Pub Date : 2019-09-07DOI: 10.31980/eealjournal.v2i3.1715
Y. Fajriah, Farhan Fauzia
Due to the pros and cons of ICT use in the classroom, this study focuses on investigating the lecturers’ perception of the application of ICT-based English teaching in university. To fulfill this aim, this qualitative research through a semistructured interview was conducted to two male EFL lecturers. The data were then analyzed inductively through the phase of recording, transcribing, categorizing, and interpreting. Moreover, the findings show that despite the familiarity with ICT, in the practice, both of them have a different preference; one of the lecturers always use ICT, and the other does not. To conclude, although ICT integration is one of the government’s program in the latest curriculum, the use of ICT is not welcomed by all lecturers.
{"title":"IS ICT IMPORTANT TO BE INTEGRATED INTO EFL TEACHING: LECTURERS’ POINTS OF VIEW","authors":"Y. Fajriah, Farhan Fauzia","doi":"10.31980/eealjournal.v2i3.1715","DOIUrl":"https://doi.org/10.31980/eealjournal.v2i3.1715","url":null,"abstract":"Due to the pros and cons of ICT use in the classroom, this study focuses on investigating the lecturers’ perception of the application of ICT-based English teaching in university. To fulfill this aim, this qualitative research through a semistructured interview was conducted to two male EFL lecturers. The data were then analyzed inductively through the phase of recording, transcribing, categorizing, and interpreting. Moreover, the findings show that despite the familiarity with ICT, in the practice, both of them have a different preference; one of the lecturers always use ICT, and the other does not. To conclude, although ICT integration is one of the government’s program in the latest curriculum, the use of ICT is not welcomed by all lecturers.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117234551","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 : 2019-09-06DOI: 10.31980/eealjournal.v2i3.1719
This study, entitled “Students’ Strategies and Problems in Translating a Poem” was conducted at the English program in one college in Garut area, West Java, involving six students of the sixth semester. It aimed to analyze the strategies they applied and the problems they encountered in translating an English poem entitled A Dream Within a Dream by Edgar Allan Poe into Indonesian. Using the qualitative case design, the data was collected from the documents of students’ translation works and interview and was analyzed through textual descriptive analysis. The data was analyzed using Lefevere’s (1992) theory of seven poetry translation strategies and Hariyanto’s (2003) theory about poetry translation problems. The findings of the study revealed that Literal Translation (38%) was the most used strategy, followed by Interpretation (24.7%), Metrical Translation (20%), Poetry into Prose (12%), and Rhymed Translation (5.3%). However, two other strategies, namely Phonemic Translation and Blank Verse Translation, were not found to be used at all by the students. This study also found that the main problem they encountered was Linguistic Problems, more specifically vocabulary, while the second main problem was Literary or Aesthetic Problems, more specifically the rhymes of the poem. It is recommended that further research to be conducted in a different setting and using a different kind of poem to give more information regarding students’ strategies and problems in translating a poem.
{"title":"STUDENTS’ STRATEGIES AND PROBLEMS IN TRANSLATING A POEM","authors":"","doi":"10.31980/eealjournal.v2i3.1719","DOIUrl":"https://doi.org/10.31980/eealjournal.v2i3.1719","url":null,"abstract":"This study, entitled “Students’ Strategies and Problems in Translating a Poem” was conducted at the English program in one college in Garut area, West Java, involving six students of the sixth semester. It aimed to analyze the strategies they applied and the problems they encountered in translating an English poem entitled A Dream Within a Dream by Edgar Allan Poe into Indonesian. Using the qualitative case design, the data was collected from the documents of students’ translation works and interview and was analyzed through textual descriptive analysis. The data was analyzed using Lefevere’s (1992) theory of seven poetry translation strategies and Hariyanto’s (2003) theory about poetry translation problems. The findings of the study revealed that Literal Translation (38%) was the most used strategy, followed by Interpretation (24.7%), Metrical Translation (20%), Poetry into Prose (12%), and Rhymed Translation (5.3%). However, two other strategies, namely Phonemic Translation and Blank Verse Translation, were not found to be used at all by the students. This study also found that the main problem they encountered was Linguistic Problems, more specifically vocabulary, while the second main problem was Literary or Aesthetic Problems, more specifically the rhymes of the poem. It is recommended that further research to be conducted in a different setting and using a different kind of poem to give more information regarding students’ strategies and problems in translating a poem.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121641725","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 : 2019-09-06DOI: 10.31980/eealjournal.v2i3.1718
Hilmi Fahmiyati Gustiani, M. Hidayat
This study is aimed to investigate whether quantum learning method is effective to develop students’ reading comprehension. The quantitative research method was used with the time series-quasi experimental study as the research design and it was conducted in one of junior high schoolsin Garut with 30 students of eighth-graders as the sample. The data in this study were collected by using pretest and series of post-tests. The result has shown that quantum learning method is effective in developing students’ reading comprehension. Therefore, quantum learning method can be an alternative to be applied in teaching reading comprehension.
