This research aims to analyze the student needs for appropriate teaching materials for the Instructional Media and Technology course in the fourth semester of the Islamic Religious Education Department at STIT Ibnu Rusyd Tanah Grogot. The research method used is a qualitative method with a descriptive approach. The sample for this research was 29 students. The data collection technique was carried out by distributing questionnaires to 29 students. The analysis carried out is based on three indicators: the analysis of student conditions, the analysis of supporting capacity and campus conditions, and the analysis of the type of need for teaching materials. From the research results, it is known that as many as 52% of the digital teaching materials needed by students are web-based digital teaching materials. Apart from that, the research results found that there is a need for maximum campus support capacity so that digital-based learning can be implemented well, not only for certain subjects but also for a wider scope.
{"title":"ANALYSIS OF STUDENT NEEDS FOR DIGITAL-BASED TEACHING MATERIALS","authors":"Randy Irawan","doi":"10.56489/peel.v5i1.149","DOIUrl":"https://doi.org/10.56489/peel.v5i1.149","url":null,"abstract":"This research aims to analyze the student needs for appropriate teaching materials for the Instructional Media and Technology course in the fourth semester of the Islamic Religious Education Department at STIT Ibnu Rusyd Tanah Grogot. The research method used is a qualitative method with a descriptive approach. The sample for this research was 29 students. The data collection technique was carried out by distributing questionnaires to 29 students. The analysis carried out is based on three indicators: the analysis of student conditions, the analysis of supporting capacity and campus conditions, and the analysis of the type of need for teaching materials. From the research results, it is known that as many as 52% of the digital teaching materials needed by students are web-based digital teaching materials. Apart from that, the research results found that there is a need for maximum campus support capacity so that digital-based learning can be implemented well, not only for certain subjects but also for a wider scope.","PeriodicalId":256914,"journal":{"name":"PEEL (PASER ENGLISH EDUCATION AND LINGUISTIC)","volume":"15 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141649136","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}
A CBI (Content-Based Instruction) lesson centres around a specific topic or subject matter. Throughout the lesson, students concentrate on learning about a particular subject of interest, whether it be a serious science topic, their favourite pop star, a current news story, or a film. This research utilizes a qualitative descriptive approach. It involves formulating a problem that directs the researcher to thoroughly, broadly, and deeply explore or capture the social situation under study. Content based instruction made some advantages for students. Learning a language can become more engaging and motivating. Students used the language to achieve a genuine purpose, which can increase their independence and confidence. Through CBI, students gained a broader understanding of the world, which can, in turn, enhance and support their overall educational needs. Incorporating group work into the aforementioned framework helped students develop their collaborative skills, providing significant social benefits.
{"title":"CBI CONTENT BASED INSTRUCTION AS INNOVATIVE TEACHING ENGLISH FOR FOREIGN LANGUAGE AT HIGH SCHOOL","authors":"Ahmad Darussalam","doi":"10.56489/peel.v5i1.159","DOIUrl":"https://doi.org/10.56489/peel.v5i1.159","url":null,"abstract":"A CBI (Content-Based Instruction) lesson centres around a specific topic or subject matter. Throughout the lesson, students concentrate on learning about a particular subject of interest, whether it be a serious science topic, their favourite pop star, a current news story, or a film. This research utilizes a qualitative descriptive approach. It involves formulating a problem that directs the researcher to thoroughly, broadly, and deeply explore or capture the social situation under study. Content based instruction made some advantages for students. Learning a language can become more engaging and motivating. Students used the language to achieve a genuine purpose, which can increase their independence and confidence. Through CBI, students gained a broader understanding of the world, which can, in turn, enhance and support their overall educational needs. Incorporating group work into the aforementioned framework helped students develop their collaborative skills, providing significant social benefits.","PeriodicalId":256914,"journal":{"name":"PEEL (PASER ENGLISH EDUCATION AND LINGUISTIC)","volume":"33 48","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141645289","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}
