference and to assist student learning. While the result of the study Derivational affixes in gap fill paragraph on UN (National Examination) are –ly (8), un- (1), -ion (1), -ment (1), dis- (1). It shows that have the most frequently appear in gap fill paragraph on UN (National Examination) are suffix –ly as an adverb marker. The word of changing the part of speech that found in gap fill paragraph on UN (National Exam) are : adjective, adverb, noun and verb
{"title":"THE DERIVATIONAL AFFIXES ANALYSIS OF GAP FILL PARAGRAPH ON UNAS AT SENIOR HIGH SCHOOL","authors":"Fatih Al Fauzi","doi":"10.30736/e-link.v5i1.42","DOIUrl":"https://doi.org/10.30736/e-link.v5i1.42","url":null,"abstract":"Affixation is the use of adding a morpheme or affix to an already existing word to create a new word to help describe its use in a sentence, and there are two types of affixes Derivational and Inflectional. Affixes can found in the various text, in newspaper, magazine and in media online text act. This research is focus on Derivational Affixes analysis on Gap Fill paragraph at UN (National Examination). Analyzing UN is one way to know the extent to which the quality of the UN that we use in the exam national system that we use in the learning system and also have an important role for the teacher and student learning as a reference and to assist student learning. While the result of the study Derivational affixes in gap fill paragraph on UN (National Examination) are –ly (8), un- (1), -ion (1), -ment (1), dis- (1). It shows that have the most frequently appear in gap fill paragraph on UN (National Examination) are suffix –ly as an adverb marker. The word of changing the part of speech that found in gap fill paragraph on UN (National Exam) are : adjective, adverb, noun and verb","PeriodicalId":118196,"journal":{"name":"E-LINK JOURNAL","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128957480","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
English learning is developing year by year through its method and every aspect in the learning process. The informatics study program has the main aim to develop the students’ intelligence, knowledge, personality, and skills in a workplace for having an independent life in their future. The relevant English learning materials for particular study programs are needed to facilitate the students to achieve good English proficiency. This research is aimed at developing English learning materials for the first semester of Informatics Study Program. The researcher applied Research and Development as the research method. In the research method the researcher implemented five of Borg and Gall’s Research and Development (R&D) stages. Then, those five stages were combined with Kemp’s theory of instructional model to develop and design the English materials, the steps included were: collecting the students’ need, planning, developing the materials, writing the final draft, and trying out the materials. Based on the research finding, the students learn English Learning material includes seven units and in every unit cover three Basic English competence reading, speaking and writing, and also consists of several sections, namely introduction, main lesson and reinforcement.
{"title":"DESIGNING ENGLISH LEARNING MATERIALS FOR INFORMATIC STUDY PROGRAM AT ENGINEERING FACULTY OF ISLAMIC UNIVERSITY OF LAMONGAN","authors":"F. Faridah, Eko Sulistiono","doi":"10.30736/e-link.v5i1.43","DOIUrl":"https://doi.org/10.30736/e-link.v5i1.43","url":null,"abstract":"English learning is developing year by year through its method and every aspect in the learning process. The informatics study program has the main aim to develop the students’ intelligence, knowledge, personality, and skills in a workplace for having an independent life in their future. The relevant English learning materials for particular study programs are needed to facilitate the students to achieve good English proficiency. This research is aimed at developing English learning materials for the first semester of Informatics Study Program. The researcher applied Research and Development as the research method. In the research method the researcher implemented five of Borg and Gall’s Research and Development (R&D) stages. Then, those five stages were combined with Kemp’s theory of instructional model to develop and design the English materials, the steps included were: collecting the students’ need, planning, developing the materials, writing the final draft, and trying out the materials. Based on the research finding, the students learn English Learning material includes seven units and in every unit cover three Basic English competence reading, speaking and writing, and also consists of several sections, namely introduction, main lesson and reinforcement.","PeriodicalId":118196,"journal":{"name":"E-LINK JOURNAL","volume":"97 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117007473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Having many vocabularies is very important in learning English. Vocabulary is one of factors that determines the success of four English Skills. The students who have enough vocabulary could be easier in learning English. From this reason, the teacher should give a good technique to teach vocabulary. Crossword technique is one of an interesting, enjoyable, and fun that should be used by the teacher. Crossword technique is also effective in enrich students’ vocabulary. By implementing the crossword technique the students don’t feel memorizing the vocabularies, they could add their vocabulary unconsciously. This study is aimed to find the effect of crossword technique on students’ vocabulary mastery. It was done at MTs Miftahul Ulum Palengaan Pamekasan. The participant is the seventh grade students. The total number of the participant is 20 students. This study was quantitative research and quasi experimental as the design. Vocabulary test was used to collect the data which consist of 50 questions. The form of test was multiple choice test. There were two tests, namely pretest and posttest. Pretest was done before giving treatment and posttest was done after giving treatment. To achieve the objective of this study the data were analyzed by using dependent t test with the help of SPSS 20. The result turned out to test the hypothesis which states students score in the posttest are different from their score in the pretest. The finding showed that the alternative hypothesis is accepted. It was proven by the result of computation of t-value is higher than critical 0.05 with df 19.It means that the alternative hypothesis (Hi) was accepted. From those explanations above, it could be concluded that there is significant effect of crossword technique on the first grade students’ vocabulary mastery at MTs Miftahul Ulum Gunung Tangis Palengaan Pamekasan. Therefore, teaching vocabulary by using crossword technique was more effective than teaching vocabulary conventionally.From this finding, the researcher suggests for the English teacher to use crossword technique in teaching vocabulary because this technique is very enjoyable and interesting for the students. Moreover, for the institution who doesn’t have enough facilities.
