Pub Date : 2019-02-19DOI: 10.32663/EDU-LING.V2I1.474
D. Sartika
The aims of this study are to find out whether there was a significant difference in writing achievement between the students who were taught by using PLEASE strategy and that of those who were not, to find out whether there was an effect of writing interest on the students writing skill to write descriptive text or not, and to find out whether there was an effect of writing interest on the students writing skill who were taught by using PLEASE strategy or not. The samples involved in this study were the seventh-grade students of SMP Negeri 2 Kayuagung, South Sumatera which were divided into two groups; experimental and control groups. The data were gathered by using written test and questionnaire and then were analyzed by using t-test and simple linear regression. The results showed that t-obtained (2.57) > t-table (2.0017) with the degree of freedom 54 (df = 56). It could be concluded that there was a significant difference between the students who were taught by using PLEASE strategy and that of those who were not. The next result showed that there was no effect of writing interest on the students' writing skill (the score t-obtained of the writing variable was 1.14 at a significant of 0.26). After the treatment, the score of the writing variable was 3.34 at a significant level of 0.003. It indicated that there was an effect of writing interest on students’ writing skills who were taught using PLEASE strategy. In conclusion, the students who were taught by using PLEASE strategy could be encouraged to have writing interest so that they could write a descriptive text based on the generic structure given.
{"title":"THE EFFECT OF PLEASE STRATEGY AND WRITING INTEREST TOWARD STUDENTS' WRITING SKILL","authors":"D. Sartika","doi":"10.32663/EDU-LING.V2I1.474","DOIUrl":"https://doi.org/10.32663/EDU-LING.V2I1.474","url":null,"abstract":"The aims of this study are to find out whether there was a significant difference in writing achievement between the students who were taught by using PLEASE strategy and that of those who were not, to find out whether there was an effect of writing interest on the students writing skill to write descriptive text or not, and to find out whether there was an effect of writing interest on the students writing skill who were taught by using PLEASE strategy or not. The samples involved in this study were the seventh-grade students of SMP Negeri 2 Kayuagung, South Sumatera which were divided into two groups; experimental and control groups. The data were gathered by using written test and questionnaire and then were analyzed by using t-test and simple linear regression. The results showed that t-obtained (2.57) > t-table (2.0017) with the degree of freedom 54 (df = 56). It could be concluded that there was a significant difference between the students who were taught by using PLEASE strategy and that of those who were not. The next result showed that there was no effect of writing interest on the students' writing skill (the score t-obtained of the writing variable was 1.14 at a significant of 0.26). After the treatment, the score of the writing variable was 3.34 at a significant level of 0.003. It indicated that there was an effect of writing interest on students’ writing skills who were taught using PLEASE strategy. In conclusion, the students who were taught by using PLEASE strategy could be encouraged to have writing interest so that they could write a descriptive text based on the generic structure given.","PeriodicalId":269976,"journal":{"name":"Edu-Ling: Journal of English Education and Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125599700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-19DOI: 10.32663/edu-ling.v2i1.473
Yulia Isratul Aini
ABSTRACT: The objective of this writing was to describe the usage of Google Classroom as an English Leraning Media focused on the description of Google Classroom using as the English learning media. The method used in writing this article was literature based by collecting data and information of the topic Google Classroom as e n English learning media. This writing indicated that Googe classroom was very potential to be developed as an English learning media used in virtual class of teaching and learning forum on ICT based. In summary, English teacher can use the Google Classroom as an alternative for teaching and learning media.