The objectives of the study are to know the most common grammatical errors made by the sixth semester students of English Education study program, STIT Ibnu Rusyd Tanah Grogot in translation recount text, and to identify the causes of the errors. The sample of this research 10 students. The method which is used in this research is descriptive analysis. Firstly, students were given the text in Bahasa about recount text. Afterwards, the data were collected, identified, and then classified based on grammatical classification. The result of the study showed that The most common errors made by sixth semester students of English Education study program in the level of grammar were Misformation (regularization). First, the frequency of misformation (regularization is 260 errors under the percentage 69,5 % of total errors. Second, the total error of omission (content of morphemes is 81 errors under the percentage 21,7 %. The third is 10 errors or 2,7 % from misformation (archi-forms), 9 errors or 2,4 % from addition (simple), 6 errors or 1,6% from addition (double marking), 5 errors or 1,3 % from misformation (alternating-forms), 2 errors or 0,5 % from omission (grammatical of morphemes) and 1 errors or 0,3 % from misordering. However, there are no errors in addition (overgeneralization). The errors were suspected because they were unappropriate with the learning style. It still confused the students which one the learning style that appropriate with theirself in learning grammar. It means that the most common errors made by the students derived from communication of strategies. Keywords: Grammar, Translation, Students’ errors
{"title":"A GRAMMATICAL ERROR ANALYSIS ON THE TRANSLATION OF SIXTH SEMESTER STUDENTS ENGLISH EDUCATION STUDY PROGRAM OF STIT IBNU RUSYD TANAH GROGOT","authors":"Nur Izatil Hasanah, Erna Sari","doi":"10.56489/peel.v5i1.156","DOIUrl":"https://doi.org/10.56489/peel.v5i1.156","url":null,"abstract":"The objectives of the study are to know the most common grammatical errors made by the sixth semester students of English Education study program, STIT Ibnu Rusyd Tanah Grogot in translation recount text, and to identify the causes of the errors. The sample of this research 10 students. The method which is used in this research is descriptive analysis. Firstly, students were given the text in Bahasa about recount text. Afterwards, the data were collected, identified, and then classified based on grammatical classification. The result of the study showed that The most common errors made by sixth semester students of English Education study program in the level of grammar were Misformation (regularization). First, the frequency of misformation (regularization is 260 errors under the percentage 69,5 % of total errors. Second, the total error of omission (content of morphemes is 81 errors under the percentage 21,7 %. The third is 10 errors or 2,7 % from misformation (archi-forms), 9 errors or 2,4 % from addition (simple), 6 errors or 1,6% from addition (double marking), 5 errors or 1,3 % from misformation (alternating-forms), 2 errors or 0,5 % from omission (grammatical of morphemes) and 1 errors or 0,3 % from misordering. However, there are no errors in addition (overgeneralization). The errors were suspected because they were unappropriate with the learning style. It still confused the students which one the learning style that appropriate with theirself in learning grammar. It means that the most common errors made by the students derived from communication of strategies. \u0000Keywords: Grammar, Translation, Students’ errors","PeriodicalId":256914,"journal":{"name":"PEEL (PASER ENGLISH EDUCATION AND LINGUISTIC)","volume":"41 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141645148","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}
M. Arbain, Ramadani Fitra, Novika Hartatya, Ahmad Perdana, Muhammad Hasbi
Although listening skill is considered as a tough skill, there are some ways to practice or improve listening skill such as watching English programs, movies, listening to English radio and native speaker. Furthermore, Herron, York, Corrie, and Cole (2006) stated that students who practice their listening skill through videos can improve their listening comprehension. Using videos in English learning surely can attract students’ interest to watch the videos. However, motivation also plays a pivotal role in language learning, within each, motivated learners being more likely to attain their educational objectives compared to those lacking motivation. This research is intended to explore EFL students’ attitudes in term of motivation towards the use of conversation video on listening performance. A ten-item questionnaire was distributed to 36 students. The findings shows a high consistency noted within the intrinsic and extrinsic motivation category (α = .663), which indicates that most participants perceive positive attitudes regarding intrinsic and extrinsic motivation towards using conversation videos to enhance listening performance.
