Reading is an important skill for all students. It is the action of extracting meaning (the message) but in the case of language acquisition, language aspects (pronunciation, structure, spelling, and vocabulary) are also included. The purpose of this research was to find out the improving of students reading comprehension using digital book Let’s Read at eight grade students of SMPN 1 Beji. There are two classes which used in this research, they are 8E as a control group and 8H as an experimental group. There are 72 students and one English Teacher as a participant. This research used mixed-method approach which involved quantitative design. The data obtained from questionnaire, interview, and test. To evaluate reading activities in the classroom and to obtain student answers in the usage of Let’s Read, observations and questionnaires are distributed. A pre-test and post-test is also given to compare students ’ reading comprehension between students who used digital and paper books. Prior to the post-test, students are given skills to improve their reading comprehension. As supplementary data, interviews with teachers are collected. The result shows that most students are delighted with Let’s Read and like them as a valuable reading resource, they do not intended to prefer digital book if offered the option of a digital and print edition of a specific book. It means that the use of digital books does not have enough effect on a person's reading comprehension level which can also be obtained even though using a printed book. Keywords: Digital Book, Reading Comprehension
{"title":"THE USE OF DIGITAL BOOK LET’S READ IN IMPROVING READING COMPREHENSION FOR JUNIOR HIGH SCHOOL STUDENT","authors":"Diana Putri, Wiwiet Eva Savitri","doi":"10.25078/yb.v5i2.1045","DOIUrl":"https://doi.org/10.25078/yb.v5i2.1045","url":null,"abstract":"Reading is an important skill for all students. It is the action of extracting meaning (the message) but in the case of language acquisition, language aspects (pronunciation, structure, spelling, and vocabulary) are also included. The purpose of this research was to find out the improving of students reading comprehension using digital book Let’s Read at eight grade students of SMPN 1 Beji. There are two classes which used in this research, they are 8E as a control group and 8H as an experimental group. There are 72 students and one English Teacher as a participant. This research used mixed-method approach which involved quantitative design. The data obtained from questionnaire, interview, and test. To evaluate reading activities in the classroom and to obtain student answers in the usage of Let’s Read, observations and questionnaires are distributed. A pre-test and post-test is also given to compare students ’ reading comprehension between students who used digital and paper books. Prior to the post-test, students are given skills to improve their reading comprehension. As supplementary data, interviews with teachers are collected. The result shows that most students are delighted with Let’s Read and like them as a valuable reading resource, they do not intended to prefer digital book if offered the option of a digital and print edition of a specific book. It means that the use of digital books does not have enough effect on a person's reading comprehension level which can also be obtained even though using a printed book. \u0000Keywords: Digital Book, Reading Comprehension","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"60 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130518560","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}
I. P. Y. Sudarmawan, Iga Indah Triana Juliari, Ni Made Yuniari
Speech act and politeness strategy are widely known as a part of pragmatics in which certain aims are conveyed beyond the words or phrases when a speaker says something. Both apply as acts that refer to the action performed by the utterances produced during an intercourse. The aims of this study was finding out what types of politeness strategy and speech acts used by English lecturer during online class’s instruction. The subject of this research is an English lecturer at Dwijendra University. The data were collected through two steps; an observation on politeness strategy and speech act used during the online learning and then an interview to verify the observed data. It is a qualitative descriptive study which was conducted in two steps; first step is to observe how English lecturer apply politeness strategies and speech act in online learning. Second, interview is conducted with research subjects to verify the observed data. In addition, there are two theories applied in this research namely Brown & Levinson's theory of politeness strategies and Searle's theory of speech act. The result of the study found out that English Lecturer use four types of politeness strategies during an online learning; bald-on record, positive politeness, negative politeness, and off-record. Besides, five types of speech acts were found to be used by the English lecturer during his online learning; representative, directive, commissive, expressive, and directive. This study also discovered that an English lecturer used more directive speech acts during online learning. Keyword: Online Learning, Politeness Strategy, Speech Act