{"title":"The The Use of Google Classroom as an English Learning Media","authors":"Yulia Isratul Aini","doi":"10.32663/edu-ling.v2i1.473","DOIUrl":"https://doi.org/10.32663/edu-ling.v2i1.473","url":null,"abstract":"ABSTRACT: The objective of this writing was to describe the usage of Google Classroom as an English Leraning Media focused on the description of Google Classroom using as the English learning media. The method used in writing this article was literature based by collecting data and information of the topic Google Classroom as e n English learning media. This writing indicated that Googe classroom was very potential to be developed as an English learning media used in virtual class of teaching and learning forum on ICT based. In summary, English teacher can use the Google Classroom as an alternative for teaching and learning media.","PeriodicalId":269976,"journal":{"name":"Edu-Ling: Journal of English Education and Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125865951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-19DOI: 10.32663/EDU-LING.V2I1.564
Hairi Yanto
Abstract The main purpose of teaching English is students able to active or passive communicate in English well. This research was experiments research with using a quantitative approach. This research focus on use storytelling techniques on speaking ability, to determine whether storytelling techniques give a significant effect towards students' speaking ability, and to determine components of speaking skill that improved by implementation of storytelling technique on students’ speaking abilities such as vocabulary, pronunciation, grammar, fluency, and understanding. The populations in this research were all students in grade Salido, amounting to 239 people in seven classes spread. Technique of sampling in this researchuster random sampling; where one each class has the same chance to be made as a sample. Then the sample was selected class XI IPK 1 as an experiment classes totaling 30 students and the class XI IPK 2 as a control class with the number of students were 35 students. The experiment class used the storytelling technique one time a week while the control class was not trained on this technique. The instruments in the researchers was used a pre-test and post-test of speak data collections was administered to all subjects for examining their ability in speaking skill. Independent sample t-test and paired t-test were performed for data analysis. The results showed that the story-telling technique gave a significant effect towards students’ speaking ability. And components of speaking skill that can be improved by implementation of story-telling technique on students at class eleven are pronunciations. It can be concluded that the story telling technique is very effective used in speaking of learning and positive implications for increasing students' speaking ability.
{"title":"The Effect of Storytelling Technique towards Students' Speaking Ability","authors":"Hairi Yanto","doi":"10.32663/EDU-LING.V2I1.564","DOIUrl":"https://doi.org/10.32663/EDU-LING.V2I1.564","url":null,"abstract":"Abstract \u0000The main purpose of teaching English is students able to active or passive communicate in English well. This research was experiments research with using a quantitative approach. This research focus on use storytelling techniques on speaking ability, to determine whether storytelling techniques give a significant effect towards students' speaking ability, and to determine components of speaking skill that improved by implementation of storytelling technique on students’ speaking abilities such as vocabulary, pronunciation, grammar, fluency, and understanding. The populations in this research were all students in grade Salido, amounting to 239 people in seven classes spread. Technique of sampling in this researchuster random sampling; where one each class has the same chance to be made as a sample. Then the sample was selected class XI IPK 1 as an experiment classes totaling 30 students and the class XI IPK 2 as a control class with the number of students were 35 students. The experiment class used the storytelling technique one time a week while the control class was not trained on this technique. The instruments in the researchers was used a pre-test and post-test of speak data collections was administered to all subjects for examining their ability in speaking skill. Independent sample t-test and paired t-test were performed for data analysis. The results showed that the story-telling technique gave a significant effect towards students’ speaking ability. And components of speaking skill that can be improved by implementation of story-telling technique on students at class eleven are pronunciations. It can be concluded that the story telling technique is very effective used in speaking of learning and positive implications for increasing students' speaking ability.","PeriodicalId":269976,"journal":{"name":"Edu-Ling: Journal of English Education and Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-02-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128338769","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 : 2018-12-30DOI: 10.32663/edu-ling.v2i1.465
Nora Fudhla
This article is written based on a research done to solve students’ difficulties in improving their vocabulary skill in MKU classes at Universitas Negeri padang. According to some English teachers and students, teaching vocabulary through memorizing the list was very boring and should be avoided. Besides, it was difficult for the students to write correct spelling for certain vocabularies. To overcome these issues, gamification strategy namely Jumbled-Letter game was applied in an experimental study. The design used in this study was one group pre-test post-test design and the sample was chosen through simple random sampling technique. The data was collected through pre-test and post-test. The data then was analyzed using T Paired test (SPSS 23). Based on the data calculation, the mean score of pre-test was 50.87 and the mean score of post-test was 76.23, and sig. 2 tailed test was < 0.05. Based on T Paired test analysis and interpretation, it was found that the mean score on post-test was increased and the significance score shows that the strategy was significantly effective. Thus, Jumbled-Letter Game was effective to boost learners’ interest and improve their vocabulary mastery.
