Critical thinking has important role in the EFL class. It can be developed through questioning. However, English teachers are rare to address the critical thinking questions to their students. Therefore, this study aims to investigate to what extent teachers use questions to promote students' critical thinking. This study employed a qualitative approach with open-ended questionnaires and interview to collect data. Seventy-eight of English junior high school teachers in Indonesia were involved in this study. The results of this research revealed that majority teachers employed critical thinking questions. They posed the questions for clarification, assumption, reasons and evidence, viewpoints or perspective, the implication, consequence or alternative, prediction, agreement and disagreement, and summary and conclusion to promote students' critical thinking skill.
{"title":"TEACHERS' QUESTIONS TO PROMOTE STUDENTS' CRITICAL THINKING IN EFL CLASS","authors":"None Noni Agustina, Rini Al Baqoroh","doi":"10.25078/yb.v6i2.2852","DOIUrl":"https://doi.org/10.25078/yb.v6i2.2852","url":null,"abstract":"Critical thinking has important role in the EFL class. It can be developed through questioning. However, English teachers are rare to address the critical thinking questions to their students. Therefore, this study aims to investigate to what extent teachers use questions to promote students' critical thinking. This study employed a qualitative approach with open-ended questionnaires and interview to collect data. Seventy-eight of English junior high school teachers in Indonesia were involved in this study. The results of this research revealed that majority teachers employed critical thinking questions. They posed the questions for clarification, assumption, reasons and evidence, viewpoints or perspective, the implication, consequence or alternative, prediction, agreement and disagreement, and summary and conclusion to promote students' critical thinking skill.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136349443","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}
Reading is a strong foundation that must be instilled in the early grades and is the key to successful learning in subsequent classes. The essence of reading is to understand what is being read. This study aims to analyze important elements in improving the teaching of reading for comprehension. This research is qualitative research with a descriptive approach. The stages passed in this research begin with planning, research, implementation, data analysis, and then writing reports. The subjects in the study were two supervisors, two literacy coaches, two principals and six early-grade teachers. The results of interviews and observations explain that there are nine important elements in improving the teaching of reading for understanding. Some of those things are getting into the habit of making connections between the book and the outside world.
{"title":"AN IMPORTANT ELEMENTS IN PROMOTING READING COMPREHENSION","authors":"I Kadek Artayasa, None Ni Komang Dwi Eka Yuliati","doi":"10.25078/yb.v6i2.2193","DOIUrl":"https://doi.org/10.25078/yb.v6i2.2193","url":null,"abstract":"Reading is a strong foundation that must be instilled in the early grades and is the key to successful learning in subsequent classes. The essence of reading is to understand what is being read. This study aims to analyze important elements in improving the teaching of reading for comprehension. This research is qualitative research with a descriptive approach. The stages passed in this research begin with planning, research, implementation, data analysis, and then writing reports. The subjects in the study were two supervisors, two literacy coaches, two principals and six early-grade teachers. The results of interviews and observations explain that there are nine important elements in improving the teaching of reading for understanding. Some of those things are getting into the habit of making connections between the book and the outside world.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135521002","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}
None IGP Adhitya Prayoga, None Made Dewi Firmanda Wardani
This study investigates students' perception and challenges on the use of VLE and Game-based learning in their lessons. The samples of this study were taken from students who study in one of private school located in Badung regency, Bali. This school has three different levels of education, such as primary level, secondary level, and high school level. A mixed-method approach was used to gather the data in this study which means the researcher collected and analyzed both quantitative and qualitative data. The quantitative data was taken from questionnaire results, while the qualitative data was taken from interview results. 30 students were asked to fill the questionnaires and only 5 of them were interviewed. The result of the questionnaires shows most of the participants have positive perceptions and interest toward the use of VLE and game-based learning platform. The highest score is 4.00 and the lowest score is 3.30 Furthermore, the average score from all of the participants' responses is 3.69. According to the table of the mean score, 3.69 is categorized high degree. Furthermore, based on the interview result, the participants were also having challenges when using the VLE, like having trouble connecting to the internet. The final result of this study is expected to help educators preparing the right methods of teaching and learning for their students. Keywords: VLE, Game-based Learning, Perception, Challenges