{"title":"An Analysis Of Speech Act And Politeness Strategy Used By English Lecturer of Dwijendra University in Online Classroom Interaction","authors":"I. P. Y. Sudarmawan, Iga Indah Triana Juliari, Ni Made Yuniari","doi":"10.25078/yb.v5i2.1039","DOIUrl":"https://doi.org/10.25078/yb.v5i2.1039","url":null,"abstract":"Speech act and politeness strategy are widely known as a part of pragmatics in which certain aims are conveyed beyond the words or phrases when a speaker says something. Both apply as acts that refer to the action performed by the utterances produced during an intercourse. The aims of this study was finding out what types of politeness strategy and speech acts used by English lecturer during online class’s instruction. The subject of this research is an English lecturer at Dwijendra University. The data were collected through two steps; an observation on politeness strategy and speech act used during the online learning and then an interview to verify the observed data. It is a qualitative descriptive study which was conducted in two steps; first step is to observe how English lecturer apply politeness strategies and speech act in online learning. Second, interview is conducted with research subjects to verify the observed data. In addition, there are two theories applied in this research namely Brown & Levinson's theory of politeness strategies and Searle's theory of speech act. The result of the study found out that English Lecturer use four types of politeness strategies during an online learning; bald-on record, positive politeness, negative politeness, and off-record. Besides, five types of speech acts were found to be used by the English lecturer during his online learning; representative, directive, commissive, expressive, and directive. This study also discovered that an English lecturer used more directive speech acts during online learning. \u0000 \u0000Keyword: Online Learning, Politeness Strategy, Speech Act","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"94 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128948215","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}
N. Suwastini, Ni Komang Novita Dewi, Nyoman Pasek Hadi Saputra, I. Myartawan
This study aims to analyze the character of The Boy as the main protagonist character in Roald Dahl's The Witches. The researcher collected the data by using the method of close reading and note-taking. As the main protagonist in the novel, The Boy was described as cheerful, curious, brave, and intelligent. He was described to be optimistically move on with his life after his parents’ deaths and after he was turned into a mouse. He was also a curious child, which lead him to investigate the witches' activity at the resort. As a brave and intelligent mouse, The Boy found tricks to tackle the Grand Witch and her army of witches. As a child who was turned into a mouse The Boy’s characterizations enabled him to save other children from being turned into a mouse. These characterizations could inspire children and readers in general to be optimistic in facing life.
{"title":"A MOUSE’S COURAGE: THE CHARACTERIZATIONS OF THE BOY IN ROALD DAHL'S THE WITCHES","authors":"N. Suwastini, Ni Komang Novita Dewi, Nyoman Pasek Hadi Saputra, I. Myartawan","doi":"10.25078/yb.v5i2.1046","DOIUrl":"https://doi.org/10.25078/yb.v5i2.1046","url":null,"abstract":"This study aims to analyze the character of The Boy as the main protagonist character in Roald Dahl's The Witches. The researcher collected the data by using the method of close reading and note-taking. As the main protagonist in the novel, The Boy was described as cheerful, curious, brave, and intelligent. He was described to be optimistically move on with his life after his parents’ deaths and after he was turned into a mouse. He was also a curious child, which lead him to investigate the witches' activity at the resort. As a brave and intelligent mouse, The Boy found tricks to tackle the Grand Witch and her army of witches. As a child who was turned into a mouse The Boy’s characterizations enabled him to save other children from being turned into a mouse. These characterizations could inspire children and readers in general to be optimistic in facing life.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133943605","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}
Dewi Anak Agung Istri Bulan, I. I. Jendra, P. Oktarina, I. D. G. M. Putra, Komang Trisnadewi
This research aims to describe the best implementation of Action Songs in improving young learners’ body parts vocabularies mastery at ACCEL Kids Center Ubud. This is a CAR which has done in ACCEL Kids Center Ubud. There are 6 children who participate in this study because they have low vocabulary mastery especially in term of Body Parts. The findings of this research indicate the use of action songs as the best implementation of action songs as a media to improve young learners' body parts vocabulary mastery was the action songs that (1) could encourage young learners to focus and concentrate during the activity, (2) less of the materials that could distracted young learners coordination and concentration,(3) has the list of enough body parts vocabularies based, and (4) not too much words of intro lyric that not highlight to the core of vocabulary being taught. The teachers should use Action Song because it makes the situation of learning is enjoyment and entertaining. And enjoyment is the best primary modal that must be noticed as a way to get young learners' interest in learning. If the young learners have a high interest in the use of action songs, it might no longer be too challenging for teachers to carry the object lesson. Additionally, young learners may be able to open their thoughts on accepting the object lesson without problems.
