Pub Date : 2022-04-30DOI: 10.37905/jetl.v3i1.14284
A. Katili
This is the discourse analysis of the text of radicalism. The analysis is aimed at how the texts issue radicalism. The data are obtained from the internet. They were analyzed by applying the theory of relevance developed by Sperber and Wilson. The research shows that the texts contain explicature, higher-level explicature, and implicature. The research shows that the texts implied the accusing Islam the religion of radicalism and that Muslims are a radical group of people.
{"title":"Radicalism as Issued in Online Media: A Discourse Analysis","authors":"A. Katili","doi":"10.37905/jetl.v3i1.14284","DOIUrl":"https://doi.org/10.37905/jetl.v3i1.14284","url":null,"abstract":"This is the discourse analysis of the text of radicalism. The analysis is aimed at how the texts issue radicalism. The data are obtained from the internet. They were analyzed by applying the theory of relevance developed by Sperber and Wilson. The research shows that the texts contain explicature, higher-level explicature, and implicature. The research shows that the texts implied the accusing Islam the religion of radicalism and that Muslims are a radical group of people.","PeriodicalId":126806,"journal":{"name":"Jambura Journal of English Teaching and Literature","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121997437","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 : 2022-01-19DOI: 10.37905/jetl.v2i2.11825
A. Katili
This article discusses how to build positive classroom interaction through positive classroom discourse. This article is focused on lecturers’ utterances that consist of lecturers’ sentence construction and speech acts. The lecturers’ speech acts were discussed based on Sinclair and Coulthard’s theory of classroom speech acts and Austin’s speech acts that were developed by Searle. Both sentence construction and the lecturers’ classroom speech acts affect classroom interaction. Positive discourse builds positive classroom interaction. In terms of sentence construction, the lecturer constructed Designedly Incomplete Utterance (DIU). This was designed to drive the students to complete them. In terms of lecturers’ speech acts, the lecturers performed elicitation and the students responded to it. The lecturer’s negative speech acts were an expressive illocutionary act of anger that built the classroom negatively. The DIU and elicitation were categorized as positive discourse and the anger expression was negative.
{"title":"Building Positive Classroom Interaction through Positive Discourse","authors":"A. Katili","doi":"10.37905/jetl.v2i2.11825","DOIUrl":"https://doi.org/10.37905/jetl.v2i2.11825","url":null,"abstract":"This article discusses how to build positive classroom interaction through positive classroom discourse. This article is focused on lecturers’ utterances that consist of lecturers’ sentence construction and speech acts. The lecturers’ speech acts were discussed based on Sinclair and Coulthard’s theory of classroom speech acts and Austin’s speech acts that were developed by Searle. Both sentence construction and the lecturers’ classroom speech acts affect classroom interaction. Positive discourse builds positive classroom interaction. In terms of sentence construction, the lecturer constructed Designedly Incomplete Utterance (DIU). This was designed to drive the students to complete them. In terms of lecturers’ speech acts, the lecturers performed elicitation and the students responded to it. The lecturer’s negative speech acts were an expressive illocutionary act of anger that built the classroom negatively. The DIU and elicitation were categorized as positive discourse and the anger expression was negative.","PeriodicalId":126806,"journal":{"name":"Jambura Journal of English Teaching and Literature","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123648849","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 : 2021-10-31DOI: 10.37905/jetl.v2i2.11742
Ratna Andina Piala, Sartin T. Miolo, Titien Fatmawaty Mohammad
ABSTRACT Writing is the process of expressing and developing ideas in written form. Students face some difficulties in writing descriptive text, to solve this problem the researcher tried to enhance students writing ability in descriptive text by using Outdoor Learning Strategy. Outdoor learning strategy is a strategy that use natural or environment as a place to learn and it purpose to help students can understand the material. Therefore, this study aimed to know the students improvement after got treatment of outdoor learning strategy. This research used a descriptive quantitative method, with pre – experimental design with the type one group pre – test post – test design. Population of this study is all students of class X IPA SMA Negeri 1 Suwawa and sample of this research were the students class X