{"title":"CALL EVALUATION: STUDENTS' PERCEPTION AND CHALLENGES ON THE USE OF VLE AND GAME-BASED LEARNING","authors":"None IGP Adhitya Prayoga, None Made Dewi Firmanda Wardani","doi":"10.25078/yb.v6i2.1576","DOIUrl":"https://doi.org/10.25078/yb.v6i2.1576","url":null,"abstract":"This study investigates students' perception and challenges on the use of VLE and Game-based learning in their lessons. The samples of this study were taken from students who study in one of private school located in Badung regency, Bali. This school has three different levels of education, such as primary level, secondary level, and high school level. A mixed-method approach was used to gather the data in this study which means the researcher collected and analyzed both quantitative and qualitative data. The quantitative data was taken from questionnaire results, while the qualitative data was taken from interview results. 30 students were asked to fill the questionnaires and only 5 of them were interviewed. The result of the questionnaires shows most of the participants have positive perceptions and interest toward the use of VLE and game-based learning platform. The highest score is 4.00 and the lowest score is 3.30 Furthermore, the average score from all of the participants' responses is 3.69. According to the table of the mean score, 3.69 is categorized high degree. Furthermore, based on the interview result, the participants were also having challenges when using the VLE, like having trouble connecting to the internet. The final result of this study is expected to help educators preparing the right methods of teaching and learning for their students. Keywords: VLE, Game-based Learning, Perception, Challenges","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135520692","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}
None Nyoman Yulia Pratiwi, Maria Matildis Banda, None I Ketut Sudewa
Pedawa Village, located in Banjar District, Buleleng Regency, owns a myth about the palm tree growth in the village, which was told from one generation to another. The myth becomes guidelines for the villagers which is still applied at the present day. The purpose of the research is to break down the myth based on its narrative structure forms. To break down the myth the theory of narrative structure from Roland Barthes and Alan Dundes is used. Through the analysis process, it is revealed that this myth consisted of main function and catalytic function. Aside from that, the myth is also consisted of motifeme structure. The two breaking down processes proved that the myth fulfills the temporal and causality order.
Keyword: myth, Pedawa, palm tree, narrative, structure
{"title":"NARRATIVE STRUCTURE ANALYSIS OF PALM TREE MYTH IN PEDAWA VILLAGE, BANJAR DISTRICT, BULELENG REGENCY","authors":"None Nyoman Yulia Pratiwi, Maria Matildis Banda, None I Ketut Sudewa","doi":"10.25078/yb.v6i2.2478","DOIUrl":"https://doi.org/10.25078/yb.v6i2.2478","url":null,"abstract":"Pedawa Village, located in Banjar District, Buleleng Regency, owns a myth about the palm tree growth in the village, which was told from one generation to another. The myth becomes guidelines for the villagers which is still applied at the present day. The purpose of the research is to break down the myth based on its narrative structure forms. To break down the myth the theory of narrative structure from Roland Barthes and Alan Dundes is used. Through the analysis process, it is revealed that this myth consisted of main function and catalytic function. Aside from that, the myth is also consisted of motifeme structure. The two breaking down processes proved that the myth fulfills the temporal and causality order.
 Keyword: myth, Pedawa, palm tree, narrative, structure","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135521004","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}
Information Communication Technology (ICT) has become the centre of the teaching and learning process in the 21stcentury. The Covid-19 pandemic made teaching and learning shift to online and partially abandoned the conventional method. Google Forms is one of the applications commonly used by teachers to give students exercises and administer tests. Google Forms is a web-based data collection tool offered for free as part of the Google Suite application suite provided by Google Cloud. Hence, this study investigates the students' perception of using Google Forms in an English subject. This study was conducted through a qualitative descriptive method, and purposive sampling was employed to collect the data. The participants in this research were 15 students in grade 10 from one of the senior high schools in Magelang. This study gathered the data through a questionnaire and an interview. The closed-ended questionnaire data were analyzed by the frequency of students' responses and were stated in percentages. Then, the interview was taped, transcribed, and analyzed. The study concludes that Google Forms helps students do their homework more effectively and efficiently. The students believe that Google Forms is more practical in helping them do exercises than paper as they need to erase and type if they want to change the answer. Although most students claim that Google Forms is effective and efficient as a method of doing exercises, they also feel that there need to be more features that can motivate students to participate in the class. As a result, students' motivation does not improve using Google Forms.
