Ni Luh Komang Galih Srirejeki, Putu Sri Darmayanti
The research aimed to investigate whether the usage of songs and authentic videos were able to increase students listening ability. The purpose was to find out whether the students who taught by songs and authentic videos achieved better improvement to compare to those who did not. Most of the researchers used experimental methods. The questionnaire and data collection were used to analyze how this activity affected. The students who were taught using song and authentic video got better outcomes rather than those who were taught using the usual. The questionnaire responses showed that the students preferred the authentic listening materials. Those were more interesting and more related to their real-life context so that it could motivate them to give more attention to the listening class and this also assisted them to improve their listening ability.
{"title":"INCREASING STUDENTS LISTENING SKILLS THROUGH SONG AND AUTHENTIC VIDEO","authors":"Ni Luh Komang Galih Srirejeki, Putu Sri Darmayanti","doi":"10.25078/YB.V2I2.1045","DOIUrl":"https://doi.org/10.25078/YB.V2I2.1045","url":null,"abstract":"The research aimed to investigate whether the usage of songs and authentic videos were able to increase students listening ability. The purpose was to find out whether the students who taught by songs and authentic videos achieved better improvement to compare to those who did not. Most of the researchers used experimental methods. The questionnaire and data collection were used to analyze how this activity affected. The students who were taught using song and authentic video got better outcomes rather than those who were taught using the usual. The questionnaire responses showed that the students preferred the authentic listening materials. Those were more interesting and more related to their real-life context so that it could motivate them to give more attention to the listening class and this also assisted them to improve their listening ability.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129698198","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}
Errors in translation stems from numerous sources, yet one of the most common sources of the errors is the lack of vocabulary mastery. Therefore, it is imperative for aspiring translators to increase their vocabulary mastery. This article proposed extensive reading through the implementation of book club in Translation class to increase students’ vocabulary. The rationale for the book club as well as the details of the implementation are discussed herein.
{"title":"EXTENSIVE READING FOR TRANSLATION: ACQUIRING VOCABULARY FOR BETTER RENDITION","authors":"I. Mahardika","doi":"10.25078/YB.V2I2.1010","DOIUrl":"https://doi.org/10.25078/YB.V2I2.1010","url":null,"abstract":"Errors in translation stems from numerous sources, yet one of the most common sources of the errors is the lack of vocabulary mastery. Therefore, it is imperative for aspiring translators to increase their vocabulary mastery. This article proposed extensive reading through the implementation of book club in Translation class to increase students’ vocabulary. The rationale for the book club as well as the details of the implementation are discussed herein.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131984455","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 present study is dealt with An Analysis of Relative Clauses Made by the Eight Grade Students of SMP Negeri 3 Selat in Academic Year 2017/2018. The researcher was interested in making an analysis of Relative clauses made by the students under study. The present study is intended to assess the acquisition of relative clauses made by the eighth-grade students of SMP N 3 Selat Karangasem in academic year 2017/2018. In other words, this study is to figure out the ability of the subject under study in understanding relative clauses. The present’s study which use ex-post facto research design with descriptive analysis was intended to answer the following research question: to what extent is the acquisition of relative clauses made by the eighth-grade students of SMP N 3 Selat Karangasem in academic year 2017/2019? In order to answer the research question before, the data were required for the present study which in the form of raw score is showing the ability of the students in mastering relative clauses, were collected by administering the valid and reliable research instrument in form of multiple-choice test items. Then the data is analyzed by using Norm-Reference measure with five standard values. The populations of the present study are the eighth-grade students of SMP Negeri 3 Selat which consist of 206 students. They are considered to have heterogeneous characteristics. In this study 30 students are considered as a sample of the study by using random sampling technique. The data of the study is clearly showed that: (1) there are 4 students or (13.33%) out of 30 students under study who showed excellent ability of relative clauses. (2) There are 4 students or (13.33%) out of 30 students under study who showed good ability of relative clauses (3) there are 10 students or (33.33%) out of 30 students under study who showed sufficient ability of relative clauses. (4) There are 12 students or (40%) under 30 students under study who showed insufficient ability of relative clause. (5) No one students or (0%) out of 30 students who showed poor ability of relative clauses. In the result of the study were used as the basses to assign level/grade to the subject under study, there are 12 students or 40% out of 30 students under investigation who fail in learning and acquiring relative clauses. It means that 40% of them still have low ability. The finding of the present study can be used as the basses in planning much better language teaching especially in mastering grammar or relative clauses.