{"title":"EFL STUDENTS’ ATTITUDES IN TERM OF MOTIVATION TOWARDS THE USE OF CONVERSATION VIDEO ON LISTENING PERFORMANCE","authors":"M. Arbain, Ramadani Fitra, Novika Hartatya, Ahmad Perdana, Muhammad Hasbi","doi":"10.56489/peel.v5i1.162","DOIUrl":"https://doi.org/10.56489/peel.v5i1.162","url":null,"abstract":"Although listening skill is considered as a tough skill, there are some ways to practice or improve listening skill such as watching English programs, movies, listening to English radio and native speaker. Furthermore, Herron, York, Corrie, and Cole (2006) stated that students who practice their listening skill through videos can improve their listening comprehension. Using videos in English learning surely can attract students’ interest to watch the videos. However, motivation also plays a pivotal role in language learning, within each, motivated learners being more likely to attain their educational objectives compared to those lacking motivation. This research is intended to explore EFL students’ attitudes in term of motivation towards the use of conversation video on listening performance. A ten-item questionnaire was distributed to 36 students. The findings shows a high consistency noted within the intrinsic and extrinsic motivation category (α = .663), which indicates that most participants perceive positive attitudes regarding intrinsic and extrinsic motivation towards using conversation videos to enhance listening performance.","PeriodicalId":256914,"journal":{"name":"PEEL (PASER ENGLISH EDUCATION AND LINGUISTIC)","volume":"71 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141647508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aims to develop an English e-book for young learners at SDN 001 Sambaliung using the Flipbook Maker application. The study addresses potential challenges in creating English e-books, such as engaging students with short attention spans and limited early literacy skills. Additionally, it explores the need for teacher and student training to use the Flipbook Maker technology. The research utilizes a qualitative approach combined with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model and Research and Development (R&D) methodology. Participants include students and teachers at SDN 001 Sambaliung. The findings reveal that using interactive e-books through Flipbook Maker offers advantages, including increased student interest and engagement. Moreover, the e-books can be adapted for other foreign language materials and provide easy accessibility for teachers, facilitating effective learning activities. This research successfully achieves its goal of developing an interactive and effective English e-book for young learners, integrating ADDIE principles and an R&D approach. The results can serve as a foundation for further development in utilizing Flipbook Maker technology in education.
本研究旨在使用 "Flipbook Maker "应用程序为三巴陵 SDN 001 学校的青少年学生开发英语电子书。本研究探讨了制作英语电子书的潜在挑战，如如何吸引注意力集中时间短和早期识字能力有限的学生。此外，研究还探讨了教师和学生在使用 Flipbook Maker 技术方面的培训需求。研究采用定性方法，结合 ADDIE（分析、设计、开发、实施、评估）模型和研发（R&D）方法。参与者包括 SDN 001 Sambaliung 的学生和教师。研究结果表明，通过 Flipbook Maker 使用交互式电子书具有诸多优势，包括提高了学生的兴趣和参与度。此外，电子书还可以改编成其他外语材料，方便教师使用，促进有效的学习活动。本研究结合 ADDIE 原则和研发方法，成功实现了为青少年学习者开发互动、有效的英语电子书籍的目标。研究成果可作为在教育领域进一步开发利用翻页书制作技术的基础。
{"title":"DEVELOPING AN ENGLISH E-BOOK FOR YOUNG LEARNERS BY USING FLIPBOOK MAKER APPLICATION AT SDN 001 SAMBALIUNG","authors":"Anita Safana, Yuli Puji Astutik","doi":"10.56489/peel.v5i1.161","DOIUrl":"https://doi.org/10.56489/peel.v5i1.161","url":null,"abstract":"This research aims to develop an English e-book for young learners at SDN 001 Sambaliung using the Flipbook Maker application. The study addresses potential challenges in creating English e-books, such as engaging students with short attention spans and limited early literacy skills. Additionally, it explores the need for teacher and student training to use the Flipbook Maker technology. The research utilizes a qualitative approach combined with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model and Research and Development (R&D) methodology. Participants include students and teachers at SDN 001 Sambaliung. The findings reveal that using interactive e-books through Flipbook Maker offers advantages, including increased student interest and engagement. Moreover, the e-books can be adapted for other foreign language materials and provide easy accessibility for teachers, facilitating effective learning activities. This research successfully achieves its goal of developing an interactive and effective English e-book for young learners, integrating ADDIE principles and an R&D approach. The results can serve as a foundation for further development in utilizing Flipbook Maker technology in education.","PeriodicalId":256914,"journal":{"name":"PEEL (PASER ENGLISH EDUCATION AND LINGUISTIC)","volume":"24 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141646050","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This researcher focuses on analysis of student ability of using simple past and past perfect tense in writing recount text for 4th semester students of TBI STAI RAKHA Amuntai. The purpose of this study are 1) To find out the use of simple past and past perfect tense in writing recount text for 4th semester students of TBI STAI RAKHA Amuntai. 