IPA 3. The data were collected by doing test and scoring with rubric. This research were analyzing by using t test. The result of this research shows that the mean score of pre – test is 6.84 and post – test is 14.4. Moreover, the result of hypothesis verification, it is found that T count = 74.8 at the level of significance (a = 0.05) and degree of freedom (df) = 25 – 1= 24. Then, it is found that T table= 2.064. It can be concluded that Outdoor Learning strategy can enhance students ability in writing descriptive text, because based on the criteria above shows that t count is more than t table 74.8 ≥ 2.064. Thus, it can be concluded that Outdoor Learning strategy can enhance students’ ability in writing descriptive text. Keywords: writing, descriptive text, outdoor learning strategy
写作是用书面形式表达和发展思想的过程。学生在撰写描述性文本时遇到一些困难，为了解决这一问题，研究者尝试运用户外学习策略来提高学生的描述性文本写作能力。户外学习策略是一种利用自然或环境作为学习场所的策略，其目的是帮助学生理解材料。因此，本研究旨在了解学生在接受户外学习策略治疗后的改善情况。本研究采用描述性定量方法，采用实验前设计与第一类组前测后设计。本研究的人群为所有X IPA SMA Negeri 1 Suwawa班的学生，本研究的样本为X IPA 3班的学生。数据的收集采用测试和计分法。本研究采用t检验进行分析。本研究结果显示，前测平均分为6.84分，后测平均分为14.4分。此外，假设验证的结果，发现T计数= 74.8在显著性水平(a = 0.05)，自由度(df) = 25 - 1= 24。然后，发现T表= 2.064。可以得出结论，户外学习策略可以提高学生的写作描述性文本的能力，因为根据上述标准表明，t数大于t表74.8≥2.064。因此，可以得出结论，户外学习策略可以提高学生的描述性文本的写作能力。关键词:写作，描述性文本，户外学习策略
{"title":"The Implementation of Outdoor Learning Strategy Focusing on Outdoor Project to Enhance Students' Ability in Writing Descriptive Text","authors":"Ratna Andina Piala, Sartin T. Miolo, Titien Fatmawaty Mohammad","doi":"10.37905/jetl.v2i2.11742","DOIUrl":"https://doi.org/10.37905/jetl.v2i2.11742","url":null,"abstract":"ABSTRACT \u0000Writing is the process of expressing and developing ideas in written form. Students face some difficulties in writing descriptive text, to solve this problem the researcher tried to enhance students writing ability in descriptive text by using Outdoor Learning Strategy. Outdoor learning strategy is a strategy that use natural or environment as a place to learn and it purpose to help students can understand the material. Therefore, this study aimed to know the students improvement after got treatment of outdoor learning strategy. This research used a descriptive quantitative method, with pre – experimental design with the type one group pre – test post – test design. Population of this study is all students of class X IPA SMA Negeri 1 Suwawa and sample of this research were the students class X IPA 3. The data were collected by doing test and scoring with rubric. This research were analyzing by using t test. The result of this research shows that the mean score of pre – test is 6.84 and post – test is 14.4. Moreover, the result of hypothesis verification, it is found that T count = 74.8 at the level of significance (a = 0.05) and degree of freedom (df) = 25 – 1= 24. Then, it is found that T table= 2.064. It can be concluded that Outdoor Learning strategy can enhance students ability in writing descriptive text, because based on the criteria above shows that t count is more than t table 74.8 ≥ 2.064. Thus, it can be concluded that Outdoor Learning strategy can enhance students’ ability in writing descriptive text. \u0000Keywords: writing, descriptive text, outdoor learning strategy","PeriodicalId":126806,"journal":{"name":"Jambura Journal of English Teaching and Literature","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128881390","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 : 2021-10-31DOI: 10.37905/jetl.v2i2.11540
Afriyanti Yusuf, Nonny Basalama, Indri Wirahmi Bay
The students in Indonesia are from different cultures, languages, and personality traits (extrovert and introvert). Therefore, recognizing students’ personality traits and their language learning strategy may be effective to help teacher design an effective teaching strategies. The study, therefore, intends to find out the typical language learning strategies used by the extrovert and introvert students in English speaking class. The participants of this study were the fourth semester students in English Department of Gorontalo State University. This research used two models of questionnaire. They were the McCroskey’s introversion scale by Richmond & McCroskey (1998) to determine the personality type for each subject and Strategy Inventory for Language Learning (SILL) by Oxford’s (1990) to see their learning strategy. The findings were explained by using the theory of language learning strategies by O’Malley and Chamot (1990). The result shows that the extrovert students used more language learning strategies highly frequently than introvert students with 12 items compared to introvert students with only 10 items. The most strategies used by extrovert students were cooperating and empathizing with others with 66.7% in always used, while the most strategy used by introvert students was note taking with 66.7% in often used.
