This study aims to know the effect of using flashcard media on students’ vocabulary mastery at the 7th Grade of MTs Zainul Hasan Sambirejo, Pare. Design used was pre experimental research pre-test post-test one group only. Sample taken was 32 from 82 population by using simple random sampling. To collect the data, the researcher used vocabulary written test with 25 items in multiple-choice format. In analyzing data, she used IBM SPSS statistic versions. 25 application of paired-sample t.test. It aims to know whether there is or not a significant difference between before given the treatment and after given the treatment using flashcard media on students’ vocabulary mastery. After collecting and calculating data, she found that mean of pre-Test 72.06, mean of post-Test 91.38, median of pre-test 82, median of post-test 96, mode of pre-test 84 and mode of post-test 100. In testing the hypothesis, she used t-test formula. She found that p value Sig (2-tailed)= 0.000 < 0.05, at the level significance of df = 31. So, the null hypothesis was rejected and the alternative hypothesis could be accepted. It means that using flashcard media affects students’ vocabulary mastery at the 7th Grade of MTs Zainul Hasan Sambirejo, Pare, Kediri
{"title":"The Effect of Using Flashcard Media on Students’ Vocabulary Mastery at the 7th Grade of MTs Zainul Hasan Sambirejo, Pare, Kediri","authors":"Sofie Rohmatul Fauziah","doi":"10.55148/etjar.v3i1.664","DOIUrl":"https://doi.org/10.55148/etjar.v3i1.664","url":null,"abstract":"This study aims to know the effect of using flashcard media on students’ vocabulary mastery at the 7th Grade of MTs Zainul Hasan Sambirejo, Pare. Design used was pre experimental research pre-test post-test one group only. Sample taken was 32 from 82 population by using simple random sampling. To collect the data, the researcher used vocabulary written test with 25 items in multiple-choice format. In analyzing data, she used IBM SPSS statistic versions. 25 application of paired-sample t.test. It aims to know whether there is or not a significant difference between before given the treatment and after given the treatment using flashcard media on students’ vocabulary mastery. After collecting and calculating data, she found that mean of pre-Test 72.06, mean of post-Test 91.38, median of pre-test 82, median of post-test 96, mode of pre-test 84 and mode of post-test 100. In testing the hypothesis, she used t-test formula. She found that p value Sig (2-tailed)= 0.000 < 0.05, at the level significance of df = 31. So, the null hypothesis was rejected and the alternative hypothesis could be accepted. It means that using flashcard media affects students’ vocabulary mastery at the 7th Grade of MTs Zainul Hasan Sambirejo, Pare, Kediri","PeriodicalId":298602,"journal":{"name":"English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117094199","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 was pre-experimental research design with one experimental group only. The target population of this study was all the tenth grade students of Mazro’atul Lughoh Islamic Boarding School Pare in the period of 2021/2022. The researcher took 26 students as the sample of the study, by using saturated sampling, because the population is relatively small. To collect data, the researcher used written pre-test and post-test in essay format, and the written assessment by Anderson. In analyzing the data, the researcher used IBM SPSS statistic versions. 20 application of paired sample t.test to know the difference between pre-test (before treatment) and post-test (after treatment). After collecting and calculating the data, the researcher found that mean score and the standard deviation of pre-test were 7.46 and 1.838, while the mean score of post-test was 16.15 and standard deviation was 2.781. In testing hypothesis, the researcher used t-test formula. The researcher found that t value was -16.183, Sig (2-tailed) = 0.00 < 0.05, at the level significance of df = 25. So, the null hypothesis was rejected and the alternative hypothesis could be accepted. It means that there was a significant difference between before and after given the treatment