2) To find out the use of regular verb and irregular verb in writing recount text for 4th semester students of TBI STAI RAKHA Amuntai. The method used in this research is qualitative semester employed 4th TBI STAI RAKHA Amuntai students which was selected as the subject of this research consisting of 24 students. Then, the object of this research was the ability of students to use simple past and past perfect in writing recount text for 4th semester students at TBI STAI RAKHA Amuntai. Data collection technique used by researcher in this study were test, interview, and documentary. The test was distributed to semester 4th students and then to strengthen the answer from the test, the researcher conducted interviews to students and lecturers who teach structure and writing courses. The collected data was analyzed by reducing data, presenting data, drawing conclusion and verifying data. The result of the research shows that the students’ ability to use simple past and past perfect in writing recount text is 71 which is good category and the ability of students to use regular verb and irregular verb in simple past and past perfect the average score of students is 82,8 very good category. Moreover, based on the result of students’ interview, every student has difficulties in writing text. There are four difficulties that the researcher encounters when they wrote recount text, namely their lack of knowledge about making recount text, learning method of teacher in their previous schools were less interesting, lack of vocabulary, and lack of interest in learning English. It is important for students and lecturer concerned to know this. The hope is that students are able to improve their abilities because good skill will encourage motivation in learning English, especially writing skill. Lecturer are expected to pay attention to student habits in the learning process, especially in writing skill.
{"title":"ANALYSIS OF STUDENT ABILITY OF USING SIMPLE PAST AND PAST PERFECT TENSE IN WRITING RECOUNT TEXT FOR 4TH SEMETER STUDENTS OF TBI STAI RAKHA AMUNTAI","authors":"I. Yanti, Istiqamah Ardila, Jumiati Jumiati","doi":"10.56489/peel.v3i1.123","DOIUrl":"https://doi.org/10.56489/peel.v3i1.123","url":null,"abstract":"This researcher focuses on analysis of student ability of using simple past and past perfect tense in writing recount text for 4th semester students of TBI STAI RAKHA Amuntai. The purpose of this study are 1) To find out the use of simple past and past perfect tense in writing recount text for 4th semester students of TBI STAI RAKHA Amuntai. 2) To find out the use of regular verb and irregular verb in writing recount text for 4th semester students of TBI STAI RAKHA Amuntai. \u0000The method used in this research is qualitative semester employed 4th TBI STAI RAKHA Amuntai students which was selected as the subject of this research consisting of 24 students. Then, the object of this research was the ability of students to use simple past and past perfect in writing recount text for 4th semester students at TBI STAI RAKHA Amuntai. Data collection technique used by researcher in this study were test, interview, and documentary. The test was distributed to semester 4th students and then to strengthen the answer from the test, the researcher conducted interviews to students and lecturers who teach structure and writing courses. The collected data was analyzed by reducing data, presenting data, drawing conclusion and verifying data. \u0000The result of the research shows that the students’ ability to use simple past and past perfect in writing recount text is 71 which is good category and the ability of students to use regular verb and irregular verb in simple past and past perfect the average score of students is 82,8 very good category. \u0000Moreover, based on the result of students’ interview, every student has difficulties in writing text. There are four difficulties that the researcher encounters when they wrote recount text, namely their lack of knowledge about making recount text, learning method of teacher in their previous schools were less interesting, lack of vocabulary, and lack of interest in learning English. \u0000It is important for students and lecturer concerned to know this. The hope is that students are able to improve their abilities because good skill will encourage motivation in learning English, especially writing skill. Lecturer are expected