{"title":"ACTION SONG: PROMOTING A JOYFUL AND ENTERTAINING VOCABULARY LEARNING FOR KIDS","authors":"Dewi Anak Agung Istri Bulan, I. I. Jendra, P. Oktarina, I. D. G. M. Putra, Komang Trisnadewi","doi":"10.25078/yb.v5i2.1010","DOIUrl":"https://doi.org/10.25078/yb.v5i2.1010","url":null,"abstract":"This research aims to describe the best implementation of Action Songs in improving young learners’ body parts vocabularies mastery at ACCEL Kids Center Ubud. This is a CAR which has done in ACCEL Kids Center Ubud. There are 6 children who participate in this study because they have low vocabulary mastery especially in term of Body Parts. The findings of this research indicate the use of action songs as the best implementation of action songs as a media to improve young learners' body parts vocabulary mastery was the action songs that (1) could encourage young learners to focus and concentrate during the activity, (2) less of the materials that could distracted young learners coordination and concentration,(3) has the list of enough body parts vocabularies based, and (4) not too much words of intro lyric that not highlight to the core of vocabulary being taught. The teachers should use Action Song because it makes the situation of learning is enjoyment and entertaining. And enjoyment is the best primary modal that must be noticed as a way to get young learners' interest in learning. If the young learners have a high interest in the use of action songs, it might no longer be too challenging for teachers to carry the object lesson. Additionally, young learners may be able to open their thoughts on accepting the object lesson without problems.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"288 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115220273","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}
Ayu Trisna Dewi Gusti Agung, Ni Wayan Suastini, I. W. Juniartha
ABSTRACT Advertisement has a function to create brand awareness, products, services and ideas, that can convince customers if the company’s services or products ideas are best to buy. The IKEA advertisement aims to provide information to the people about how to make furniture with good function and design affordable for everyone. Furthermore, this study combines verbal and visual signs to give the advertisement a certain effect. This study is aimed to describe the hidden meaning that can be found in IKEA advertisement “Home is a Different World”. This study uses Semiotics theory by Saussure cited in Chandler (2007) and theory of meaning by Barthes (1967) that is supported by the theory of color terms proposed by Wierzbicka (1996). The data were collected through the observation method. The descriptive qualitative method is used to analyze the data in this study. The study concludes that both verbal and visual signs found in each data carry a hidden meaning. In general, the advertisement conveys the meaning to encourage the audience to promote their product by giving a nice ideas to make a good home design and get better life at home by creating meaningful moments with our family at home.
广告具有创造品牌意识、产品、服务和理念的功能，它可以说服客户，如果公司的服务或产品理念是最好的购买。宜家的广告旨在向人们提供信息，告诉人们如何让家具具有良好的功能和设计，让每个人都负担得起。此外，本研究将语言和视觉符号结合起来，使广告具有一定的效果。本研究旨在描述宜家广告“Home is a Different World”的隐含意义。本研究采用了钱德勒(2007)引用的索绪尔(Saussure)的符号学理论和巴尔特(1967)的意义理论，并以维兹比卡(1996)提出的颜色术语理论为支撑。数据采用观察法收集。本研究采用描述性定性方法对数据进行分析。该研究的结论是，在每个数据中发现的语言和视觉符号都有隐藏的含义。一般来说，广告传达的意思是鼓励观众推销他们的产品，给出一个好的想法，让一个好的家居设计，并通过与我们的家人在家里创造有意义的时刻，在家里得到更好的生活。
{"title":"Uncovering Hidden Meaning in IKEA Advertisement “Home is a Different World”: A Semiotic Analysis","authors":"Ayu Trisna Dewi Gusti Agung, Ni Wayan Suastini, I. W. Juniartha","doi":"10.25078/yb.v5i2.776","DOIUrl":"https://doi.org/10.25078/yb.v5i2.776","url":null,"abstract":"ABSTRACT \u0000Advertisement has a function to create brand awareness, products, services and ideas, that can convince customers if the company’s services or products ideas are best to buy. The IKEA advertisement aims to provide information to the people about how to make furniture with good function and design affordable for everyone. Furthermore, this study combines verbal and visual signs to give the advertisement a certain effect. This study is aimed to describe the hidden meaning that can be found in IKEA advertisement “Home is a Different World”. This study uses Semiotics theory by Saussure cited in Chandler (2007) and theory of meaning by Barthes (1967) that is supported by the theory of color terms proposed by Wierzbicka (1996). The data were collected through the observation method. The descriptive qualitative method is used to analyze the data in this study. The study concludes that both verbal and visual signs found in each data carry a hidden meaning. In general, the advertisement conveys the meaning to encourage the audience to promote their product by giving a nice ideas to make a good home design and get better life at home by creating meaningful moments with our family at home.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114293809","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}
