Pub Date : 2020-09-03DOI: 10.31980/eealjournal.v3i3.1861
Ayu Chrismonica Islami
Narrow reading is a subset of extensive reading which is considered as a good narrow input for language acquirer. It is believed that by reading, language acquirer frequently absorbs meaning and knowledge. The object of this study was to reveal the potential of narrow reading to advance second language proficiency. This study was carried out by analyzing individuals autobiographical narrative writing with 2 informants who were identified to be avid readers who read for certain times (in this case, 12 months or longer), and read books in certain genre. It was conducted for 4 months to compile the narrative writing and the individuals’ personal data. From the findings, it was shown that the key benefit of narrow reading is the enrichment of vocabulary which leads to advance second language proficiency.
{"title":"THE POTENTIALS OF NARROW READING TO ADVANCE L2 PROFICIENCY","authors":"Ayu Chrismonica Islami","doi":"10.31980/eealjournal.v3i3.1861","DOIUrl":"https://doi.org/10.31980/eealjournal.v3i3.1861","url":null,"abstract":"Narrow reading is a subset of extensive reading which is considered as a good narrow input for language acquirer. It is believed that by reading, language acquirer frequently absorbs meaning and knowledge. The object of this study was to reveal the potential of narrow reading to advance second language proficiency. This study was carried out by analyzing individuals autobiographical narrative writing with 2 informants who were identified to be avid readers who read for certain times (in this case, 12 months or longer), and read books in certain genre. It was conducted for 4 months to compile the narrative writing and the individuals’ personal data. From the findings, it was shown that the key benefit of narrow reading is the enrichment of vocabulary which leads to advance second language proficiency.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131262249","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}
Pub Date : 2020-08-28DOI: 10.31980/eealjournal.v3i2.1841
Ira Destiani, T. Setia, M. Hidayat
This study was conducted to investigate the effectiveness of theme-based learning in teaching speaking skill. Specific objectives of this study were to find out: (1) whether theme-based learning is effective in improving students’ speaking skill and (2) students’ responses toward the implementation of this teaching method. This study, that was conducted in one of senior high schools in Garut to 37 students used quantitative method collaborated with pre-experimental design. The data in this study were collected by using speaking test; pre-test and post-test and interview. The speaking tests then analyzed and interpreted by using t-test to find out whether theme-based learning is effective in improving students’ speaking skill or not. Meanwhile, the interview then classified into description to find out students’ responses toward the implementation of theme-based learning. The result of this study showed that theme-based learning is effective in improving students’ speaking skill. The pre-test score indicated mean 9.216 and post-test score indicated mean 15.02 with t-test showed tobserve > tcritical (11.264 > 1.6893). In addition, the result of the interview that was conducted to the 10 students showed 100% positive responses
{"title":"Theme-Based Learning in Teaching Speaking Skill (A Pre-experimental Study of Tenth-Graders in One of Senior High Schools in Garut)","authors":"Ira Destiani, T. Setia, M. Hidayat","doi":"10.31980/eealjournal.v3i2.1841","DOIUrl":"https://doi.org/10.31980/eealjournal.v3i2.1841","url":null,"abstract":"This study was conducted to investigate the effectiveness of theme-based learning in teaching speaking skill. Specific objectives of this study were to find out: (1) whether theme-based learning is effective in improving students’ speaking skill and (2) students’ responses toward the implementation of this teaching method. This study, that was conducted in one of senior high schools in Garut to 37 students used quantitative method collaborated with pre-experimental design. The data in this study were collected by using speaking test; pre-test and post-test and interview. The speaking tests then analyzed and interpreted by using t-test to find out whether theme-based learning is effective in improving students’ speaking skill or not. Meanwhile, the interview then classified into description to find out students’ responses toward the implementation of theme-based learning. The result of this study showed that theme-based learning is effective in improving students’ speaking skill. The pre-test score indicated mean 9.216 and post-test score indicated mean 15.02 with t-test showed tobserve > tcritical (11.264 > 1.6893). In addition, the result of the interview that was conducted to the 10 students showed 100% positive responses","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115452702","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}
Pub Date : 2020-08-03DOI: 10.31980/eealjournal.v3i2.1837
Vikri Februansyah, I. Nugraha, Y. Fajriah