to pay attention to student habits in the learning process, especially in writing skill.","PeriodicalId":256914,"journal":{"name":"PEEL (PASER ENGLISH EDUCATION AND LINGUISTIC)","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131412073","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research illustrates the increasing of students’ speaking skill through singing method which the formulation of study whether the singing method can increase the student’s speking skill in using pronoun or not. The objectives of this research is to describe the use of singing method to increase student's speaking skill in using pronoun. The techniques of data collecting in this research was Classroom Action Reasearch (CAR) included the observation checklist, test, and documentation. The location of this research was at Language Club STAI RAKHA Amuntai and the subject of the research was 8 students of English class. The instrument of this research included lesson plan, obsevation checklist, and the questions of pre-test and post-test. The result of this research revealed that the pre-test and post-test data is analyze by using statistic formula. According to the report of research result, the use of singing method in using pronoun in the classroom can help students increase their speaking skill. The improvement in the precentage score, which was proved it; the pre-test 1 get 0%, the post-test 1 get 42,8%, the pre-test 2 get 0%, and post-test 2 get 100%. Furthermore according to the observation checklist, the majority of the students response is interesting to the singing method in classroom. Based on the result, it can be concluded that the use of singing method in using pronoun can increase students’ speaking skill as well as their desire to speak. Then, it is suggest to teachers and other researchers, to be able to this research has inspiration to improve students’ speaking skill.
{"title":"THE USE OF SINGING METHOD TO INCREASE STUDENT’S SPEAKING SKILL IN USING PRONOUN AT LANGUAGE CLUB STAI RAKHA AMUNTAI","authors":"R. Rosidah","doi":"10.56489/peel.v3i1.121","DOIUrl":"https://doi.org/10.56489/peel.v3i1.121","url":null,"abstract":"This research illustrates the increasing of students’ speaking skill through singing method which the formulation of study whether the singing method can increase the student’s speking skill in using pronoun or not. The objectives of this research is to describe the use of singing method to increase student's speaking skill in using pronoun. \u0000The techniques of data collecting in this research was Classroom Action Reasearch (CAR) included the observation checklist, test, and documentation. The location of this research was at Language Club STAI RAKHA Amuntai and the subject of the research was 8 students of English class. The instrument of this research included lesson plan, obsevation checklist, and the questions of pre-test and post-test. The result of this research revealed that the pre-test and post-test data is analyze by using statistic formula. \u0000According to the report of research result, the use of singing method in using pronoun in the classroom can help students increase their speaking skill. The improvement in the precentage score, which was proved it; the pre-test 1 get 0%, the post-test 1 get 42,8%, the pre-test 2 get 0%, and post-test 2 get 100%. Furthermore according to the observation checklist, the majority of the students response is interesting to the singing method in classroom. \u0000Based on the result, it can be concluded that the use of singing method in using pronoun can increase students’ speaking skill as well as their desire to speak. Then, it is suggest to teachers and other researchers, to be able to this research has inspiration to improve students’ speaking skill. \u0000 ","PeriodicalId":256914,"journal":{"name":"PEEL (PASER ENGLISH EDUCATION AND LINGUISTIC)","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127793490","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}
Grammar as one aspects of the language is necessary to be studied. One of grammatical components is pronoun. Many students are still confused on the use of personal pronouns in translating sentences. Therefore, the researcher is interested to conduct the research about error analysis on the use of personal pronoun in translating sentence. The objectives of this research were to know the percentage of students’ error in using personal pronouns and to know what kind of personal pronouns error that is often made by the students of grade X SMK Nurul Fajeri computer network engineering major. The method used in this research was qualitative case study. The population was all ten grade students of SMK Nurul Pajeri ccomputer network engineering major, totaling 29 people. The research sample was 14 students who were taken from 29 population. The instument used for the