{"title":"Fostering Learners' Vocabulary through Jumbled-Letter Game","authors":"Nora Fudhla","doi":"10.32663/edu-ling.v2i1.465","DOIUrl":"https://doi.org/10.32663/edu-ling.v2i1.465","url":null,"abstract":"This article is written based on a research done to solve students’ difficulties in improving their vocabulary skill in MKU classes at Universitas Negeri padang. According to some English teachers and students, teaching vocabulary through memorizing the list was very boring and should be avoided. Besides, it was difficult for the students to write correct spelling for certain vocabularies. To overcome these issues, gamification strategy namely Jumbled-Letter game was applied in an experimental study. The design used in this study was one group pre-test post-test design and the sample was chosen through simple random sampling technique. The data was collected through pre-test and post-test. The data then was analyzed using T Paired test (SPSS 23). Based on the data calculation, the mean score of pre-test was 50.87 and the mean score of post-test was 76.23, and sig. 2 tailed test was < 0.05. Based on T Paired test analysis and interpretation, it was found that the mean score on post-test was increased and the significance score shows that the strategy was significantly effective. Thus, Jumbled-Letter Game was effective to boost learners’ interest and improve their vocabulary mastery.","PeriodicalId":269976,"journal":{"name":"Edu-Ling: Journal of English Education and Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131218541","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 : 2018-12-30DOI: 10.32663/edu-ling.v2i1.642
L. Rakhmanina, Yuneva Yuneva
This study was aimed at finding out: (1) the significant difference in speaking achievement between the students who were trained with Instagram activity and those who were not; (2) the significant difference in motivation toward English Speaking between before and after the students were trained using Instagram Activity technique; (3) the interaction between teaching strategies and motivation toward students’ speaking ability; and (4) the students’ feedbacks concerning the Instagram Activity shown by the difference in students’ speaking achievement. This study applied a quasi experimental study. The instruments used to find out the data were questionnaire and tests. The calculation of the study was applying descriptive and inferential analysis. The study result showed that Instagram activity in English speaking class was applied during the process of the teaching and learning in the classroom. It showed significant different on students` English achievement from pre-test to post-test between the students with low and high motivation. It means that Instagram activity could improve students` English speaking skill and could also motivate students to learn more.
{"title":"THE APPLICATION OF INSTAGRAM ACTIVITY TO IMPROVE STUDENTS` MOTIVATION IN ENGLISH SPEAKING","authors":"L. Rakhmanina, Yuneva Yuneva","doi":"10.32663/edu-ling.v2i1.642","DOIUrl":"https://doi.org/10.32663/edu-ling.v2i1.642","url":null,"abstract":"This study was aimed at finding out: (1) the significant difference in speaking achievement between the students who were trained with Instagram activity and those who were not; (2) the significant difference in motivation toward English Speaking between before and after the students were trained using Instagram Activity technique; (3) the interaction between teaching strategies and motivation toward students’ speaking ability; and (4) the students’ feedbacks concerning the Instagram Activity shown by the difference in students’ speaking achievement. This study applied a quasi experimental study. The instruments used to find out the data were questionnaire and tests. The calculation of the study was applying descriptive and inferential analysis. The study result showed that Instagram activity in English speaking class was applied during the process of the teaching and learning in the classroom. It showed significant different on students` English achievement from pre-test to post-test between the students with low and high motivation. It means that Instagram activity could improve students` English speaking skill and could also motivate students to learn more. \u0000","PeriodicalId":269976,"journal":{"name":"Edu-Ling: Journal of English Education and Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125338002","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 : 2018-07-31DOI: 10.32663/EDU-LING.V1I2.451
L. Apriani, M. Melati
Nowadays, people are expected to be able to write and literate. As one of the important skills in language learning, writing has been considered as an important role in all aspects of life. In order to help our students having a good skill in writing, the use of technology is chosen to be integrated in the learning process. And Blogging is one of the activity that can be used to motivate the students to write actively and constructively. By using blog, teachers can help students to write constructively, promote student�s autonomy and enhance their motivation.
{"title":"Enhancing Students� Writing Skill Through Blogging","authors":"L. Apriani, M. Melati","doi":"10.32663/EDU-LING.V1I2.451","DOIUrl":"https://doi.org/10.32663/EDU-LING.V1I2.451","url":null,"abstract":"Nowadays, people are expected to be able to write and literate. As one of the important skills in language learning, writing has been considered as an important role in all aspects of life. In order to help our students having a good skill in writing, the use of technology is chosen to be integrated in the learning process. And Blogging is one of the activity that can be used to motivate the students to write actively and constructively. By using blog, teachers can help students to write constructively, promote student�s autonomy and enhance their motivation.","PeriodicalId":269976,"journal":{"name":"Edu-Ling: Journal of English Education and Linguistics","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129872340","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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