Getting data on the mother language for primary students can be challenging in a multilingual setting as Indonesia. There are around 700 spoken languages spoken in Indonesia. It is often challenging to assess a young learner first language directly because of the shortfall of assets accessible in each language. Getting information on every child's mother tongue acquisition is very important for bridging teaching instruction in primary years, as does in reading. This study's objective was to assess the validity and reliability of an adapted parent questionnaire on the first language development of Indonesian learners that is not specific to a particular language or cultural group. This research and development use a 4-D model (define, design, development, disseminate). The defined stage consists of focus group discussion resulting in the need for mother-tongue information to support instruction in reading comprehension. The design stage is the adaptation of the Alberta Language and Development Questionnaire (ALDeQ)'s existing questionnaire leading to the parent information questionnaire design fitted into the Indonesian context. Field tests and data analysis are conducted in the developmental stage. This descriptive quantitative research did not go through the dissemination stage because not being developed wider. The Gregory content validation formula obtained a score of 1, which was categorized as very high, indicating that the instrument is eligible. The Product Moment empirical validity indicates a high validity. Reliability tests using Cronbach's Alpha formula showed a value of 0.86 which means very high.
{"title":"MOTHER TONGUE-BASED MULTI-LANGUAGE LEARNING IN READING: DEVELOPING PARENT INFORMATIONAL SHEET","authors":"Nia Dwi Yuliati","doi":"10.25078/yb.v5i2.723","DOIUrl":"https://doi.org/10.25078/yb.v5i2.723","url":null,"abstract":"Getting data on the mother language for primary students can be challenging in a multilingual setting as Indonesia. There are around 700 spoken languages spoken in Indonesia. It is often challenging to assess a young learner first language directly because of the shortfall of assets accessible in each language. Getting information on every child's mother tongue acquisition is very important for bridging teaching instruction in primary years, as does in reading. This study's objective was to assess the validity and reliability of an adapted parent questionnaire on the first language development of Indonesian learners that is not specific to a particular language or cultural group. This research and development use a 4-D model (define, design, development, disseminate). The defined stage consists of focus group discussion resulting in the need for mother-tongue information to support instruction in reading comprehension. The design stage is the adaptation of the Alberta Language and Development Questionnaire (ALDeQ)'s existing questionnaire leading to the parent information questionnaire design fitted into the Indonesian context. Field tests and data analysis are conducted in the developmental stage. This descriptive quantitative research did not go through the dissemination stage because not being developed wider. The Gregory content validation formula obtained a score of 1, which was categorized as very high, indicating that the instrument is eligible. The Product Moment empirical validity indicates a high validity. Reliability tests using Cronbach's Alpha formula showed a value of 0.86 which means very high.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"200 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123557394","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 purpose of this study was to examine students' perceptions of audio feedback for assignments in their writing class. Data were collected through interviews. The findings highlight the fact that the students would like to see more of this type of feedback across their courses. The findings also indicate that providing feedback to students via audio files is feasible despite some pitfalls of this format. Guidance for teachers concerning the effective use of audio feedback and suggestions for further research are presented at the end of the paper.