This study is aimed at investigating students’ difficulties in writing recount text. To achieve that purpose, qualitative approach embracing case study design was used in this study. The data were taken from eight texts of the third graders in one of Universities at Garut. The data were then analyzed using the genre rubric from Knapp and Watkins (2005). The result reveals that students are still difficult in organizing the structure of recount text and delivering ideas through the correct grammar such as conjunction, past tense, and mental verb
{"title":"AN ANALYSIS OF STUDENTS’ DIFFICULTIES IN WRITING RECOUNT TEXTS","authors":"Vikri Februansyah, I. Nugraha, Y. Fajriah","doi":"10.31980/eealjournal.v3i2.1837","DOIUrl":"https://doi.org/10.31980/eealjournal.v3i2.1837","url":null,"abstract":"This study is aimed at investigating students’ difficulties in writing recount text. To achieve that purpose, qualitative approach embracing case study design was used in this study. The data were taken from eight texts of the third graders in one of Universities at Garut. The data were then analyzed using the genre rubric from Knapp and Watkins (2005). The result reveals that students are still difficult in organizing the structure of recount text and delivering ideas through the correct grammar such as conjunction, past tense, and mental verb","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130034465","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}
Pub Date : 2020-08-03DOI: 10.31980/eealjournal.v3i2.1842
Ulfah Fauziah Alfalah, A. Suminar
The title of this research is “THE IMPLEMENTATION OF PHOTOGRPHS IN IMPROVING STUDENTS’ SPEAKING OF STORYTELLING”. The purpose of this study was to investigate the students’ speaking storytelling using photographs. The research explored about photograph in teaching speaking of storytelling. The method that applied in this research was quantitative method which was preexperimental design. Speaking test and questionnaire were used to collect the data. This research was conducted to 1st grade student in a private senior high school in Garut. Based on the result of this research, it was shown that photographs affected in improving speaking skill ability. It was proven of the different score in pre-test and post-test score. The post-test score increase significantly and it also could be concluded from the t-test result in which t-observed was higher that t-critical it meant there was significant affect in improving students’ speaking ability using photographs. It was said that Ho was accepted if the lower has negative (-) value and upper has positive (+) value or sig. (2-tailed) > α. From the table above it was showed that the lower and upper had negative (-) value and sig. (2-tailed) = 0.000
{"title":"THE IMPLEMENTATION OF PHOTOGRAPHS IN IMPROVING STUDENTS’ SPEAKING ABILITY","authors":"Ulfah Fauziah Alfalah, A. Suminar","doi":"10.31980/eealjournal.v3i2.1842","DOIUrl":"https://doi.org/10.31980/eealjournal.v3i2.1842","url":null,"abstract":"The title of this research is “THE IMPLEMENTATION OF PHOTOGRPHS IN IMPROVING STUDENTS’ SPEAKING OF STORYTELLING”. The purpose of this study was to investigate the students’ speaking storytelling using photographs. The research explored about photograph in teaching speaking of storytelling. The method that applied in this research was quantitative method which was preexperimental design. Speaking test and questionnaire were used to collect the data. This research was conducted to 1st grade student in a private senior high school in Garut. Based on the result of this research, it was shown that photographs affected in improving speaking skill ability. It was proven of the different score in pre-test and post-test score. The post-test score increase significantly and it also could be concluded from the t-test result in which t-observed was higher that t-critical it meant there was significant affect in improving students’ speaking ability using photographs. It was said that Ho was accepted if the lower has negative (-) value and upper has positive (+) value or sig. (2-tailed) > α. From the table above it was showed that the lower and upper had negative (-) value and sig. (2-tailed) = 0.000","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129087246","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}
Pub Date : 2020-08-03DOI: 10.31980/eealjournal.v3i2.1844
Aji Sapta Ramdani
The objective of this study was to find out the significant difference before and after the students being treated by classroom interaction strategy in speaking class. The researcher used quantitative method and preexperimental design to analyze research problem. This study was conducted to the second grade students of SMAN 6 Garut on 21th July until 5th August 2016. The data were collected through a speaking test, the test was consists of expressed argumentative text. Firstly, students had to express their opinions about the phenomenon surrounding without being given treatment. In this test, the researcher gave the topic about social media. Secondly, the students expressed their opinions after treatment. The treatment was the researcher teach the students how to