Pub Date : 2020-02-04DOI: 10.31316/eltics.v4i1.543
Juang Kurniawan Syahruzah
The intention of this study is to describe the effectiveness of buzz group in EFL reading classroom of English Department students of PGRI University. The comprehension analysis is intended by comparing the answer of EFL reading classroom students in reading exercises. In order to sequence the reading comprehension of the EFL reading classroom the pre-test and post-test of reading exercises are measured. The experiment of reading comprehension includes the recruitment of 40 students of EFL reading classroom, the training, and exercising of reading text in reading exercises. These students are all first-year female teacher training students at PBI-UPY and aged between 17 and 23. The measurement is compare with pre-test and post-test of reading exercises. Standard measurement is comparison of students answer in pre-test and post-test of reading exercises.
{"title":"BUZZ GROUP-BASED STRATEGY IN EFL READING CLASSROOM","authors":"Juang Kurniawan Syahruzah","doi":"10.31316/eltics.v4i1.543","DOIUrl":"https://doi.org/10.31316/eltics.v4i1.543","url":null,"abstract":"The intention of this study is to describe the effectiveness of buzz group in EFL reading classroom of English Department students of PGRI University. The comprehension analysis is intended by comparing the answer of EFL reading classroom students in reading exercises. In order to sequence the reading comprehension of the EFL reading classroom the pre-test and post-test of reading exercises are measured. The experiment of reading comprehension includes the recruitment of 40 students of EFL reading classroom, the training, and exercising of reading text in reading exercises. These students are all first-year female teacher training students at PBI-UPY and aged between 17 and 23. The measurement is compare with pre-test and post-test of reading exercises. Standard measurement is comparison of students answer in pre-test and post-test of reading exercises.","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"25 8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125765259","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 : 2020-02-03DOI: 10.31316/ELTICS.V1I1.384
Nafisah Endahati
This research aims to improve speaking ability on speaking for specific purposes class of class A1 students of English Education Department students, Faculty of Teacher Training and Education, PGRI University of Yogyakarta in the academic year of 2012/2013. The effort which was done is using role-playing as a technique in teaching and learning activities. This collaborative and participative action research consisted of three cycles, with plan, action, observation, and reflection in each cycle. The participants were the students of class A1 of English Education Department, Faculty of Teacher Training and Education, PGRI University of Yogyakarta. The data were collected by means of interviewing, recording technique, observing, and assessing. The qualitative data were analyzed through data reduction, data display and conclusion drawing, while the quantitative data was analyzed descriptively by counting the mean score and the score percentage of the result of the observation. The results of research show that using role-playing technique can improve students’ speaking ability on speaking for specific purposes class. It can be indicated by the improvement of the activity of speaking classroom English, the interaction between teacher and students, and the students and teacher’s attention. The improvement of speaking ability on classroom English is also supported by the improvement of students’ achievement in speaking performance to a mean score of 161,18 or 70,579% (cycle I), 176,31 or 76,956% (cycle II), and 198,16 or 85,797% (cycle III).