{"title":"STUDENTS' PERCEPTION OF THE USE OF GOOGLE FORMS IN ENGLISH SUBJECT","authors":"Olyvia Vita Ardhani, Ganang Yudha Pratista","doi":"10.25078/yb.v6i2.2408","DOIUrl":"https://doi.org/10.25078/yb.v6i2.2408","url":null,"abstract":"Information Communication Technology (ICT) has become the centre of the teaching and learning process in the 21stcentury. The Covid-19 pandemic made teaching and learning shift to online and partially abandoned the conventional method. Google Forms is one of the applications commonly used by teachers to give students exercises and administer tests. Google Forms is a web-based data collection tool offered for free as part of the Google Suite application suite provided by Google Cloud. Hence, this study investigates the students' perception of using Google Forms in an English subject. This study was conducted through a qualitative descriptive method, and purposive sampling was employed to collect the data. The participants in this research were 15 students in grade 10 from one of the senior high schools in Magelang. This study gathered the data through a questionnaire and an interview. The closed-ended questionnaire data were analyzed by the frequency of students' responses and were stated in percentages. Then, the interview was taped, transcribed, and analyzed. The study concludes that Google Forms helps students do their homework more effectively and efficiently. The students believe that Google Forms is more practical in helping them do exercises than paper as they need to erase and type if they want to change the answer. Although most students claim that Google Forms is effective and efficient as a method of doing exercises, they also feel that there need to be more features that can motivate students to participate in the class. As a result, students' motivation does not improve using Google Forms.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135521003","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}
Pande Agus Adiwijaya, Putri Yasmin, Wedayanthi Wedayanthi, Nur Hasibin, I Komang Gde Trisna Purwantara
This study aims to determine the factors that influence students' interest in choosing Hospitality Majors at SMK N 1 Susut. The study used a convergent parallel design of mixed-method research. The qualitative data were collected through interviews and observation while the quantitative data were collected through a survey with 30 students of respondents. The results of the study showed that factors that come from internal and external students influence students' interest in choosing hospitality majors at SMK N 1 Susut. The internal factors of the students choosing Hospitality Majors are (1) students'' talent, and (2) students' interest in the hospitality industry. In terms of external factors, these students were affected by (1) parents' encouragement, (2) the living environment, (3) the potential and opportunities for future work, and (4) the school program.
本研究旨在确定影响SMK N 1 Susut学生选择酒店专业兴趣的因素。本研究采用混合方法研究的收敛并行设计。定性数据通过访谈和观察收集，定量数据通过对30名受访学生的调查收集。研究结果表明，来自内部和外部学生的因素影响了学生对SMK N 1 Susut酒店专业的选择兴趣。学生选择酒店管理专业的内在因素有:(1)学生的天赋;(2)学生对酒店管理行业的兴趣。在外部因素方面，这些学生受到(1)父母的鼓励，(2)生活环境，(3)未来工作的潜力和机会，以及(4)学校计划的影响。
{"title":"THE FACTORS THAT INFLUENCE STUDENTS' INTEREST TO CHOOSE THE HOSPITALITY MAJORS","authors":"Pande Agus Adiwijaya, Putri Yasmin, Wedayanthi Wedayanthi, Nur Hasibin, I Komang Gde Trisna Purwantara","doi":"10.25078/yb.v6i2.2854","DOIUrl":"https://doi.org/10.25078/yb.v6i2.2854","url":null,"abstract":"This study aims to determine the factors that influence students' interest in choosing Hospitality Majors at SMK N 1 Susut. The study used a convergent parallel design of mixed-method research. The qualitative data were collected through interviews and observation while the quantitative data were collected through a survey with 30 students of respondents. The results of the study showed that factors that come from internal and external students influence students' interest in choosing hospitality majors at SMK N 1 Susut. The internal factors of the students choosing Hospitality Majors are (1) students'' talent, and (2) students' interest in the hospitality industry. In terms of external factors, these students were affected by (1) parents' encouragement, (2) the living environment, (3) the potential and opportunities for future work, and (4) the school program.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135520693","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 is aimed to improve students' reading achievement by implementing cooperativelearning with peer tutors in the learning process. The subjects of this research were the students of XI MIPA 1of SMA Negeri 1 Pupuan studying reading in the English subject in academic year 2022/2023. The data of thisresearch were collected using a reading test. The result of this reasearch was analyzed by using descriptiveanlysis. The study found that students achieved improvement in reading achievement after being taught usingcooperative learning with peer tutor method. The improvement was signified by the increase of the students'mean scores from the preliminary study to the end of the second cycle. Students' initial mean score was 69with 30,77% of completion in preliminary study. Students' mean score increased to 74 with the total numberof mastery learning of 61,54% after the first cycle. In the second cycle it had increased into 76,81 with 88,64%of mastery learning. The data analysis implies that the implementation of cooperative learning model with peertutor has been able to increase the reading achievement of the students in XI MIPA 1 of SMA Negeri 1 Pupuan.