expressing opinion, asking other people’s opinion and saying agreement. The test was given to measure the students’ speaking skill after treatment. The researcher investigated the data and collected the score pretest and post-test based on the scoring system. In analyzing the data, the researcher calculated the data used t-test, the researcher checked the normality of the data using Liliefors test to find out whether the distribution of data was normal, and so the researcher used t-test to clarify whether or not his hypothesis is accepted. The research findings showed that was a difference before and after the students being treated classroom interaction in speaking class. The result of the data showed that = 8,374 was greater than = 2,924. It proved that the result of post-test was better than the result of pre-test. In order to find out the significance of the improvement between pre-test and post-test, t-test was applied. After having the test of significance, the result of pre-test showed that the average score of pre-test was 67. Whereas, the averages score of post-test were 73. From the data showed, the result of the post-test in speaking test was better than the result of pre-test. From the result, it could be concluded that there are the significance of the improvement from pretest and post-test
{"title":"THE EFECT OF CLASSROOM INTERACTION IN IMPROVING STUDENTS’ SPEAKING SKILL","authors":"Aji Sapta Ramdani","doi":"10.31980/eealjournal.v3i2.1844","DOIUrl":"https://doi.org/10.31980/eealjournal.v3i2.1844","url":null,"abstract":"The objective of this study was to find out the significant difference before and after the students being treated by classroom interaction strategy in speaking class. The researcher used quantitative method and preexperimental design to analyze research problem. This study was conducted to the second grade students of SMAN 6 Garut on 21th July until 5th August 2016. The data were collected through a speaking test, the test was consists of expressed argumentative text. Firstly, students had to express their opinions about the phenomenon surrounding without being given treatment. In this test, the researcher gave the topic about social media. Secondly, the students expressed their opinions after treatment. The treatment was the researcher teach the students how to expressing opinion, asking other people’s opinion and saying agreement. The test was given to measure the students’ speaking skill after treatment. The researcher investigated the data and collected the score pretest and post-test based on the scoring system. In analyzing the data, the researcher calculated the data used t-test, the researcher checked the normality of the data using Liliefors test to find out whether the distribution of data was normal, and so the researcher used t-test to clarify whether or not his hypothesis is accepted. The research findings showed that was a difference before and after the students being treated classroom interaction in speaking class. The result of the data showed that = 8,374 was greater than = 2,924. It proved that the result of post-test was better than the result of pre-test. In order to find out the significance of the improvement between pre-test and post-test, t-test was applied. After having the test of significance, the result of pre-test showed that the average score of pre-test was 67. Whereas, the averages score of post-test were 73. From the data showed, the result of the post-test in speaking test was better than the result of pre-test. From the result, it could be concluded that there are the significance of the improvement from pretest and post-test","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121062258","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}
Pub Date : 2020-08-03DOI: 10.31980/eealjournal.v3i2.1839
Putri Utami Sundari, Wahid Hasyim
This research is aimed to find out whether there is any significant improvement of using short stories method in students’ reading comprehension on narrative text. The participants for this research were one class consisting of thirty two students from the second grade of a junior high school in West Java. This research implemented pre-experimental design as research method. The data were obtained from the tests involving pre-test and post-test in order to know the students’ reading comprehension on narrative text before and after using short stories method. Type of the tests used was multiple choices in which every test consisted of twenty questions. The result of the instruments was analyzed quantitatively using statistical analysis. It can be seen in the result of the hypothesis testing through T-Test formula in the significance degree (α) = 0.05. The result showed that tobserved = 18.198 ≥ tcritical = 2.0395. Therefore the null hypothesis (Ho) of this research is rejected and alternative hypothesis (Ha) of this research is accepted. Then, the normalized gain of this research is categorized as medium with average value 0.45. Based on the result, it could be concluded that using short stories method has significant improvement to develop students’ reading comprehension on narrative text.