{"title":"THE USE OF GOOGLE TRANSLATE IN TRANSLATING FROM ENGLISH INTO BAHASA INDONESIA","authors":"Hilmi Fahmiyati Gustiani, M. Hidayat","doi":"10.31980/eealjournal.v2i3.1718","DOIUrl":"https://doi.org/10.31980/eealjournal.v2i3.1718","url":null,"abstract":"This study is aimed to investigate whether quantum learning method is effective to develop students’ reading comprehension. The quantitative research method was used with the time series-quasi experimental study as the research design and it was conducted in one of junior high schoolsin Garut with 30 students of eighth-graders as the sample. The data in this study were collected by using pretest and series of post-tests. The result has shown that quantum learning method is effective in developing students’ reading comprehension. Therefore, quantum learning method can be an alternative to be applied in teaching reading comprehension.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115401640","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 : 2019-09-06DOI: 10.31980/eealjournal.v2i3.1723
Marina Oktaviani, Y. Fajriah
This study was conducted to investigate the use of video media to improve students’ pronunciation in the second grade of a junior high school. Thus its specific objective was to find out: The effectiveness of video in teaching students pronunciation of of /ʒ/ /tʃ/ /dʒ/ /θ/ /ð/. The research method used in this study was quasi-experimental and it was conducted in one junior high school in Cikajang. The data in this study were collected by using pre-test and post-test. They were then analyzed by using the Mann-Whitney t-test to see if there is significant difference in the mean of both groups’ score and the dependent t-test to see if the use of video media significantly affects students’ pronunciation. The findings showed that use video media is effective in improving students’ score in pronunciation post-test score of experimental group, M=13.06, of control group M=7,73 the result of the dependent t-test: t(30) = - 18.351 < 0.05 with tcrit (30) = 2.042. The obtained value of tcritis proven to be greater than tcrit (-18.351 > 2.042) and this result is significant at α level 0.05. In addition, this technique is very helpful as it becomes in teaching pronunciation.
{"title":"THE USE OF VIDEO MEDIA TO IMPROVE STUDENTS’ PRONUNCIATION","authors":"Marina Oktaviani, Y. Fajriah","doi":"10.31980/eealjournal.v2i3.1723","DOIUrl":"https://doi.org/10.31980/eealjournal.v2i3.1723","url":null,"abstract":"This study was conducted to investigate the use of video media to improve students’ pronunciation in the second grade of a junior high school. Thus its specific objective was to find out: The effectiveness of video in teaching students pronunciation of of /ʒ/ /tʃ/ /dʒ/ /θ/ /ð/. The research method used in this study was quasi-experimental and it was conducted in one junior high school in Cikajang. The data in this study were collected by using pre-test and post-test. They were then analyzed by using the Mann-Whitney t-test to see if there is significant difference in the mean of both groups’ score and the dependent t-test to see if the use of video media significantly affects students’ pronunciation. The findings showed that use video media is effective in improving students’ score in pronunciation post-test score of experimental group, M=13.06, of control group M=7,73 the result of the dependent t-test: t(30) = - 18.351 < 0.05 with tcrit (30) = 2.042. The obtained value of tcritis proven to be greater than tcrit (-18.351 > 2.042) and this result is significant at α level 0.05. In addition, this technique is very helpful as it becomes in teaching pronunciation.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124046496","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 : 2019-09-06DOI: 10.31980/eealjournal.v2i3.1722
Oktaviani Nur Indahsari, Surtiana Harjadijaya, E. D. Sofyawati