{"title":"IMPROVING SPEAKING ABILITY ON PUBLIC SPEAKING CLASS BY USING ROLE-PLAYING TECHNIQUE OF ENGLISH EDUCATION DEPARTMENT STUDENTS","authors":"Nafisah Endahati","doi":"10.31316/ELTICS.V1I1.384","DOIUrl":"https://doi.org/10.31316/ELTICS.V1I1.384","url":null,"abstract":"This research aims to improve speaking ability on speaking for specific purposes class of class A1 students of English Education Department students, Faculty of Teacher Training and Education, PGRI University of Yogyakarta in the academic year of 2012/2013. The effort which was done is using role-playing as a technique in teaching and learning activities. This collaborative and participative action research consisted of three cycles, with plan, action, observation, and reflection in each cycle. The participants were the students of class A1 of English Education Department, Faculty of Teacher Training and Education, PGRI University of Yogyakarta. The data were collected by means of interviewing, recording technique, observing, and assessing. The qualitative data were analyzed through data reduction, data display and conclusion drawing, while the quantitative data was analyzed descriptively by counting the mean score and the score percentage of the result of the observation. The results of research show that using role-playing technique can improve students’ speaking ability on speaking for specific purposes class. It can be indicated by the improvement of the activity of speaking classroom English, the interaction between teacher and students, and the students and teacher’s attention. The improvement of speaking ability on classroom English is also supported by the improvement of students’ achievement in speaking performance to a mean score of 161,18 or 70,579% (cycle I), 176,31 or 76,956% (cycle II), and 198,16 or 85,797% (cycle III).","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131120437","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 : 2020-02-03DOI: 10.31316/ELTICS.V1I1.383
Juang Kurniawan Syahruzah
The aim of this research is to find out how the implementation of role plays can improve the students’ speaking skill of grade VII of MTs Mualimin Muhammadiyah Yogyakarta in academic year 2011/2012 and how students respond to the use of role plays methods in teaching and learning process. This research is an action research. In this study the researcher uses action research theory proposed by Kemmis and McTaggart. The participants of the research are the students of grade VII of MTs Mualimin Muhammadiyah Yogyakarta in academic year 2011/2012. The research instrument used by the writer is in the form of observation checklist and test. The data in the research are mainly gathered through the use of pre-test, observation, questionnaires, and post-test. After the data are collected, the researcher analyzes them. The researcher uses the pre-test as the basis for measuring the students’ reading skill. The finding of the research shows that the implementation of translation and discussion can improve students’ speaking skill of grade VII of MTs Muhammmadiyah Yogyakarta in academic year 2011/2012. In the pre-test result, in which they formerly did not learn using discussion and translation, the mean of the pre-test was 55.64. After they learnt English using discussion and translation, the mean of the post-test was 63.3. The students’ response was positive when role plays methods were applied in teaching speaking.
{"title":"Improving Students’ Speaking Skill Through Role Plays: A Classroom Action Research at MTs Mualimin Muhammadiyah Yogyakarta in Academic Year 2011/2012","authors":"Juang Kurniawan Syahruzah","doi":"10.31316/ELTICS.V1I1.383","DOIUrl":"https://doi.org/10.31316/ELTICS.V1I1.383","url":null,"abstract":"The aim of this research is to find out how the implementation of role plays can improve the students’ speaking skill of grade VII of MTs Mualimin Muhammadiyah Yogyakarta in academic year 2011/2012 and how students respond to the use of role plays methods in teaching and learning process. This research is an action research. In this study the researcher uses action research theory proposed by Kemmis and McTaggart. The participants of the research are the students of grade VII of MTs Mualimin Muhammadiyah Yogyakarta in academic year 2011/2012. The research instrument used by the writer is in the form of observation checklist and test. The data in the research are mainly gathered through the use of pre-test, observation, questionnaires, and post-test. After the data are collected, the researcher analyzes them. The researcher uses the pre-test as the basis for measuring the students’ reading skill. The finding of the research shows that the implementation of translation and discussion can improve students’ speaking skill of grade VII of MTs Muhammmadiyah Yogyakarta in academic year 2011/2012. In the pre-test result, in which they formerly did not learn using discussion and translation, the mean of the pre-test was 55.64. After they learnt English using discussion and translation, the mean of the post-test was 63.3. The students’ response was positive when role plays methods were applied in teaching speaking.","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"39 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133132501","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 : 2020-01-30DOI: 10.31316/ELTICS.V5I1.526
H. Hikmah
The research was done to find the aspects of omission and addition errors in English texts made by the students of MAN 3 Bantul. The research was a descriptive study which was conducted in MAN 3 Bantul. The data was collected by analyzing the students’ writing. There were 20 exposition texts made by the eleventh-grade students of MAN 3 Bantul. The text is written in four different themes. After getting the data, the data were analyzed by identifying and deeply checking the students’ errors according to the theory form James (1998). The data found then categorized by entering the data to the table based on the linguistic taxonomy and surface strategy taxonomy. There were many aspects of omission or addition errors found in this study. From the data analysis, the study found seven aspects of omission errors and six aspects of addition errors. The aspects of omission errors were omission of (1) to be, (2) article, (3) pluralization, (4) verb, (5) preposition, (6) pronoun, and (7) agreement. While the aspects of addition errors were addition of (1) preposition, (2) article, (3) conjunction, (4) to be, (5) sub clause marker, and (6) verb. It can be concluded that the students still have lack of grammatical mastery and implies that grammar should be inserted in the teaching and learning process. It implies that the students should be given enough opportunity in learning English grammar more. The teacher should also increase their awareness concerning with the errors made by the students. They have to give more emphasize and also feedback to increase the students’ awareness in applying English grammar rule in creating sentence or texts.