{"title":"The Effect of Picture Series in Writing Narrative Text on Students’ Writing Ability at the 10th Grade of Mazro’atul Lughoh Islamic Boarding School Pare Kediri","authors":"Muhammad Yasminto, Fifi Luthfiyah Maulidah","doi":"10.55148/etjar.v3i1.665","DOIUrl":"https://doi.org/10.55148/etjar.v3i1.665","url":null,"abstract":"This study was pre-experimental research design with one experimental group only. The target population of this study was all the tenth grade students of Mazro’atul Lughoh Islamic Boarding School Pare in the period of 2021/2022. The researcher took 26 students as the sample of the study, by using saturated sampling, because the population is relatively small. To collect data, the researcher used written pre-test and post-test in essay format, and the written assessment by Anderson. In analyzing the data, the researcher used IBM SPSS statistic versions. 20 application of paired sample t.test to know the difference between pre-test (before treatment) and post-test (after treatment). After collecting and calculating the data, the researcher found that mean score and the standard deviation of pre-test were 7.46 and 1.838, while the mean score of post-test was 16.15 and standard deviation was 2.781. In testing hypothesis, the researcher used t-test formula. The researcher found that t value was -16.183, Sig (2-tailed) = 0.00 < 0.05, at the level significance of df = 25. So, the null hypothesis was rejected and the alternative hypothesis could be accepted. It means that there was a significant difference between before and after given the treatment","PeriodicalId":298602,"journal":{"name":"English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133167561","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 know the effect of @englishhero TikTok Video on Students' Vocabulary Mastery at the 10th Grade of MA Zainul Hasan Pare through pre experimental research design conducted with only pre-test post-test one experimental group. The researchers took 24 students as the sample of the study from 65 population by using simple random sampling. To collect the data, the researchers used vocabulary written test with 25 items in essay format. In analyzing the data, the researcherss used IBM SPSS statistic versions. 20 application of non-parametric t.test from Wilcoxon test, because data was not normally distributed. It aims to know whether there is or not a difference between before given the treatment and after given the treatment using @englishhero TikTok Video on Students' Vocabulary Mastery. After collecting and calculating data, the researchers found that mean score of post-test 95.33 was higher than pre-test 63.50. In testing the hypothesis, they used t-test formula. The researchers found that p value (Asymp. Sig. (2-tailed)) =0.000 < 0.05, at the level significance of df = 23. So, the null hypothesis was rejected. It means that @englishhero TikTok Video affects Students' Vocabulary Mastery at the 10th Grade of MA Zainul Hasan Pare.
本研究旨在了解@englishhero TikTok视频对MA Zainul Hasan Pare十年级学生词汇掌握的影响，通过只进行前测后测的一个实验组的预实验研究设计。研究人员采用简单随机抽样的方法，从65人中选取24名学生作为研究样本。为了收集数据，研究人员使用了25个条目的写作形式的词汇笔试。在分析数据时，研究者使用IBM SPSS统计版本。20应用来自Wilcoxon检验的非参数t检验，因为数据不是正态分布。它的目的是使用@englishhero TikTok学生词汇掌握视频来了解治疗前和治疗后是否有差异。经过数据的收集和计算，研究人员发现后测平均分95.33高于前测平均分63.50。在检验假设时，他们使用了t检验公式。研究人员发现p值(Asymp。Sig.(双尾)=0.000 < 0.05，显著性水平为df = 23。零假设被拒绝了。这意味着@englishhero TikTok视频影响了MA Zainul Hasan Pare十年级学生的词汇掌握。
{"title":"The Effect of @englishhero TikTok Video on Students' Vocabulary Mastery at the 10th grade of MA Zainul Hasan Pare","authors":"ST. Dewi Fatimatuz Zahro, Muhammad Yasminto","doi":"10.55148/etjar.v3i1.663","DOIUrl":"https://doi.org/10.55148/etjar.v3i1.663","url":null,"abstract":"This study aims to know the effect of @englishhero TikTok Video on Students' Vocabulary Mastery at the 10th Grade of MA Zainul Hasan Pare through pre experimental research design conducted with only pre-test post-test one experimental group. The researchers took 24 students as the sample of the study from 65 population by using simple random sampling. To collect the data, the researchers used vocabulary written test with 25 items in essay format. In analyzing the data, the researcherss used IBM SPSS statistic versions. 20 application of non-parametric t.test from Wilcoxon test, because data was not normally distributed. It aims to know whether there is or not a difference between before given the treatment and after given the treatment using @englishhero TikTok Video on Students' Vocabulary Mastery. After collecting and calculating data, the researchers found that mean score of post-test 95.33 was higher than pre-test 63.50. In testing the hypothesis, they used t-test formula. The researchers found that p value (Asymp. Sig. (2-tailed)) =0.000 < 0.05, at the level significance of df = 23. So, the null hypothesis was rejected. It means that @englishhero TikTok Video affects Students' Vocabulary Mastery at the 10th Grade of MA Zainul Hasan Pare.","PeriodicalId":298602,"journal":{"name":"English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131127890","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 analyze types of speech acts and classification of illocutionary speech acts occuring