The writer intends to observe the use of picture series to improve the students' speaking ability. The steps are taken purpose to identify the significance of using picture series in improving the students’ speaking ability in a recount text. The study involved one class of the 2nd grade students at SMP Negeri 6 Garut as the sample. The design of this research was pre-experimental and used quantitative method to analyze the problem statement. The writer used pre-test and post-test as the research instrument to find out the result of using picture series in improving students’ speaking ability. The speaking assessment was adopted from Hughes (2002) covering accent, grammar, vocabulary, fluency, and comprehension. The hypothesis of the research is; there is a significant improvement using Picture Series in improving students’ speaking ability in VIIIB class at SMP Negeri 6 Garut. Through the process of experiment with using statistical computation showed that the use of picture series has improved students’ speaking ability significantly in a recount text. Test statistical technique on 0.05 significance level, the results are; that tobserve = 19.622 and tcritical = 2.0423, because tobserve (19.622) is higher than tcritical (2.0423), It meant that there is a significant improving of using picture series in improving students’ speaking skill. In reference to the result of the study, the conclusion was drawn that picture series was successful to improve the students’ speaking ability in recount text. The use of picture series to improve students’ speaking ability was proven effective and significant. By using picture series, students are expected to practice speaking and motivated them to learn speaking. As the suggestion, the use of picture series is recommended to be applied during teaching and learning speaking in junior high schools. It is also important for teachers to select particular pictures appropriate with the students’ needs, interests, and the curriculum as well.
{"title":"USING PICTURE SERIES IN IMPROVING STUDENTS’ SPEAKING SKILL","authors":"Oktaviani Nur Indahsari, Surtiana Harjadijaya, E. D. Sofyawati","doi":"10.31980/eealjournal.v2i3.1722","DOIUrl":"https://doi.org/10.31980/eealjournal.v2i3.1722","url":null,"abstract":"The writer intends to observe the use of picture series to improve the students' speaking ability. The steps are taken purpose to identify the significance of using picture series in improving the students’ speaking ability in a recount text. The study involved one class of the 2nd grade students at SMP Negeri 6 Garut as the sample. The design of this research was pre-experimental and used quantitative method to analyze the problem statement. The writer used pre-test and post-test as the research instrument to find out the result of using picture series in improving students’ speaking ability. The speaking assessment was adopted from Hughes (2002) covering accent, grammar, vocabulary, fluency, and comprehension. The hypothesis of the research is; there is a significant improvement using Picture Series in improving students’ speaking ability in VIIIB class at SMP Negeri 6 Garut. Through the process of experiment with using statistical computation showed that the use of picture series has improved students’ speaking ability significantly in a recount text. Test statistical technique on 0.05 significance level, the results are; that tobserve = 19.622 and tcritical = 2.0423, because tobserve (19.622) is higher than tcritical (2.0423), It meant that there is a significant improving of using picture series in improving students’ speaking skill. In reference to the result of the study, the conclusion was drawn that picture series was successful to improve the students’ speaking ability in recount text. The use of picture series to improve students’ speaking ability was proven effective and significant. By using picture series, students are expected to practice speaking and motivated them to learn speaking. As the suggestion, the use of picture series is recommended to be applied during teaching and learning speaking in junior high schools. It is also important for teachers to select particular pictures appropriate with the students’ needs, interests, and the curriculum as well.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117343899","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 : 2019-09-06DOI: 10.31980/eealjournal.v2i3.1714
Y. Fajriah, Anisa Siti Cahyani
Due to the prominence of students’ capacity in manifesting ideas, this study aims to do transitivity analysis on students’ narrative texts. To attain this aim, qualitative embracing case study design was undertaken. The data in this study were taken from six selected narrative texts written by the students. The data were then analyzed using the criteria of transitivity (linguistic features). The result reveals that students have been tried to amuse readers through their stories by using material process and mental process. However, there is an inadequacy in which students are better to learn more about how to make the text lively (through verbal process).