{"title":"Analysis of Omission and Addition Errors Found in the Students’ English Texts","authors":"H. Hikmah","doi":"10.31316/ELTICS.V5I1.526","DOIUrl":"https://doi.org/10.31316/ELTICS.V5I1.526","url":null,"abstract":"The research was done to find the aspects of omission and addition errors in English texts made by the students of MAN 3 Bantul. The research was a descriptive study which was conducted in MAN 3 Bantul. The data was collected by analyzing the students’ writing. There were 20 exposition texts made by the eleventh-grade students of MAN 3 Bantul. The text is written in four different themes. After getting the data, the data were analyzed by identifying and deeply checking the students’ errors according to the theory form James (1998). The data found then categorized by entering the data to the table based on the linguistic taxonomy and surface strategy taxonomy. There were many aspects of omission or addition errors found in this study. From the data analysis, the study found seven aspects of omission errors and six aspects of addition errors. The aspects of omission errors were omission of (1) to be, (2) article, (3) pluralization, (4) verb, (5) preposition, (6) pronoun, and (7) agreement. While the aspects of addition errors were addition of (1) preposition, (2) article, (3) conjunction, (4) to be, (5) sub clause marker, and (6) verb. It can be concluded that the students still have lack of grammatical mastery and implies that grammar should be inserted in the teaching and learning process. It implies that the students should be given enough opportunity in learning English grammar more. The teacher should also increase their awareness concerning with the errors made by the students. They have to give more emphasize and also feedback to increase the students’ awareness in applying English grammar rule in creating sentence or texts.","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126139393","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 : 2020-01-30DOI: 10.31316/ELTICS.V5I1.525
A. Shofi
Regarding language learning today, everyone is increasingly awarded that traditional language teaching is no longer effective in supporting students need. Learning speaking skills in the classroom carry out by the lecturers are still using traditional methods conducting learning in the classroom using whiteboards, markers, and other manual tools. Meanwhile, in the current global era, multimedia based learning is a demand along with the development of technology. Therefore, this article elaborates the mechanism of multimedia used in learning speaking skills. The type of research was Classroom Action Research (CAR) with the subject were the second semester students of The University of Qomaruddin Gresik. This Classroom Action Research process was taken in two cycles with 4 procedure; planning, implementation, observation, and reflection. The result of the cycle one shown that 10 students or 50% of 20 students spoke English too slow and repeated the same sentence many times so the listener could not understand the meaning, so their speaking skill were in poor level. Meanwhile, 50% or 10 the rest of the students got good level. Since the result of the cycle one was below the target, so the researcher continued to conduct the second cycle. After the second cycles were conducted, the result shown that 25% students was in good level, and 75% students were in very good level. After the second cycle was conducted, finally the level of the students’ speaking skill was increasing, so the researcher ended the research.