{"title":"USING COOPERATIVE LEARNING MODEL WITH PEER TUTORS TO IMPROVE UNDERGRADUATE STUDENTS' READING ACHIEVEMENT","authors":"I Gede Superjaya","doi":"10.25078/yb.v6i2.2821","DOIUrl":"https://doi.org/10.25078/yb.v6i2.2821","url":null,"abstract":"This research is aimed to improve students' reading achievement by implementing cooperativelearning with peer tutors in the learning process. The subjects of this research were the students of XI MIPA 1of SMA Negeri 1 Pupuan studying reading in the English subject in academic year 2022/2023. The data of thisresearch were collected using a reading test. The result of this reasearch was analyzed by using descriptiveanlysis. The study found that students achieved improvement in reading achievement after being taught usingcooperative learning with peer tutor method. The improvement was signified by the increase of the students'mean scores from the preliminary study to the end of the second cycle. Students' initial mean score was 69with 30,77% of completion in preliminary study. Students' mean score increased to 74 with the total numberof mastery learning of 61,54% after the first cycle. In the second cycle it had increased into 76,81 with 88,64%of mastery learning. The data analysis implies that the implementation of cooperative learning model with peertutor has been able to increase the reading achievement of the students in XI MIPA 1 of SMA Negeri 1 Pupuan.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135520690","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}
Learners utilize their speaking ability to communicate, elicit an idea or point of view, convey their ideas and desires, and socialize oneself in order to interact with others. The ability to talk is used to evaluate English comprehension. On the other hand, many EFL learners' ability to use English for oral communication is still low, due to fear and shy. Therefore, EFL learners need motivation to strengthen their confidence. There is one method to achieve it that is teacher's motivational strategies. Thus, this study aims to determine the effect of teacher's motivational strategies on EFL learner's speaking ability. In achieving this goal, the researcher used mixed method research. For the quantitative phase, experimental study was utilized to assess the effect between variables X, the teacher's motivational strategies as an independent variable, and Y, the learner's speaking ability as a dependent variable. Meanwhile, the field notes observation is used in qualitative phase. The post-test of both the experimental and control groups is .029 which is smaller than .05. It is acceptable to assume that there is a significant difference between the experimental and control groups. The calculation shows that the teacher's motivational strategies increase the learner's speaking ability. From the field notes observation, it wshowed that they can participate actively in classroom when teachers are applying motivational strategies or treatment. It can conclude that teachers' motivational strategies increase learner's speaking ability in experimental group.
{"title":"THE EFFECTS OF TEACHER'S MOTIVATIONAL STRATEGIES ON EFL LEARNER'S SPEAKING ABILITY IN JUNIOR HIGH SCHOOL","authors":"Widya Lutfi Margareta, Wiwiet Eva Savitri","doi":"10.25078/yb.v6i2.2812","DOIUrl":"https://doi.org/10.25078/yb.v6i2.2812","url":null,"abstract":"Learners utilize their speaking ability to communicate, elicit an idea or point of view, convey their ideas and desires, and socialize oneself in order to interact with others. The ability to talk is used to evaluate English comprehension. On the other hand, many EFL learners' ability to use English for oral communication is still low, due to fear and shy. Therefore, EFL learners need motivation to strengthen their confidence. There is one method to achieve it that is teacher's motivational strategies. Thus, this study aims to determine the effect of teacher's motivational strategies on EFL learner's speaking ability. In achieving this goal, the researcher used mixed method research. For the quantitative phase, experimental study was utilized to assess the effect between variables X, the teacher's motivational strategies as an independent variable, and Y, the learner's speaking ability as a dependent variable. Meanwhile, the field notes observation is used in qualitative phase. The post-test of both the experimental and control groups is .029 which is smaller than .05. It is acceptable to assume that there is a significant difference between the experimental and control groups. The calculation shows that the teacher's motivational strategies increase the learner's speaking ability. From the field notes observation, it wshowed that they can participate actively in classroom when teachers are applying motivational strategies or treatment. It can conclude that teachers' motivational strategies increase learner's speaking ability in experimental group.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135521005","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}
None Desak Ayu Pradnya Gita Sasti, None I Dewa Gede Rat Dwiyana Putra, None Putu Santi Oktarina
This research aims to explore the best implementation of Extensive Listening in improving students' listening skill at grade eleven of SMK PGRI 3 Badung. The subject of this research is XI MM 2 class that consisted of 31 students. This Classroom Action Research (CAR) cyclic procedure consist of four stages, namely: planning, action, observation, and reflection. Observation and interview was done focusing on how the students respond to the implementation of the extensive listening method, while the test was administered in the end of class to check whether the applied method is effective. The result showed that the best implementation of Extensive Listening was found in the second cycle where drilling vocabulary was applied during pre-listening, practice and adaptation of speech rate were applied in whilst-listening, and exercises were emphasized in post-listening. This syntax was proven to successfully help the students to achieve the learning goal where 96,77% passed the minimum mastery criteria or KKM (75) with the class mean score of 89,67. Besides, students stated that they liked the teaching method and were more motivated in learning listening. Students confirmed that vocabulary and pronunciation drilling was considered effective and influential for their ability in doing the listening test. So, It could be concluded that: 1. drilling vocabulary should be implemented prior to the Extensive Listening main activities to ensure that the students have sufficient vocabulary, 2. teacher should justify the speech rate of the listening material during the Extensive Listening main activities to suit the students' ability.