印度尼西亚的学生来自不同的文化、语言和性格特征(外向和内向)。因此，认识学生的人格特征和语言学习策略可以有效地帮助教师设计有效的教学策略。因此，本研究旨在找出外向型和内向型学生在英语口语课堂上使用的典型语言学习策略。本研究以哥伦塔洛州立大学英语系第四学期的学生为研究对象。本研究采用了两种问卷模式。他们分别是Richmond & mcroskey(1998)的麦克洛斯基内向量表(mcroskey’s introverts scale)和Oxford(1990)的语言学习策略量表(Strategy Inventory for Language Learning, SILL)，用来确定每个被试的性格类型。这些发现可以用O 'Malley和Chamot(1990)的语言学习策略理论来解释。结果表明，具有12项语言学习策略的外向型学生比具有10项语言学习策略的内向型学生使用语言学习策略的频率更高。外向型学生使用最多的策略是与他人合作和共情，占66.7%，而内向型学生使用最多的策略是记笔记，占66.7%。
{"title":"Language Learning Strategies Used by Extrovert and Introvert Students in English as a Foreign Language Speaking Classes","authors":"Afriyanti Yusuf, Nonny Basalama, Indri Wirahmi Bay","doi":"10.37905/jetl.v2i2.11540","DOIUrl":"https://doi.org/10.37905/jetl.v2i2.11540","url":null,"abstract":"The students in Indonesia are from different cultures, languages, and personality traits (extrovert and introvert). Therefore, recognizing students’ personality traits and their language learning strategy may be effective to help teacher design an effective teaching strategies. The study, therefore, intends to find out the typical language learning strategies used by the extrovert and introvert students in English speaking class. The participants of this study were the fourth semester students in English Department of Gorontalo State University. This research used two models of questionnaire. They were the McCroskey’s introversion scale by Richmond & McCroskey (1998) to determine the personality type for each subject and Strategy Inventory for Language Learning (SILL) by Oxford’s (1990) to see their learning strategy. The findings were explained by using the theory of language learning strategies by O’Malley and Chamot (1990). The result shows that the extrovert students used more language learning strategies highly frequently than introvert students with 12 items compared to introvert students with only 10 items. The most strategies used by extrovert students were cooperating and empathizing with others with 66.7% in always used, while the most strategy used by introvert students was note taking with 66.7% in often used.","PeriodicalId":126806,"journal":{"name":"Jambura Journal of English Teaching and Literature","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122664445","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 : 2021-10-31DOI: 10.37905/jetl.v2i2.13084
Fitriyanti Taib, Usman Pakaya, A. Abid
In the Islamic boarding school settings as in Indonesia, all the students are required to master English language for their daily interaction, starting from year 7 up to 12. However, the students who are beginners may often feel challenged with it. The present of study, therefore, seeks to discover the students’ voices on English language uses outside classroom context at one of the Islamic boarding schools located in the Province of Gorontalo. The participants of this study were the students sitting at the junior high school level. Informed by a qualitative approach, data were collected by using observation fieldnotes and interview protocols, and analyzed using a thematic analysis. The findings showed that there were four themes representing students’ voices: lack of preparation, language learning preference, language use preference, and English use challenges. The findings suggest that the boarding school may need to create programs that encourage the students to learn and master English, and to facilitate them in making the most of their English language learning.