{"title":"USING CHILDREN SHORT STORIES TO DEVELOP STUDENTS’ READING COMPREHENSION ON NARRATIVE TEXT","authors":"Putri Utami Sundari, Wahid Hasyim","doi":"10.31980/eealjournal.v3i2.1839","DOIUrl":"https://doi.org/10.31980/eealjournal.v3i2.1839","url":null,"abstract":"This research is aimed to find out whether there is any significant improvement of using short stories method in students’ reading comprehension on narrative text. The participants for this research were one class consisting of thirty two students from the second grade of a junior high school in West Java. This research implemented pre-experimental design as research method. The data were obtained from the tests involving pre-test and post-test in order to know the students’ reading comprehension on narrative text before and after using short stories method. Type of the tests used was multiple choices in which every test consisted of twenty questions. The result of the instruments was analyzed quantitatively using statistical analysis. It can be seen in the result of the hypothesis testing through T-Test formula in the significance degree (α) = 0.05. The result showed that tobserved = 18.198 ≥ tcritical = 2.0395. Therefore the null hypothesis (Ho) of this research is rejected and alternative hypothesis (Ha) of this research is accepted. Then, the normalized gain of this research is categorized as medium with average value 0.45. Based on the result, it could be concluded that using short stories method has significant improvement to develop students’ reading comprehension on narrative text.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115252598","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}
Pub Date : 2020-08-03DOI: 10.31980/eealjournal.v3i2.1840
Widi Lestari, S. Muljanto, L. Lestari
This study was carried out to analyze the grammatical errror analysis which are made by the students in their speaking performance. It was based on the assumption that grammatical rule has a function in speaking to make the communication clearly and to convey the information in appropriate way. The study was conducted under qualitative methodology by using case study as the appropriate research design. The data source of this research is 1st grade student from the speaking class of English Education major that consisted of 24 students. For collecting the data, the researcher used observation fieldnote and also video record. The writer identified and analyzed data based on the types of error using Dulay’s theory. Based on the finding, the result of this research showed that students made a total errors 318 times divided into four types of errors: omission, addition, misformation, and misordering. From the quantity of each error types, misformation was the highest errors produced by the students. It took 175 times of errors. And omission had 115 times of errors, moreover, 24 errors fell into error of addition, and the last one misordering was the lowest errors produced by the students the total was 5 errors. Actually, errors are necessary in learning a language, especially learning English language as the foreign language. Thus, error analysis also helps the students identify what the errors are made, because the students cannot apply their language acquisition directly without committing error firstly. They cannot achieve the target language perfectly when the errors appear. Error analysis is very advantageous for both learner and teacher. For learner, by paying more attention, the learners are expected to increase their knowledge on the English grammar. Whereas for teachers, hopefully the research can be useful information in teaching process and in the end, the teacher can be able to teach the material appropriately
{"title":"GRAMMATICAL ERROR ANALYSIS IN EFL SPEAKING PERFORMANCE","authors":"Widi Lestari, S. Muljanto, L. Lestari","doi":"10.31980/eealjournal.v3i2.1840","DOIUrl":"https://doi.org/10.31980/eealjournal.v3i2.1840","url":null,"abstract":"This study was carried out to analyze the grammatical errror analysis which are made by the students in their speaking performance. It was based on the assumption that grammatical rule has a function in speaking to make the communication clearly and to convey the information in appropriate way. The study was conducted under qualitative methodology by using case study as the appropriate research design. The data source of this research is 1st grade student from the speaking class of English Education major that consisted of 24 students. For collecting the data, the researcher used observation fieldnote and also video record. The writer identified and analyzed data based on the types of error using Dulay’s theory. Based on the finding, the result of this research showed that students made a total errors 318 times divided into four types of errors: omission, addition, misformation, and misordering. From the quantity of each error types, misformation was the highest errors produced by the students. It took 175 times of errors. And omission had 115 times of errors, moreover, 24 errors fell into error of addition, and the last one misordering was the lowest errors produced by the students the total was 5 errors. Actually, errors are necessary in learning a language, especially learning English language as the foreign language. Thus, error analysis also helps the students identify what the errors are made, because the students cannot apply their language acquisition directly without committing error firstly. They cannot achieve the target language perfectly when the errors appear. Error analysis is very advantageous for both learner and teacher. For learner, by paying more attention, the learners are expected to increase their knowledge on the English grammar. Whereas for teachers, hopefully the research can be useful information in teaching process and in the end, the teacher can be able to teach the material appropriately","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116340610","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}
Pub Date : 2020-08-03DOI: 10.31980/eealjournal.v3i2.1838
M. Hidayat