{"title":"THE EFFECT OF CROSSWORD TECHNIQUE ON STUDENTS’ VOCABULARY MASTERY","authors":"Rabi’ah Rabi’ah","doi":"10.30736/e-link.v5i1.46","DOIUrl":"https://doi.org/10.30736/e-link.v5i1.46","url":null,"abstract":"Having many vocabularies is very important in learning English. Vocabulary is one of factors that determines the success of four English Skills. The students who have enough vocabulary could be easier in learning English. From this reason, the teacher should give a good technique to teach vocabulary. Crossword technique is one of an interesting, enjoyable, and fun that should be used by the teacher. Crossword technique is also effective in enrich students’ vocabulary. By implementing the crossword technique the students don’t feel memorizing the vocabularies, they could add their vocabulary unconsciously. This study is aimed to find the effect of crossword technique on students’ vocabulary mastery. It was done at MTs Miftahul Ulum Palengaan Pamekasan. The participant is the seventh grade students. The total number of the participant is 20 students. This study was quantitative research and quasi experimental as the design. Vocabulary test was used to collect the data which consist of 50 questions. The form of test was multiple choice test. There were two tests, namely pretest and posttest. Pretest was done before giving treatment and posttest was done after giving treatment. To achieve the objective of this study the data were analyzed by using dependent t test with the help of SPSS 20. The result turned out to test the hypothesis which states students score in the posttest are different from their score in the pretest. The finding showed that the alternative hypothesis is accepted. It was proven by the result of computation of t-value is higher than critical 0.05 with df 19.It means that the alternative hypothesis (Hi) was accepted. From those explanations above, it could be concluded that there is significant effect of crossword technique on the first grade students’ vocabulary mastery at MTs Miftahul Ulum Gunung Tangis Palengaan Pamekasan. Therefore, teaching vocabulary by using crossword technique was more effective than teaching vocabulary conventionally.From this finding, the researcher suggests for the English teacher to use crossword technique in teaching vocabulary because this technique is very enjoyable and interesting for the students. Moreover, for the institution who doesn’t have enough facilities.","PeriodicalId":118196,"journal":{"name":"E-LINK JOURNAL","volume":"242 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132700328","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ainan Salsabilla, S. Andriyani, Andra Andriawan, Meli Indah Sugiarti
Vocational High School (VHS) is formal education that organizes vocational education at the secondary education level. Learning English at the VHS level is categorized as English for Special Purposes (ESP) which means that English material is expected to meet the students' needs according to their majors. However, many students still have low English proficiency. This study aims to determine the English needs of tenth-grade students majoring in Office Automation and Governance. This study used a descriptive qualitative method. The data were obtained using English tests, questionnaires, and interviews as the instruments. Respondents in this study were tenth-grade students majoring in Office Automation and Governance. The results showed that 1) Lack of innovation and creativity in the teaching materials used by students 2) The materials in the textbooks were not appropriate with the needs of students in the Office Automation and Governance department.Keywords: Needs analysis, English teaching materials, department of office automation and governance
{"title":"NEEDS ANALYSIS OF ENGLISH MATERIAL FOR 10TH GRADE STUDENTS IN OFFICE AUTOMATION AND GOVERNANCE DEPARTMENT","authors":"Ainan Salsabilla, S. Andriyani, Andra Andriawan, Meli Indah Sugiarti","doi":"10.30736/ej.v9i1.607","DOIUrl":"https://doi.org/10.30736/ej.v9i1.607","url":null,"abstract":"Vocational High School (VHS) is formal education that organizes vocational education at the secondary education level. Learning English at the VHS level is categorized as English for Special Purposes (ESP) which means that English material is expected to meet the students' needs according to their majors. However, many students still have low English proficiency. This study aims to determine the English needs of tenth-grade students majoring in Office Automation and Governance. This study used a descriptive qualitative method. The data were obtained using English tests, questionnaires, and interviews as the instruments. Respondents in this study were tenth-grade students majoring in Office Automation and Governance. The results showed that 1) Lack of innovation and creativity in the teaching materials used by students 2) The materials in the textbooks were not appropriate with the needs of students in the Office Automation and Governance department.Keywords: Needs analysis, English teaching materials, department of office automation and governance","PeriodicalId":118196,"journal":{"name":"E-LINK JOURNAL","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115459728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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