in Habibie and Ainun's conversation in film entitled Habibie and Ainun 2012. This is a qualitative descriptive study conducted on naturalistic investigations of social phenomena. Data were analyzed based on theory of speech acts types put forward by Yule (1996). Analysis of classification of illocutionary speech acts put forward by Searle (1977) which consists of, representative, directive commissive, expressive and declaration. Results of this study indicate that there are five classifications of illocutionary speech acts. It was found that there were a total of 42 utterances analyzed as illocutionary where 5 utterances were representative, 9 declarative utterances, 23 directive utterances, 5 expressive utterances, and no commissive (0%) . This study shows that speech "Break the Glass Ceiling" by Prilly Latuconsina contains various types of speech acts that aim to influence, inspire, and motivate listeners. This speech had a strong impact in raising awareness on gender equality issues and encouraging positive action to achieve success. Implication of this research is studying and mastering pragmatics, especially in speech act theory to be able to understand intent of the speaker so that communication expressed can be fulfilled.
本研究旨在分析电影《哈比比和阿伊农2012》中哈比比和阿伊农对话中言语行为的类型和言外言语行为的分类。这是一种对社会现象进行自然主义调查的定性描述性研究。数据分析基于Yule(1996)提出的言语行为类型理论。Searle(1977)提出的言外行为分为代表行为、指示行为、指示行为、表达行为和声明行为。本研究结果表明，言外言语行为有五种类型。结果发现，共有42个话语被分析为言外言语，其中5个话语为代表性话语，9个陈述性话语，23个指示性话语，5个表达性话语，无委托性话语(0%)。本研究表明，Prilly Latuconsina的演讲“Break the Glass Ceiling”包含了多种旨在影响、激励和激励听者的言语行为。这次讲话对提高对性别平等问题的认识和鼓励采取积极行动取得成功产生了重大影响。本研究的意义在于学习和掌握语用学，特别是言语行为理论，能够理解说话人的意图，从而实现所表达的交际。
{"title":"An Analysis on the Speech Act of Prilly Latuconsina \"Break the Glass Ceiling\" in English Speech Youtobe Channel","authors":"Mar'atus sholikah","doi":"10.55148/etjar.v3i1.577","DOIUrl":"https://doi.org/10.55148/etjar.v3i1.577","url":null,"abstract":"This study aims to analyze types of speech acts and classification of illocutionary speech acts occuring in Habibie and Ainun's conversation in film entitled Habibie and Ainun 2012. This is a qualitative descriptive study conducted on naturalistic investigations of social phenomena. Data were analyzed based on theory of speech acts types put forward by Yule (1996). Analysis of classification of illocutionary speech acts put forward by Searle (1977) which consists of, representative, directive commissive, expressive and declaration. Results of this study indicate that there are five classifications of illocutionary speech acts. It was found that there were a total of 42 utterances analyzed as illocutionary where 5 utterances were representative, 9 declarative utterances, 23 directive utterances, 5 expressive utterances, and no commissive (0%) . This study shows that speech \"Break the Glass Ceiling\" by Prilly Latuconsina contains various types of speech acts that aim to influence, inspire, and motivate listeners. This speech had a strong impact in raising awareness on gender equality issues and encouraging positive action to achieve success. Implication of this research is studying and mastering pragmatics, especially in speech act theory to be able to understand intent of the speaker so that communication expressed can be fulfilled. \u0000 ","PeriodicalId":298602,"journal":{"name":"English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128672535","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 motivation behind this study was to decide the reaction of EFL students to the use of Digital Storytelling in learning Listening based on understanding. The researcher collected the sample for this study administered 30 participants from six-semester EFL students of English Department. This research is included in the quantitative approach and the research design used is quantitative survey research. The research instrument is a questionnaire. Judging from the survey results, the responses of EFL students to the use of Digital Storytelling in Listening Skills learning were positive and the final results of the questionnaire which consisted of 10 total items showed a pleasant classification. The findings of this study shows that 30% strongly agree to the statement “Moving pictures in digital storytelling help you understand the story being told”. Meanwhile, there were 0% participant chose strongly disagree. This study intends to examine EFL students' responses to the use of Digital Storytelling in learning Listening skills. As well as to investigate how EFL students feel about using Digital Storytelling. The data shows that Digital Storytelling is an effective language-learning media. Keywords: Digital Storytelling, EFL, Learning, Listening Skills.