Classroom assessment may significantly affect learners’ academic achievements. The effect can be either direct or indirect. Inspired by this fact, the current study attempted to investigate teachers’ assessment literacy and its impact on their current assessment practices and learners’ writing outcomes. The Inquiry endeavored to benefit an understanding of the extent to which teachers’ assessment literacy affects their practices and their learners’ outcomes. To this end, the researchers employed teachers’ assessment literacy inventory, and Writing Competence Rating Scale (WCRS) to obtain the data for analysis. Ten EFL instructors and seventy five male junior EFL undergraduate students were involved in this study. The results indicated that teachers’ assessment literacy has a statistically significant impact on learners’ writing achievements and teachers’ assessment awareness leads teaching environments into effective and motivated assessment design. The result suggested that teachers’ assessment awareness be taken into account as initial requirement for every teachers and educators
{"title":"Teachers’ Assessment Literacy Impact on Learners’ Writing Achievements","authors":"M. Hidayat","doi":"10.31980/eealjournal.v3i2.1838","DOIUrl":"https://doi.org/10.31980/eealjournal.v3i2.1838","url":null,"abstract":"Classroom assessment may significantly affect learners’ academic achievements. The effect can be either direct or indirect. Inspired by this fact, the current study attempted to investigate teachers’ assessment literacy and its impact on their current assessment practices and learners’ writing outcomes. The Inquiry endeavored to benefit an understanding of the extent to which teachers’ assessment literacy affects their practices and their learners’ outcomes. To this end, the researchers employed teachers’ assessment literacy inventory, and Writing Competence Rating Scale (WCRS) to obtain the data for analysis. Ten EFL instructors and seventy five male junior EFL undergraduate students were involved in this study. The results indicated that teachers’ assessment literacy has a statistically significant impact on learners’ writing achievements and teachers’ assessment awareness leads teaching environments into effective and motivated assessment design. The result suggested that teachers’ assessment awareness be taken into account as initial requirement for every teachers and educators","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-08-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116119563","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}
Pub Date : 2020-02-25DOI: 10.31980/eealjournal.v3i1.850
L. Nurjamin
The unclear English pronunciation elements taught to Indonesian junior high school students may cause many different impacts related to the suitable elements of English pronunciation in EFL context. This phenomenon triggers this study to address the relevant elements of English pronunciation for Indonesian junior high school students. In this study, qualitative approach employing library research is chosen as the research methodology. The data are taken from books and journals related to teaching and learning English pronunciation in EFL context, particularly in Indonesian context. As a result, the study reveals that sounds, stress, and intonation are the core competence of English pronunciation that should be taught for junior high school students in Indonesian context.
{"title":"THE PRIORITIES OF ENGLISH PRONUNCIATION ELEMENTS FOR INDONESIAN JUNIOR HIGH SCHOOL STUDENTS","authors":"L. Nurjamin","doi":"10.31980/eealjournal.v3i1.850","DOIUrl":"https://doi.org/10.31980/eealjournal.v3i1.850","url":null,"abstract":"The unclear English pronunciation elements taught to Indonesian junior high school students may cause many different impacts related to the suitable elements of English pronunciation in EFL context. This phenomenon triggers this study to address the relevant elements of English pronunciation for Indonesian junior high school students. In this study, qualitative approach employing library research is chosen as the research methodology. The data are taken from books and journals related to teaching and learning English pronunciation in EFL context, particularly in Indonesian context. As a result, the study reveals that sounds, stress, and intonation are the core competence of English pronunciation that should be taught for junior high school students in Indonesian context. ","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121221406","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}
Pub Date : 2019-10-28DOI: 10.31980/eealjournal.v3i1.1092
Nira Herdiani, A. Suminar
This paper entitled “The Correlation between Students’ Motivation and Their Speaking Skill”. The writer conducted research at one of senior high school in Garut. This research is aimed to find out there is any significant difference between motivation and speaking skill. The research procedures of this research are: first, the writer made instrument, second the writer give questionnaire motivation trait, third the writer doing interview on answer was choose, last the writer conducted data and reported data. After the writer calculated the data used T-test, it showed mean (x) of students motivation is 2.375 and the mean (x) of students speaking skill is 2.453 and then tcritical value by used significant level 0.05 is 2.0484 and t observed is 19,891 or tobserved ≤ tcritical. Based on the test hypothesis, and the curve of hypothesis testing showed the t test was on area of Ha acceptance. It means that there was significant difference between motivation and speaking skill
{"title":"THE CORRELATION BETWEEN STUDENTS’ MOTIVATION AND THEIR SPEAKING SKILL","authors":"Nira Herdiani, A. Suminar","doi":"10.31980/eealjournal.v3i1.1092","DOIUrl":"https://doi.org/10.31980/eealjournal.v3i1.1092","url":null,"abstract":"This paper entitled “The Correlation between Students’ Motivation and Their Speaking Skill”. The writer conducted research at one of senior high school in Garut. This research is aimed to find out there is any significant difference between motivation and speaking skill. The research procedures of this research are: first, the writer made instrument, second the writer give questionnaire motivation trait, third the writer doing interview on answer was choose, last the writer conducted data and reported data. After the writer calculated the data used T-test, it showed mean (x) of students motivation is 2.375 and the mean (x) of students speaking skill is 2.453 and then tcritical value by used significant level 0.05 is 2.0484 and t observed is 19,891 or tobserved ≤ tcritical. Based on the test hypothesis, and the curve of hypothesis testing showed the t test was on area of Ha acceptance. It means that there was significant difference between motivation and speaking skill","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126728801","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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