{"title":"EMPLOYING MULTIMEDIA-BASED LEARNING TO IMPROVE ENGLISH SPEAKING SKILLS","authors":"A. Shofi","doi":"10.31316/ELTICS.V5I1.525","DOIUrl":"https://doi.org/10.31316/ELTICS.V5I1.525","url":null,"abstract":"Regarding language learning today, everyone is increasingly awarded that traditional language teaching is no longer effective in supporting students need. Learning speaking skills in the classroom carry out by the lecturers are still using traditional methods conducting learning in the classroom using whiteboards, markers, and other manual tools. Meanwhile, in the current global era, multimedia based learning is a demand along with the development of technology. Therefore, this article elaborates the mechanism of multimedia used in learning speaking skills. The type of research was Classroom Action Research (CAR) with the subject were the second semester students of The University of Qomaruddin Gresik. This Classroom Action Research process was taken in two cycles with 4 procedure; planning, implementation, observation, and reflection. The result of the cycle one shown that 10 students or 50% of 20 students spoke English too slow and repeated the same sentence many times so the listener could not understand the meaning, so their speaking skill were in poor level. Meanwhile, 50% or 10 the rest of the students got good level. Since the result of the cycle one was below the target, so the researcher continued to conduct the second cycle. After the second cycles were conducted, the result shown that 25% students was in good level, and 75% students were in very good level. After the second cycle was conducted, finally the level of the students’ speaking skill was increasing, so the researcher ended the research.","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133974192","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 : 2020-01-30DOI: 10.31316/ELTICS.V5I1.533
Sujatmiko Sujatmiko
The television program of Mata Najwa on Trans 7, is well-known for its high rating, often invites public figures from society, politics and government. The program is used as a strategic media for groups of people from the background of social and politics, employing the oral designing, to influence public’s perception and opinion. As a result, it forms a particular discourse. A good discourse should not reveal various perception of the recipients. From every oral discourse being produced (either it is good or bad) will form various perception and drive public’s opinion. In this investigation, it focuses on Mata Najwa’s “Gara-Gara Tagar” which was broadcast live on Wednesday September 5th 2018 in Trans 7. The study of discourse, in this research, employs Van Dijk modeling on critical discourse analysis whose perspective is that language has strong relationship with power, ideology and politics. Three research problems being investigated in this research are textual analysis (micro structure), super-structure analysis and social-contextual analysis (macro structure). This is qualitative research by conducting observation to gain the data. The results of this research are macro structure, super structure analysis and micro structure analysis. Discourse can be employed as a media to making opinion which influences public’s opinion through sentences, diction and language styles.
Trans 7频道的电视节目《Mata Najwa》以高收视率而闻名，经常邀请来自社会、政治和政府的公众人物。该节目是作为一种战略媒体，为来自社会和政治背景的人群，利用口头设计，影响公众的看法和意见。因此，它形成了一个特定的话语。一个好的话语不应该暴露出接受者的不同看法。从每一个被产生的口头话语中(无论是好的还是坏的)都会形成各种感知并驱动公众舆论。在本次调查中，它的重点是Mata Najwa的“Gara-Gara Tagar”，该节目于2018年9月5日星期三在Trans 7现场直播。在话语研究中，本研究采用Van Dijk模型进行批判性话语分析，该模型认为语言与权力、意识形态和政治有着密切的关系。本研究主要探讨三个研究问题:文本分析(微观结构)、上层结构分析和社会语境分析(宏观结构)。这是一种通过观察获得数据的定性研究。研究结果包括宏观结构分析、上层结构分析和微观结构分析。话语可以作为一种媒介，通过句子、措辞和语言风格来影响公众的意见。
{"title":"Van Dijk Modelling on Critical Discourse Analysis (A Study on Mata Najwa Program ‘Gara-Gara Tagar’ In Trans 7 In September 5th 2018)","authors":"Sujatmiko Sujatmiko","doi":"10.31316/ELTICS.V5I1.533","DOIUrl":"https://doi.org/10.31316/ELTICS.V5I1.533","url":null,"abstract":"The television program of Mata Najwa on Trans 7, is well-known for its high rating, often invites public figures from society, politics and government. The program is used as a strategic media for groups of people from the background of social and politics, employing the oral designing, to influence public’s perception and opinion. As a result, it forms a particular discourse. A good discourse should not reveal various perception of the recipients. From every