{"title":"“TEACHER, YOUR VOICE……” EXPLORING STUDENTS PERCEPTIONS ON THE USE OF AUDIO FEEDBACK","authors":"Flora Debora Floris`","doi":"10.25078/yb.v5i2.1062","DOIUrl":"https://doi.org/10.25078/yb.v5i2.1062","url":null,"abstract":"The purpose of this study was to examine students' perceptions of audio feedback for assignments in their writing class. Data were collected through interviews. The findings highlight the fact that the students would like to see more of this type of feedback across their courses. The findings also indicate that providing feedback to students via audio files is feasible despite some pitfalls of this format. Guidance for teachers concerning the effective use of audio feedback and suggestions for further research are presented at the end of the paper.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123600228","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 focuses on using the strategy of multimedia in picture series to encourage elementary students’ motivation in learning English. The motivation and excitement of students in learning English at the elementary school specifically at SD Inklusi still lack excitement. Find out how does multimedia work to increase the students' learning excitement in English lesson. This study uses a qualitative method. The data source will be conducted for the grade 5th in SD No.2 Inklusi Desa Bengkala Buleleng. Methods of data collection using direct observation and interviews. Direct observation can be used in two months to learn more about the process of teaching and learning English by using multimedia in picture series. The data analysis techniques proposed by Miles and Huberman include data reduction, data presentation, and conclusions or verification. There are three points in this research method. The first point is how data is collected, the second point is how data is analyzed, and the third is how data analysis is presented. The results of this study indicate that using multimedia by picture series can increase students' learning desire and motivation with excitement which is reflected in their active response in a class by raising their hands trying to speak and expressing their ideas and thoughts automatically.
本研究的重点是运用多媒体策略在系列图片教学中激发小学生学习英语的动机。学生在小学特别是在SD Inklusi学习英语的动机和兴奋仍然缺乏兴奋。了解多媒体如何在英语课上提高学生的学习热情。本研究采用定性方法。数据来源为SD No.2 Inklusi Desa Bengkala Buleleng的五年级学生。使用直接观察和访谈收集数据的方法。在两个月的时间里，通过使用多媒体图片系列，可以直接观察，更多地了解英语教与学的过程。Miles和Huberman提出的数据分析技术包括数据简化、数据呈现和结论或验证。这种研究方法有三点。第一点是如何收集数据，第二点是如何分析数据，第三点是如何呈现数据分析。本研究的结果表明，通过图片系列来使用多媒体可以提高学生的学习欲望和学习动机，学生在课堂上的积极反应表现为举手尝试说话，自动表达自己的想法和想法。
{"title":"MULTIMEDIA IN PICTURE SERIES AS TEACHING STRATEGY IN ENCOURAGING ENGLISH LEARNING MOTIVATION TO BENGKALA ELEMENTARY STUDENTS","authors":"Ni Putu Yasmita Dewi, Dadang Hermawan, D. Putri","doi":"10.25078/yb.v5i2.1160","DOIUrl":"https://doi.org/10.25078/yb.v5i2.1160","url":null,"abstract":"This research focuses on using the strategy of multimedia in picture series to encourage elementary students’ motivation in learning English. The motivation and excitement of students in learning English at the elementary school specifically at SD Inklusi still lack excitement. Find out how does multimedia work to increase the students' learning excitement in English lesson. This study uses a qualitative method. The data source will be conducted for the grade 5th in SD No.2 Inklusi Desa Bengkala Buleleng. Methods of data collection using direct observation and interviews. Direct observation can be used in two months to learn more about the process of teaching and learning English by using multimedia in picture series. The data analysis techniques proposed by Miles and Huberman include data reduction, data presentation, and conclusions or verification. There are three points in this research method. The first point is how data is collected, the second point is how data is analyzed, and the third is how data analysis is presented. The results of this study indicate that using multimedia by picture series can increase students' learning desire and motivation with excitement which is reflected in their active response in a class by raising their hands trying to speak and expressing their ideas and thoughts automatically. \u0000 ","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125909522","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}
Fadilla Stephanie Dwi, Hawalaina Rahman Hasan Siregar, Emeliya Sukma Dara Damanik
Reading is one of the skills that every student must have in order to comprehend what they are reading. Background knowledge is required for students to use in their reading strategy. Background knowledge is information that a person has about a topic that is based on his experience, for example. The purpose of this study is to investigate the impact of reading strategies on background knowledge among English Education Departments at State Islamic University of North Sumatera. The researcher's sample consists of several in third semester students of English Education Departments at State Islamic University of North Sumatera. In this study, researchers used quantitative methods such as questionnaires and tests to conduct surveys. The questionnaire was an open questionnaire with two sessions. And the data found in this study revealed that the students attitude toward using the Activating background knowledge strategy in third semester students of English Education at State Islamic University of North Sumatera is still immature. They have not been able to successfully apply this strategy when reading a text. Students' attitudes toward using this strategy remain weak and negative. Students are still having difficulty activating their background knowledge.