{"title":"THE USE OF DIGITAL STORYTELLING IN LEARNING LISTENING BASED ON STUDENTS’ COMPREHENSION IN EFL CLASS","authors":"N. Aini, Jordan Alan, Ninda Ma’uunatul","doi":"10.55148/etjar.v3i1.614","DOIUrl":"https://doi.org/10.55148/etjar.v3i1.614","url":null,"abstract":"Abstract: \u0000The motivation behind this study was to decide the reaction of EFL students to the use of Digital Storytelling in learning Listening based on understanding. The researcher collected the sample for this study administered 30 participants from six-semester EFL students of English Department. This research is included in the quantitative approach and the research design used is quantitative survey research. The research instrument is a questionnaire. Judging from the survey results, the responses of EFL students to the use of Digital Storytelling in Listening Skills learning were positive and the final results of the questionnaire which consisted of 10 total items showed a pleasant classification. The findings of this study shows that 30% strongly agree to the statement “Moving pictures in digital storytelling help you understand the story being told”. Meanwhile, there were 0% participant chose strongly disagree. This study intends to examine EFL students' responses to the use of Digital Storytelling in learning Listening skills. As well as to investigate how EFL students feel about using Digital Storytelling. The data shows that Digital Storytelling is an effective language-learning media. \u0000Keywords: Digital Storytelling, EFL, Learning, Listening Skills.","PeriodicalId":298602,"journal":{"name":"English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132277739","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}
Monolog is one of the speaking skills that should be mastered by the students in learning a language. This skill needs many criteria that should be mastered by any speaker. There are some components in monolog performance that show whether someone meets the criteria of being success in performing his/her monolog or not. They include body language, grammar, pronunciation, fluency, speed etc. Though, before performing their monolog they have been given a simple story read in the classroom, the result of their monolog are far from being good enough. Their drawbacks can be analyzed that they are lack of getting exposed from English activities that support their performance. They can be in form watching film or video or lack of stimulus to develop their English skill performance. To improve their skill, narrative video is used to let them have more opportunity to improve their monolog. The method shows that their performance increases after they are given an independent task to watch a narrative video several times.
{"title":"IMPROVING STUDENTS’ MONOLOG PERFORMANCE THROUGH A NARRATIVE VIDEO","authors":"Ali Muttaqin Syuryanto","doi":"10.55148/etjar.v3i1.587","DOIUrl":"https://doi.org/10.55148/etjar.v3i1.587","url":null,"abstract":"Monolog is one of the speaking skills that should be mastered by the students in learning a language. This skill needs many criteria that should be mastered by any speaker. There are some components in monolog performance that show whether someone meets the criteria of being success in performing his/her monolog or not. They include body language, grammar, pronunciation, fluency, speed etc. Though, before performing their monolog they have been given a simple story read in the classroom, the result of their monolog are far from being good enough. Their drawbacks can be analyzed that they are lack of getting exposed from English activities that support their performance. They can be in form watching film or video or lack of stimulus to develop their English skill performance. To improve their skill, narrative video is used to let them have more opportunity to improve their monolog. The method shows that their performance increases after they are given an independent task to watch a narrative video several times.","PeriodicalId":298602,"journal":{"name":"English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127268686","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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