oral discourse being produced (either it is good or bad) will form various perception and drive public’s opinion. In this investigation, it focuses on Mata Najwa’s “Gara-Gara Tagar” which was broadcast live on Wednesday September 5th 2018 in Trans 7. The study of discourse, in this research, employs Van Dijk modeling on critical discourse analysis whose perspective is that language has strong relationship with power, ideology and politics. Three research problems being investigated in this research are textual analysis (micro structure), super-structure analysis and social-contextual analysis (macro structure). This is qualitative research by conducting observation to gain the data. The results of this research are macro structure, super structure analysis and micro structure analysis. Discourse can be employed as a media to making opinion which influences public’s opinion through sentences, diction and language styles.","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126504814","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 : 2020-01-30DOI: 10.31316/ELTICS.V5I1.529
Juang Kurniawan Syahruzah
The purpose of this research is to know the effect of affinity group in EFL reading classroom of English Department students in University of PGRI Yogyakarta. In measuring the reading comprehension of students the pre-test and post-test are done. The experiment of reading comprehension is done by recruiting of 19 students of EFL reading classroom and do the training and exercising of reading text in reading class. These students are all second-year at PBI-UPY and aged between 17 and 20. Standard measurement is comparison of students answer in pre-test and post-test of reading exercises. The result of this research is students who passed the standard score improved from 25% in the preliminary data to 71% at the end of the research. It means that affinity group strategy improves students’ reading comprehension that is influenced by student’s factors and lecturer factors.
{"title":"Affinity Group In EFL Classroom","authors":"Juang Kurniawan Syahruzah","doi":"10.31316/ELTICS.V5I1.529","DOIUrl":"https://doi.org/10.31316/ELTICS.V5I1.529","url":null,"abstract":"The purpose of this research is to know the effect of affinity group in EFL reading classroom of English Department students in University of PGRI Yogyakarta. In measuring the reading comprehension of students the pre-test and post-test are done. The experiment of reading comprehension is done by recruiting of 19 students of EFL reading classroom and do the training and exercising of reading text in reading class. These students are all second-year at PBI-UPY and aged between 17 and 20. Standard measurement is comparison of students answer in pre-test and post-test of reading exercises. The result of this research is students who passed the standard score improved from 25% in the preliminary data to 71% at the end of the research. It means that affinity group strategy improves students’ reading comprehension that is influenced by student’s factors and lecturer factors.","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129030060","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 : 2020-01-30DOI: 10.31316/ELTICS.V5I1.527
Andi Dian Rahmawan
This study attempts to give teachers a perspective regarding what problems students face during the process of learning English material by employing the Autonomous Learning. The researcher used Pragmatics as the subject of learning to observe the process of Autonomous Learning during one semester. This is a descriptive qualitative research in which 7 students of English Education of PGRI University were employed as the subjects of this study. Those students are the most active ones in class. After they conducted a series of learning process autonomously, they were expected to fill the questionnaire as the data source to reveal the basic need of the students that they are expecting from the teachers. Then the data would be explained descriptively. It is expected that the teachers are going to have some new perspectives regarding the autonomous learning, which is related to the students’ problems. What they want the teachers to do and what the teachers should provide are two fundamental considerations. This study reveals that the autonomous learning does not mean that the students learn the material fully autonomously. Bigger than that, the students still need the presence of the teachers as the agent of autonomous learning.