{"title":"ARE YOUR IDEAS MANIFESTED AT YOUR STORY? TRANSITVITY ANALYSIS OF STUDENTS’ NARRATIVE TEXT","authors":"Y. Fajriah, Anisa Siti Cahyani","doi":"10.31980/eealjournal.v2i3.1714","DOIUrl":"https://doi.org/10.31980/eealjournal.v2i3.1714","url":null,"abstract":"Due to the prominence of students’ capacity in manifesting ideas, this study aims to do transitivity analysis on students’ narrative texts. To attain this aim, qualitative embracing case study design was undertaken. The data in this study were taken from six selected narrative texts written by the students. The data were then analyzed using the criteria of transitivity (linguistic features). The result reveals that students have been tried to amuse readers through their stories by using material process and mental process. However, there is an inadequacy in which students are better to learn more about how to make the text lively (through verbal process).","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129272718","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 : 2019-09-06DOI: 10.31980/eealjournal.v2i3.1720
Nita Nurlaela Sa'ban, Wahid Hasim
The aim of this study entitled “Brainstorming Technique to Develop the Students’ Writing Skill” was to investigate to find out the effectiveness of brainstorming technique in teaching writing. The research was conducted to 35 students in the 2nd grade at SMP N 1 Tarogong Kidul. The data was collecting on 19 April 2016 until 17 May 2016. The researcher used a quantitative method to answer this problem. First, the students were given pre-test to know the ability students’ writing before giving treatment. Then, the students were given the treatment by teaching writing using brainstorming technique. After giving the treatment, the students’ was given a post-test. The result of pre-test and post-test were analyzed by using t-test. All the processes of collecting, analyzing and interpreting the data were aimed to test the hypothesis. The researcher used the hypothesis criterion test if:-tcritical ≤ tobserved ≥ tcritical, then alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. It means that there is significant difference of using brainstorming in students’ writing skill as the tobserved pointed at 11.884, and tcritical pointed 2.0484, so the tobserved (11.884) was higher than -tcritical (- 2.0484) and tcritical (2.0484). The research resulted, alternative (Ha) was accepted and null hypothesis (Ho) was rejected. Moreover, it means that there was difference of using brainstorming in students’ writing skill.
{"title":"BRAINSTORMING TECHNIQUE TO DEVELOP THE STUDENTS’ WRITING SKILL","authors":"Nita Nurlaela Sa'ban, Wahid Hasim","doi":"10.31980/eealjournal.v2i3.1720","DOIUrl":"https://doi.org/10.31980/eealjournal.v2i3.1720","url":null,"abstract":"The aim of this study entitled “Brainstorming Technique to Develop the Students’ Writing Skill” was to investigate to find out the effectiveness of brainstorming technique in teaching writing. The research was conducted to 35 students in the 2nd grade at SMP N 1 Tarogong Kidul. The data was collecting on 19 April 2016 until 17 May 2016. The researcher used a quantitative method to answer this problem. First, the students were given pre-test to know the ability students’ writing before giving treatment. Then, the students were given the treatment by teaching writing using brainstorming technique. After giving the treatment, the students’ was given a post-test. The result of pre-test and post-test were analyzed by using t-test. All the processes of collecting, analyzing and interpreting the data were aimed to test the hypothesis. The researcher used the hypothesis criterion test if:-tcritical ≤ tobserved ≥ tcritical, then alternative hypothesis (Ha) is accepted and null hypothesis (Ho) is rejected. It means that there is significant difference of using brainstorming in students’ writing skill as the tobserved pointed at 11.884, and tcritical pointed 2.0484, so the tobserved (11.884) was higher than -tcritical (- 2.0484) and tcritical (2.0484). The research resulted, alternative (Ha) was accepted and null hypothesis (Ho) was rejected. Moreover, it means that there was difference of using brainstorming in students’ writing skill.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130436152","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 : 2019-09-06DOI: 10.31980/eealjournal.v2i3.1717
Arni Yanuar Wulandari, A. Kurnia, Wahid Hasim
This study entitled “The Influence of Using Index Card Match (ICM) Method on Students’ Writing Ability of Recount”. It was aimed to find out the influence of index card match method to improve students’ writing ability of recount. The design of this study was pre-experimental design. The data were collected through recount test. They were distributed to 35 students in the second grade of SMPN 5 Garut that were selected to be the respondents of this study. The data from pre-test and post-test showed that the average of the students’ achievement in pre-test was 36.86 and the average of students’ achievement in post-test was 73.43. Then, the result of t-test showed that tobserved = 20.496 ≥ tcritical = 2.0423. It means that null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. The result showed that there was influence in improvement students’ writing ability of recount through Index Card Match method. Based on the result above, it indicated that Index Card Match method was influence to improve students’ writing ability of recount.