{"title":"Students’ Voices on English Language Uses in an Islamic Boarding School in Gorontalo","authors":"Fitriyanti Taib, Usman Pakaya, A. Abid","doi":"10.37905/jetl.v2i2.13084","DOIUrl":"https://doi.org/10.37905/jetl.v2i2.13084","url":null,"abstract":"In the Islamic boarding school settings as in Indonesia, all the students are required to master English language for their daily interaction, starting from year 7 up to 12. However, the students who are beginners may often feel challenged with it. The present of study, therefore, seeks to discover the students’ voices on English language uses outside classroom context at one of the Islamic boarding schools located in the Province of Gorontalo. The participants of this study were the students sitting at the junior high school level. Informed by a qualitative approach, data were collected by using observation fieldnotes and interview protocols, and analyzed using a thematic analysis. The findings showed that there were four themes representing students’ voices: lack of preparation, language learning preference, language use preference, and English use challenges. The findings suggest that the boarding school may need to create programs that encourage the students to learn and master English, and to facilitate them in making the most of their English language learning.","PeriodicalId":126806,"journal":{"name":"Jambura Journal of English Teaching and Literature","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121520978","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}
ABSTRACT Social media is a tool used by people for communicating to each other in this millennial era. One of them is Instagram. In this pandemic era, people have changed their ways of life and communication that used more online activities. It includes education aspect which becomes online as an instruction of Ministry of Education. Thus, the role of social media is also very important in the online learning. Instagram can be one of means of teaching and learning process. It can help a learning process to build the interaction between teacher and students. So, this research was conducted to see how the implementation of Instagram on students’ writing ability and how to maintain the interactions in online learning. The qualitative method was applied to this study because the data were collected from questionnaire that were distributed through Google Form. The subject were senior high school students. To sum up, the result showed that the students’ writing ability was improved. Most of the students participated well in Instagram. Then, through Instagram, most students interacted in learning process until the end of class. So, it can be concluded that teacher can use Instagram in writing activity and build the interaction well in learning process.
{"title":"Boosting Students' Writing Ability Through Instagram's Caption","authors":"Nina Rosiana Putri, L. Oktaviani","doi":"10.37905/jetl.v2i2.7317","DOIUrl":"https://doi.org/10.37905/jetl.v2i2.7317","url":null,"abstract":"ABSTRACT \u0000 \u0000Social media is a tool used by people for communicating to each other in this millennial era. One of them is Instagram. In this pandemic era, people have changed their ways of life and communication that used more online activities. It includes education aspect which becomes online as an instruction of Ministry of Education. Thus, the role of social media is also very important in the online learning. Instagram can be one of means of teaching and learning process. It can help a learning process to build the interaction between teacher and students. So, this research was conducted to see how the implementation of Instagram on students’ writing ability and how to maintain the interactions in online learning. The qualitative method was applied to this study because the data were collected from questionnaire that were distributed through Google Form. The subject were senior high school students. To sum up, the result showed that the students’ writing ability was improved. Most of the students participated well in Instagram. Then, through Instagram, most students interacted in learning process until the end of class. So, it can be concluded that teacher can use Instagram in writing activity and build the interaction well in learning process.","PeriodicalId":126806,"journal":{"name":"Jambura Journal of English Teaching and Literature","volume":"136 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116317591","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 : 2021-10-31DOI: 10.37905/jetl.v2i2.10644
Tiwi Aprilia Samwan, R. Talib, Rahmawaty Mamu
Vocabulary is one of the important components to master all of language skills. It has strategic positions in education and teaching. Fly Swatter game is an interesting technique in teaching and learning that makes the students can learn through playing. Therefore, this study aims to find out whether the game of Fly swatter can significantly enhance the student’s vocabulary mastery or not. It focuses only on mastering adjective and noun class. The sample of this research was the students of Paguyaman Junior high school at VII B class. Further, this study is using quantitative analysis, in investigating the student’s improvement in mastering vocabulary, the researcher give test to the students which consist of 40 numbers, which divided into 20 tests each for noun and adjective. To analyze the student’s improvement, the researcher use pre experimental design, there are three steps used that are pre test, treatment, and post test. The finding reveals that there is significance improvement on the result of pre test and post test. It was from 40% which categorized in poor level increase into 95% which categorize in excellent level, with the total increases was around 55% . Furthermore, it was proved by the result of hypothesis verification, it is found that T count = 19, 44 at the level of significance (a = 0, 05) and degree of freedom (df ) = 19-1=18. Then, it is found that T table = 2,101, it can be concluded that fly swatter game can increase students ability in vocabulary, because based on the criteria above shows that T count is more than T table 19, 44 ≥ 2,101.