{"title":"Students’ Obstacles on Autonomous English Learning","authors":"Andi Dian Rahmawan","doi":"10.31316/ELTICS.V5I1.527","DOIUrl":"https://doi.org/10.31316/ELTICS.V5I1.527","url":null,"abstract":"This study attempts to give teachers a perspective regarding what problems students face during the process of learning English material by employing the Autonomous Learning. The researcher used Pragmatics as the subject of learning to observe the process of Autonomous Learning during one semester. This is a descriptive qualitative research in which 7 students of English Education of PGRI University were employed as the subjects of this study. Those students are the most active ones in class. After they conducted a series of learning process autonomously, they were expected to fill the questionnaire as the data source to reveal the basic need of the students that they are expecting from the teachers. Then the data would be explained descriptively. It is expected that the teachers are going to have some new perspectives regarding the autonomous learning, which is related to the students’ problems. What they want the teachers to do and what the teachers should provide are two fundamental considerations. This study reveals that the autonomous learning does not mean that the students learn the material fully autonomously. Bigger than that, the students still need the presence of the teachers as the agent of autonomous learning.","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133010720","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 : 2020-01-30DOI: 10.31316/ELTICS.V5I1.536
Ichsanira Purwandari, S. Wiyanah
The aim of the study was to identify the effectiveness of using the combination of POWER and KWL to teach writing of fourth semester students at English Language Education Study Program in the University of PGRI Yogyakarta. It is based on the research problem that the students got difficulties on writing because they used ineffective strategy. The research used experimental research design. This research was conducted in 3 stages: data collection, action and data analysis. The data were collected through test, observation, and questionnaire. The data were analyzed using the steps of: normality test, homogeneity test, inferential analysis, determining hypothesis testing, and conclusion.The hypothesis is determined into the Null hypothesis (H0) and Alternative Hypothesis (Ha). H0 is accepted if the significance value >0.05 and Ha is rejected. The result of this research presented that the combination of POWER and KWL strategy was effective to teach writing at the university level. The control group’s mean score on the pre-test was 56,22 increased to 57,88 in post-test with gained point 1,59. The experiment group’s mean score on pre-test was 57,33 increased to 60,89 on post-test with gained point 3,66.
{"title":"COMBINATION OF POWER AND KWL STRATEGIES TO TEACH WRITING","authors":"Ichsanira Purwandari, S. Wiyanah","doi":"10.31316/ELTICS.V5I1.536","DOIUrl":"https://doi.org/10.31316/ELTICS.V5I1.536","url":null,"abstract":"The aim of the study was to identify the effectiveness of using the combination of POWER and KWL to teach writing of fourth semester students at English Language Education Study Program in the University of PGRI Yogyakarta. It is based on the research problem that the students got difficulties on writing because they used ineffective strategy. The research used experimental research design. This research was conducted in 3 stages: data collection, action and data analysis. The data were collected through test, observation, and questionnaire. The data were analyzed using the steps of: normality test, homogeneity test, inferential analysis, determining hypothesis testing, and conclusion.The hypothesis is determined into the Null hypothesis (H0) and Alternative Hypothesis (Ha). H0 is accepted if the significance value >0.05 and Ha is rejected. The result of this research presented that the combination of POWER and KWL strategy was effective to teach writing at the university level. The control group’s mean score on the pre-test was 56,22 increased to 57,88 in post-test with gained point 1,59. The experiment group’s mean score on pre-test was 57,33 increased to 60,89 on post-test with gained point 3,66.","PeriodicalId":130353,"journal":{"name":"ELTICS : Journal of English Language Teaching and English Linguistics","volume":"19 10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132623251","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 : 2020-01-30DOI: 10.31316/ELTICS.V5I1.531
Rini Widiastuti, Nafisah Endahati
This study aims to know the process of improving the writing skill of eight grade students at SMPN 14 Yogyakarta by using snakes and ladders game. The subjects of the study were the students of grade VIII B. They found difficulty in writing skills. The participants consisted of 32 students. The study was conducted in a classroom action research methodology. The data were collected through field notes, observation, interview and documentation. They were analyzed using descriptive qualitative. The result of the study shows that the process of teaching and learning in each cycle ran well by using snakes and ladders game. The indicators of achievement are students achieve higher the minimum standard score, use correct English structure, adopt a variety of English vocabulary, use appropriate punctuation, and write recount text appropriately. Those indicators of achievement obtain a successful result within 3 cycles. Based on the data analyses, there is an improvement in cycle 2 as many as 43.12% or at an average of 69.99. In cycle 3, the result increases up to 82.49 or 82.49%.
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