research were test and interviews. That consist of 25 question in the form of fill in the blanks for the test, and the interviews for both students and teacher. The results of the obtained was sufficient. this is proven from the personal pronoun percentage with the results of: Subject pronoun category 32 items with percentage of 8.65%, object pronoun category 71 items with a percentage of 19.19%, possessive pronoun category 74 items with a percentage 20%, possessive adjective category 66 items with a percentage of 17.84, reflexive ccategory 67 items with a percentage 18.11%, and a transalting 60 items ith a percentage of 16.22%. The most dominant results are wrong in the personal pronoun in the possessive pronoun category. The findings of this study indicate that there are still many students who experience errors in grammmar, especially personal pronouns. The results of the study show that the errors occur in students come from themselves, due to a lack of confidence and this also affects the translation in personal pronoun.
{"title":"THE ANALYSIS OF STUDENTS’ ERROR IN USING PERSONAL PRONOUN IN A TRANSLATING SKILLS (CASE STUDY)","authors":"Hatimah Hatimah","doi":"10.56489/peel.v3i1.128","DOIUrl":"https://doi.org/10.56489/peel.v3i1.128","url":null,"abstract":"Grammar as one aspects of the language is necessary to be studied. One of grammatical components is pronoun. Many students are still confused on the use of personal pronouns in translating sentences. Therefore, the researcher is interested to conduct the research about error analysis on the use of personal pronoun in translating sentence. The objectives of this research were to know the percentage of students’ error in using personal pronouns and to know what kind of personal pronouns error that is often made by the students of grade X SMK Nurul Fajeri computer network engineering major. \u0000The method used in this research was qualitative case study. The population was all ten grade students of SMK Nurul Pajeri ccomputer network engineering major, totaling 29 people. The research sample was 14 students who were taken from 29 population. The instument used for the research were test and interviews. That consist of 25 question in the form of fill in the blanks for the test, and the interviews for both students and teacher. \u0000The results of the obtained was sufficient. this is proven from the personal pronoun percentage with the results of: Subject pronoun category 32 items with percentage of 8.65%, object pronoun category 71 items with a percentage of 19.19%, possessive pronoun category 74 items with a percentage 20%, possessive adjective category 66 items with a percentage of 17.84, reflexive ccategory 67 items with a percentage 18.11%, and a transalting 60 items ith a percentage of 16.22%. The most dominant results are wrong in the personal pronoun in the possessive pronoun category. The findings of this study indicate that there are still many students who experience errors in grammmar, especially personal pronouns. The results of the study show that the errors occur in students come from themselves, due to a lack of confidence and this also affects the translation in personal pronoun.","PeriodicalId":256914,"journal":{"name":"PEEL (PASER ENGLISH EDUCATION AND LINGUISTIC)","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131327151","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}
The use of task-based learning methods to improve students' grammar ability. This study aims to improve the grammar ability of students of the English Language Education Department of STIT Ibnu Rusyd Tanah Grogot through the use of task-based learning methods in teaching the Structure class. The design of this study is classroom action research. The subjects of this study were 17 students who took part in the Structure course and the lecturers of the course. This study is a class action study consisting of two cycles. This research was carried out in the. Data collection is of three types, there are tests, observations, and questionnaires. Data on the use of task-based learning teaching methods in learning structure obtained from observations and questionnaires are interpreted qualitatively, while data on student’s grammar ability are interpreted quantitatively. The findings of this study show that the use of task-based learning methods in learning grammar can improve students' grammar ability. The result can be seen in the understanding and mastery of student material which is better than before. This is evidenced by the increase in the average score obtained by students based on the results of postest, it is 6.5 in cycle 1 and 7.7 in cycle 2. In addition, there is also an increase in the learning process of grammar which was characterized by reduced student passivity and an increase in student participation in meaningful learning activities.