{"title":"THE INFLUENCE OF USING INDEX CARD MATCH (ICM) METHOD ON STUDENTS’ WRITING ABILITY OF RECOUNT","authors":"Arni Yanuar Wulandari, A. Kurnia, Wahid Hasim","doi":"10.31980/eealjournal.v2i3.1717","DOIUrl":"https://doi.org/10.31980/eealjournal.v2i3.1717","url":null,"abstract":"This study entitled “The Influence of Using Index Card Match (ICM) Method on Students’ Writing Ability of Recount”. It was aimed to find out the influence of index card match method to improve students’ writing ability of recount. The design of this study was pre-experimental design. The data were collected through recount test. They were distributed to 35 students in the second grade of SMPN 5 Garut that were selected to be the respondents of this study. The data from pre-test and post-test showed that the average of the students’ achievement in pre-test was 36.86 and the average of students’ achievement in post-test was 73.43. Then, the result of t-test showed that tobserved = 20.496 ≥ tcritical = 2.0423. It means that null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. The result showed that there was influence in improvement students’ writing ability of recount through Index Card Match method. Based on the result above, it indicated that Index Card Match method was influence to improve students’ writing ability of recount.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130304779","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 : 2019-09-06DOI: 10.31980/eealjournal.v2i3.1724
Isti Destiani, 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 preexperimental 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":"THE EFFECTIVENESS OF THEME-BASED LEARNING IN TEACHING SPEAKING SKILL","authors":"Isti Destiani, M. Hidayat","doi":"10.31980/eealjournal.v2i3.1724","DOIUrl":"https://doi.org/10.31980/eealjournal.v2i3.1724","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 preexperimental 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":"2019-09-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124795268","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 : 2019-08-06DOI: 10.31980/eealjournal.v2i2.1730
Hanifa Ratna Dewi, Lia Novita, Wahid Hasim
The research entitled “Discourse Analysis of Questions in Teachers’ Talk”. This research was focused on investigating the type of questions and the purpose underlying the questions used by the teacher. The research used a qualitative descriptive study by observing classroom interaction specifically in teacher’s questions. The participants in this research were three English teachers from different vocational schools in Garut. The findings showed that the teacher applied various types of questions during teaching and learning with the most frequent use of convergent type of questions. It also was revealed that mostly the purpose underlying the teacher’s questioning was to encourage students’ thinking and focus on the content of the lesson. By the frequent number of convergent questions dominating during teaching and learning, it can be concluded that characteristics of teachers are the same. They still use typically a lower-level type of question. It was then suggested that teacher purposely plans and promotes a higher-level type of question for future classrooms.
{"title":"DISCOURSE ANALYSIS OF QUESTIONS IN TEACHERS’ TALK","authors":"Hanifa Ratna Dewi, Lia Novita, Wahid Hasim","doi":"10.31980/eealjournal.v2i2.1730","DOIUrl":"https://doi.org/10.31980/eealjournal.v2i2.1730","url":null,"abstract":"The research entitled “Discourse Analysis of Questions in Teachers’ Talk”. This research was focused on investigating the type of questions and the purpose underlying the questions used by the teacher. The research used a qualitative descriptive study by observing classroom interaction specifically in teacher’s questions. The participants in this research were three English teachers from different vocational schools in Garut. The findings showed that the teacher applied various types of questions during teaching and learning with the most frequent use of convergent type of questions. It also was revealed that mostly the purpose underlying the teacher’s questioning was to encourage students’ thinking and focus on the content of the lesson. By the frequent number of convergent questions dominating during teaching and learning, it can be concluded that characteristics of teachers are the same. They still use typically a lower-level type of question. It was then suggested that teacher purposely plans and promotes a higher-level type of question for future classrooms.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117185543","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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