{"title":"Teaching Vocabulary through Fly Swatter Game (A study conducted at the first grade students of SMP Negeri 03 Paguyaman)","authors":"Tiwi Aprilia Samwan, R. Talib, Rahmawaty Mamu","doi":"10.37905/jetl.v2i2.10644","DOIUrl":"https://doi.org/10.37905/jetl.v2i2.10644","url":null,"abstract":"Vocabulary is one of the important components to master all of language skills. It has strategic positions in education and teaching. Fly Swatter game is an interesting technique in teaching and learning that makes the students can learn through playing. Therefore, this study aims to find out whether the game of Fly swatter can significantly enhance the student’s vocabulary mastery or not. It focuses only on mastering adjective and noun class. The sample of this research was the students of Paguyaman Junior high school at VII B class. Further, this study is using quantitative analysis, in investigating the student’s improvement in mastering vocabulary, the researcher give test to the students which consist of 40 numbers, which divided into 20 tests each for noun and adjective. To analyze the student’s improvement, the researcher use pre experimental design, there are three steps used that are pre test, treatment, and post test. The finding reveals that there is significance improvement on the result of pre test and post test. It was from 40% which categorized in poor level increase into 95% which categorize in excellent level, with the total increases was around 55% . Furthermore, it was proved by the result of hypothesis verification, it is found that T count = 19, 44 at the level of significance (a = 0, 05) and degree of freedom (df ) = 19-1=18. Then, it is found that T table = 2,101, it can be concluded that fly swatter game can increase students ability in vocabulary, because based on the criteria above shows that T count is more than T table 19, 44 ≥ 2,101.","PeriodicalId":126806,"journal":{"name":"Jambura Journal of English Teaching and Literature","volume":"190 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123266041","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}
Pandemic Covid-19 brings impactful aspects for several sectors, especially in the education sector. The teaching and learning process has shifted to online learning. It quite challenges the teachers as well as the students to fully support the success of the online classes.Teachers are required to be more creative in delivering the learning materials that will be given to their students. Meanwhile, students are encouraged to be autonomous learners. This paper aims to investigate the students’ perceptions toward the implementation of the ZOOM application to support the online learning process and explore how this application gives a new shape in the educational industry. The qualitative approach was chosen for this study. The data were obtained from questionnaires and interviews. Based on the findings, there are some perceptions about the implementation of ZOOM to support online learning. The result showed that most students thought implementation of e-learning should be improved continuously. Surprisingly, it gave significant changes toward the learning and teaching process, especially during covid-19 itself.
{"title":"EFL Learners’ Perceptions on ZOOM Application in the Online Classes","authors":"Nadila Nuraziza, L. Oktaviani, F. Sari","doi":"10.37905/jetl.v2i1.7318","DOIUrl":"https://doi.org/10.37905/jetl.v2i1.7318","url":null,"abstract":"Pandemic Covid-19 brings impactful aspects for several sectors, especially in the education sector. The teaching and learning process has shifted to online learning. It quite challenges the teachers as well as the students to fully support the success of the online classes.Teachers are required to be more creative in delivering the learning materials that will be given to their students. Meanwhile, students are encouraged to be autonomous learners. This paper aims to investigate the students’ perceptions toward the implementation of the ZOOM application to support the online learning process and explore how this application gives a new shape in the educational industry. The qualitative approach was chosen for this study. The data were obtained from questionnaires and interviews. Based on the findings, there are some perceptions about the implementation of ZOOM to support online learning. The result showed that most students thought implementation of e-learning should be improved continuously. Surprisingly, it gave significant changes toward the learning and teaching process, especially during covid-19 \u0000itself.","PeriodicalId":126806,"journal":{"name":"Jambura Journal of English Teaching and Literature","volume":"104 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124076100","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}
ABSTRACT The media essentially supports the teaching and learning process. Video such as from TED Talks source becomes one of the teaching media that can be used by both parties, a teacher and students to improve English skill, especially for speaking skill. In this paper, the purpose is to explore the students' responses toward the implementation of TED Talks in their speaking class. The subjects were 23 undergraduate students who have experienced to watch TED Talks video for supporting their learning process. This study applied a descriptive qualitative method. To gather data, a questionnaires that were distributed through google form with close-ended questions were employed. The findings showed that most students expressed a positive response to the use of TED Talks video to support their speaking class. They assumed that the TED Talks video encouraged them to improve their speaking skill. Besides, there were some benefits to their learning process. They mentioned that they could learn about how to deliver their ideas well, how to express their critical thinking, and how to use appropriate accent, dialect, pronunciation, and fluency. Thus, the students might overcome their difficulties in understanding the speech because of the video’s powerful topics and the delivery speech from non-native speakers.