{"title":"TEACHING GRAMMAR BY USING TASK BASED LANGUAGE LEARNING (TBLT) IN TEFL FOR ENGLISH EDUCATION STUDY PROGRAM (STIT IBNU RUSYD TANAH GROGOT)","authors":"Ahmad Darussalam","doi":"10.56489/peel.v1i1.87","DOIUrl":"https://doi.org/10.56489/peel.v1i1.87","url":null,"abstract":"The use of task-based learning methods to improve students' grammar ability. This study aims to improve the grammar ability of students of the English Language Education Department of STIT Ibnu Rusyd Tanah Grogot through the use of task-based learning methods in teaching the Structure class. The design of this study is classroom action research. The subjects of this study were 17 students who took part in the Structure course and the lecturers of the course. This study is a class action study consisting of two cycles. This research was carried out in the. Data collection is of three types, there are tests, observations, and questionnaires. Data on the use of task-based learning teaching methods in learning structure obtained from observations and questionnaires are interpreted qualitatively, while data on student’s grammar ability are interpreted quantitatively. The findings of this study show that the use of task-based learning methods in learning grammar can improve students' grammar ability. The result can be seen in the understanding and mastery of student material which is better than before. This is evidenced by the increase in the average score obtained by students based on the results of postest, it is 6.5 in cycle 1 and 7.7 in cycle 2. In addition, there is also an increase in the learning process of grammar which was characterized by reduced student passivity and an increase in student participation in meaningful learning activities.","PeriodicalId":256914,"journal":{"name":"PEEL (PASER ENGLISH EDUCATION AND LINGUISTIC)","volume":"53 ","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"113993738","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to explain the students’ achievement in the neuroscience perspective. The important human organs in this case the brain is evidence to motivate human character. This article is a literature study with a qualitative approach. This study is adapted a variety of literature books and journals that related to neuroscience and character education. Human brain has function to controlled by the nervous system in the brain it means that all the activities of human being is resource the functioning of the brain. The brain is complex organ can controls memory, thought, touch, emotion, motor, vision, skills, temperature, breathing, hunger and every process that depend in our body. Neuron system is part of the thing in individual learning ability and it function in mental individually. The human brain is flexible and has the ability to change. This organ evolves throughout life and adapts to the changing environment. It is scientifically proven that human in enriched environments belong to several numbers of synaptic connections among neurons than the impoverished environment. So the implication of neuroscience to all the activities lead to neurol branching. Key words: Cognitive theory adaptive control of thought
{"title":"Adaptive Control of Thought of Human Being","authors":"F. Fitriani","doi":"10.56489/peel.v1i1.76","DOIUrl":"https://doi.org/10.56489/peel.v1i1.76","url":null,"abstract":"This study aims to explain the students’ achievement in the neuroscience perspective. The important human organs in this case the brain is evidence to motivate human character. This article is a literature study with a qualitative approach. This study is adapted a variety of literature books and journals that related to neuroscience and character education. Human brain has function to controlled by the nervous system in the brain it means that all the activities of human being is resource the functioning of the brain. The brain is complex organ can controls memory, thought, touch, emotion, motor, vision, skills, temperature, breathing, hunger and every process that depend in our body. Neuron system is part of the thing in individual learning ability and it function in mental individually. The human brain is flexible and has the ability to change. This organ evolves throughout life and adapts to the changing environment. It is scientifically proven that human in enriched environments belong to several numbers of synaptic connections among neurons than the impoverished environment. So the implication of neuroscience to all the activities lead to neurol branching. \u0000Key words: Cognitive theory adaptive control of thought","PeriodicalId":256914,"journal":{"name":"PEEL (PASER ENGLISH EDUCATION AND LINGUISTIC)","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134137013","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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