{"title":"STUDENT ATTITUDE TOWARD ACTIVATING BACKGROUND KNOWLEDGE IN READING","authors":"Fadilla Stephanie Dwi, Hawalaina Rahman Hasan Siregar, Emeliya Sukma Dara Damanik","doi":"10.25078/yb.v5i1.733","DOIUrl":"https://doi.org/10.25078/yb.v5i1.733","url":null,"abstract":"\u0000 \u0000 \u0000Reading is one of the skills that every student must have in order to comprehend what they are reading. Background knowledge is required for students to use in their reading strategy. Background knowledge is information that a person has about a topic that is based on his experience, for example. The purpose of this study is to investigate the impact of reading strategies on background knowledge among English Education Departments at State Islamic University of North Sumatera. The researcher's sample consists of several in third semester students of English Education Departments at State Islamic University of North Sumatera. In this study, researchers used quantitative methods such as questionnaires and tests to conduct surveys. The questionnaire was an open questionnaire with two sessions. And the data found in this study revealed that the students attitude toward using the Activating background knowledge strategy in third semester students of English Education at State Islamic University of North Sumatera is still immature. They have not been able to successfully apply this strategy when reading a text. Students' attitudes toward using this strategy remain weak and negative. Students are still having difficulty activating their background knowledge. \u0000 \u0000 \u0000","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123236898","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}
Many studies examining the subject-verb agreement errors in students’ writing have been conducted; however, it still needs further exploration to revisit students' success in writing a text. The objectives of this study are analyzing students' errors related to the subject- verb agreement and revisiting the success of students in writing a descriptive text. To achieve those purposes, a total of 36 students from the eleventh class Accounting 5 from SMKN 2 Kediri were asked to write descriptive text on the topic provided. In addition, the researcher also conducted interviews with the teacher and several students. The findings showed that the participants contributed three types of subject-verb agreement errors in their descriptive writing, those were omission (38%), addition (8%) and misformation (54%), then misordering error was not found in this research. It was also revealed that students are also successful in writing descriptive texts in terms of using general structures, language features, tense, and quantifiers in writing descriptive text.
{"title":"REVISITING THE WRITTEN SUBJECT-VERB AGREEMENT OF THE ELEVENTH GRADERS ON DESCRIPTIVE TEXT: SURFACE STRATEGY ANALYSIS","authors":"Riana Arum Sari, Sri Wahyuni","doi":"10.25078/yb.v5i1.734","DOIUrl":"https://doi.org/10.25078/yb.v5i1.734","url":null,"abstract":"\u0000 \u0000 \u0000Many studies examining the subject-verb agreement errors in students’ writing have been conducted; however, it still needs further exploration to revisit students' success in writing a text. The objectives of this study are analyzing students' errors related to the subject- verb agreement and revisiting the success of students in writing a descriptive text. To achieve those purposes, a total of 36 students from the eleventh class Accounting 5 from SMKN 2 Kediri were asked to write descriptive text on the topic provided. In addition, the researcher also conducted interviews with the teacher and several students. The findings showed that the participants contributed three types of subject-verb agreement errors in their descriptive writing, those were omission (38%), addition (8%) and misformation (54%), then misordering error was not found in this research. It was also revealed that students are also successful in writing descriptive texts in terms of using general structures, language features, tense, and quantifiers in writing descriptive text. \u0000 \u0000 \u0000","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131803370","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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