{"title":"TED Talks Use in Speaking Class for Undergraduate Students","authors":"Mia Refsi Choirunnisa, F. Sari","doi":"10.37905/jetl.v2i1.7319","DOIUrl":"https://doi.org/10.37905/jetl.v2i1.7319","url":null,"abstract":"ABSTRACT \u0000 \u0000The media essentially supports the teaching and learning process. Video such as from TED Talks source becomes one of the teaching media that can be used by both parties, a teacher and students to improve English skill, especially for speaking skill. In this paper, the purpose is to explore the students' responses toward the implementation of TED Talks in their speaking class. The subjects were 23 undergraduate students who have experienced to watch TED Talks video for supporting their learning process. This study applied a descriptive qualitative method. To gather data, a questionnaires that were distributed through google form with close-ended questions were employed. The findings showed that most students expressed a positive response to the use of TED Talks video to support their speaking class. They assumed that the TED Talks video encouraged them to improve their speaking skill. Besides, there were some benefits to their learning process. They mentioned that they could learn about how to deliver their ideas well, how to express their critical thinking, and how to use appropriate accent, dialect, pronunciation, and fluency. Thus, the students might overcome their difficulties in understanding the speech because of the video’s powerful topics and the delivery speech from non-native speakers.","PeriodicalId":126806,"journal":{"name":"Jambura Journal of English Teaching and Literature","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123552087","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 : 2021-07-16DOI: 10.37905/jetl.v2i1.10279
Yuliana T Wero, Karmila Machmud, Nurlaila Husain
This study intends to know the vocabulary size of English Department Students in eight semesters. The population of this research is all students in English Department, specifically in eight semesters (class of 2013). This research used purposive sampling in taking the samples, and there are 21 students as the sample obtained from 122 students as the population. The method of this research is quantitative method. The instruments which the researcher used in collecting the data are fix test to measure how large students’ vocabulary size, that divided into two test; Receptive Vocabulary Size Test (RVST) and Productive Vocabulary Size Test (PVST). In analyzing the data, it is used numerical descriptive statistic to describe students’ vocabulary mastery first, and then calculate the vocabulary size. The result of this research shows that students’ receptive and productive vocabulary size were 3,110 words and 1,841 words respectively or in general around 4,905 words,with the receptive vocabulary knowledge was higher than productive vocabulary knowledge. However, it has shown a low result for the students who learned English for about eight semesters, it should be more than that.
{"title":"The Study on Students' Vocabulary Size","authors":"Yuliana T Wero, Karmila Machmud, Nurlaila Husain","doi":"10.37905/jetl.v2i1.10279","DOIUrl":"https://doi.org/10.37905/jetl.v2i1.10279","url":null,"abstract":"This study intends to know the vocabulary size of English Department Students in eight semesters. The population of this research is all students in English Department, specifically in eight semesters (class of 2013). This research used purposive sampling in taking the samples, and there are 21 students as the sample obtained from 122 students as the population. The method of this research is quantitative method. The instruments which the researcher used in collecting the data are fix test to measure how large students’ vocabulary size, that divided into two test; Receptive Vocabulary Size Test (RVST) and Productive Vocabulary Size Test (PVST). In analyzing the data, it is used numerical descriptive statistic to describe students’ vocabulary mastery first, and then calculate the vocabulary size. The result of this research shows that students’ receptive and productive vocabulary size were 3,110 words and 1,841 words respectively or in general around 4,905 words,with the receptive vocabulary knowledge was higher than productive vocabulary knowledge. However, it has shown a low result for the students who learned English for about eight semesters, it should be more than that.","PeriodicalId":126806,"journal":{"name":"Jambura Journal of English Teaching and Literature","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124034071","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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