{"title":"ENHANCING STUDENTS' LISTENING SKILL: LEVERAGING EXTENSIVE LISTENING ACTIVITY IN AN EFL CLASSROOM","authors":"None Desak Ayu Pradnya Gita Sasti, None I Dewa Gede Rat Dwiyana Putra, None Putu Santi Oktarina","doi":"10.25078/yb.v6i2.2619","DOIUrl":"https://doi.org/10.25078/yb.v6i2.2619","url":null,"abstract":"This research aims to explore the best implementation of Extensive Listening in improving students' listening skill at grade eleven of SMK PGRI 3 Badung. The subject of this research is XI MM 2 class that consisted of 31 students. This Classroom Action Research (CAR) cyclic procedure consist of four stages, namely: planning, action, observation, and reflection. Observation and interview was done focusing on how the students respond to the implementation of the extensive listening method, while the test was administered in the end of class to check whether the applied method is effective. The result showed that the best implementation of Extensive Listening was found in the second cycle where drilling vocabulary was applied during pre-listening, practice and adaptation of speech rate were applied in whilst-listening, and exercises were emphasized in post-listening. This syntax was proven to successfully help the students to achieve the learning goal where 96,77% passed the minimum mastery criteria or KKM (75) with the class mean score of 89,67. Besides, students stated that they liked the teaching method and were more motivated in learning listening. Students confirmed that vocabulary and pronunciation drilling was considered effective and influential for their ability in doing the listening test. So, It could be concluded that: 1. drilling vocabulary should be implemented prior to the Extensive Listening main activities to ensure that the students have sufficient vocabulary, 2. teacher should justify the speech rate of the listening material during the Extensive Listening main activities to suit the students' ability.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135521006","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}
Ramadhania Nur Wachidah Anggraini, None Nur Chakim
This study aimed to examine the effectiveness of utilizing video blogs (vlogs) as a means to enhance the speaking ability of senior high school students. Employing a quantitative approach with a quasi-experimental design, the research involved two classes comprising 37 students each. The participants were assigned randomly to either the experimental group, which received the vlog treatment, or the control group, which did not. Both groups underwent pre-test and post-test assessments to evaluate their speaking ability. The findings from the paired sample t-test demonstrated a significant improvement in the speaking ability of the experimental group (p < .05), indicating the positive impact of vlogs. Furthermore, effect size analysis indicated a substantial effect of vlogs on enhancing students' speaking skills, with an effect size of 0.37. In conclusion, this research provides support for the use of vlogs as an effective tool for improving the speaking ability of senior high school students.
{"title":"THE EFFECTIVENESS OF USING VIDEO BLOGS (VLOGS) TO IMPROVE SENIOR HIGH SCHOOL STUDENTS' SPEAKING ABILITY","authors":"Ramadhania Nur Wachidah Anggraini, None Nur Chakim","doi":"10.25078/yb.v6i2.2695","DOIUrl":"https://doi.org/10.25078/yb.v6i2.2695","url":null,"abstract":"This study aimed to examine the effectiveness of utilizing video blogs (vlogs) as a means to enhance the speaking ability of senior high school students. Employing a quantitative approach with a quasi-experimental design, the research involved two classes comprising 37 students each. The participants were assigned randomly to either the experimental group, which received the vlog treatment, or the control group, which did not. Both groups underwent pre-test and post-test assessments to evaluate their speaking ability. The findings from the paired sample t-test demonstrated a significant improvement in the speaking ability of the experimental group (p < .05), indicating the positive impact of vlogs. Furthermore, effect size analysis indicated a substantial effect of vlogs on enhancing students' speaking skills, with an effect size of 0.37. In conclusion, this research provides support for the use of vlogs as an effective tool for improving the speaking ability of senior high school students.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135520691","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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