{"title":"AN ANALYSIS OF RELATIVE CLAUSES MADE BY THE EIGHT GRADE STUDENTS OF SMP NEGERI 3 SELAT IN ACADEMIC YEAR 2017/2018","authors":"Ni Made Lisma Martarini","doi":"10.25078/YB.V2I2.1023","DOIUrl":"https://doi.org/10.25078/YB.V2I2.1023","url":null,"abstract":"The present study is dealt with An Analysis of Relative Clauses Made by the Eight Grade Students of SMP Negeri 3 Selat in Academic Year 2017/2018. The researcher was interested in making an analysis of Relative clauses made by the students under study. The present study is intended to assess the acquisition of relative clauses made by the eighth-grade students of SMP N 3 Selat Karangasem in academic year 2017/2018. In other words, this study is to figure out the ability of the subject under study in understanding relative clauses. The present’s study which use ex-post facto research design with descriptive analysis was intended to answer the following research question: to what extent is the acquisition of relative clauses made by the eighth-grade students of SMP N 3 Selat Karangasem in academic year 2017/2019? In order to answer the research question before, the data were required for the present study which in the form of raw score is showing the ability of the students in mastering relative clauses, were collected by administering the valid and reliable research instrument in form of multiple-choice test items. Then the data is analyzed by using Norm-Reference measure with five standard values. The populations of the present study are the eighth-grade students of SMP Negeri 3 Selat which consist of 206 students. They are considered to have heterogeneous characteristics. In this study 30 students are considered as a sample of the study by using random sampling technique. The data of the study is clearly showed that: (1) there are 4 students or (13.33%) out of 30 students under study who showed excellent ability of relative clauses. (2) There are 4 students or (13.33%) out of 30 students under study who showed good ability of relative clauses (3) there are 10 students or (33.33%) out of 30 students under study who showed sufficient ability of relative clauses. (4) There are 12 students or (40%) under 30 students under study who showed insufficient ability of relative clause. (5) No one students or (0%) out of 30 students who showed poor ability of relative clauses. In the result of the study were used as the basses to assign level/grade to the subject under study, there are 12 students or 40% out of 30 students under investigation who fail in learning and acquiring relative clauses. It means that 40% of them still have low ability. The finding of the present study can be used as the basses in planning much better language teaching especially in mastering grammar or relative clauses.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123809271","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, Ni Made Ayu Purnami, I. W. S. Arsana
This is a descriptive qualitative research which aimed at finding the perception and obstacles of college students in writing. The subject of this research was all of students in English Education Department of STKIP Suar Bangli in academic year 2018/2019. There were three instruments used in this research, namely questionnaire, interview and documentation. From the data analysis it was found that students of English Education Department considered writing was important for them and considered as the second most important skill after speaking. Teaching writing skill should be taught through the process of writing (drafting, writing and revising) in relax and fun situation with many practices. The evaluation of writing should also provide feedbacks for their writing improvement. The most challenging obstacle that should be solved by the students was finding ideas. The students also proposed some reasons that may trigger them to write such as having idea/inspiration, having assignment, being in a good mood, there is time allocation for writing, having motivation, and being in supportive situation and condition. It is also suggested to teach writing skill by using project-based learning through proper process of writing starting from pre-writing, drafting, writing, revision and editing. The evaluation was also in form of portfolio assessment.
{"title":"PERCEPTION AND OBSTACLES OF COLLEGE STUDENTS IN WRITING","authors":"Pande Agus Adiwijaya, Ni Made Ayu Purnami, I. W. S. Arsana","doi":"10.25078/YB.V2I2.1008","DOIUrl":"https://doi.org/10.25078/YB.V2I2.1008","url":null,"abstract":"This is a descriptive qualitative research which aimed at finding the perception and obstacles of college students in writing. The subject of this research was all of students in English Education Department of STKIP Suar Bangli in academic year 2018/2019. There were three instruments used in this research, namely questionnaire, interview and documentation. From the data analysis it was found that students of English Education Department considered writing was important for them and considered as the second most important skill after speaking. Teaching writing skill should be taught through the process of writing (drafting, writing and revising) in relax and fun situation with many practices. The evaluation of writing should also provide feedbacks for their writing improvement. The most challenging obstacle that should be solved by the students was finding ideas. The students also proposed some reasons that may trigger them to write such as having idea/inspiration, having assignment, being in a good mood, there is time allocation for writing, having motivation, and being in supportive situation and condition. It is also suggested to teach writing skill by using project-based learning through proper process of writing starting from pre-writing, drafting, writing, revision and editing. The evaluation was also in form of portfolio assessment.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126655814","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 at describing how the students can improve their speaking skill and that also part of the teachers’ job. A teacher is expected to have right teaching techniques to provide students with appropriate teaching materials and to create a positive classroom environment. The data of this study were collected through observations, planning, action, and reflection, some of the researchers were conducted in two cycles. The data were obtained by interviewing the English teachers and students. The result of this study showed that the speaking skill can improved through guessing games. These were confirmed by the data on the finding and discussion in the researchers’ article
{"title":"DEVELOPING STUDENTS SPEAKING SKILL TROUGH GUESSING GAMES","authors":"Ida Ayu Kade Sukerni, Ida Ayu Oka Purnami","doi":"10.25078/YB.V2I2.1026","DOIUrl":"https://doi.org/10.25078/YB.V2I2.1026","url":null,"abstract":"This study aims at describing how the students can improve their speaking skill and that also part of the teachers’ job. A teacher is expected to have right teaching techniques to provide students with appropriate teaching materials and to create a positive classroom environment. The data of this study were collected through observations, planning, action, and reflection, some of the researchers were conducted in two cycles. The data were obtained by interviewing the English teachers and students. The result of this study showed that the speaking skill can improved through guessing games. These were confirmed by the data on the finding and discussion in the researchers’ article","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123555550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A comparative analysis is needed between the two languages or known as contrastive analysis to identify their structural similarities and differences so that the material and methods of teaching will be appropriate. Further than that, this paper is aimed to give a clear understanding about how Indonesian differs from English in the sense of its language features, especially in plural form. It is known that the structure of the plural between English and Indonesian is different although some similarities were found. Indonesian learners will find it difficult to learn plural words because in terms of word formation, English and Indonesian are very different. The formation of plural words in English is through the process of affixation, while in Indonesian, the formation of plural is through reduplication and addition of quantifier and number. It is necessary to give more explanations and exercises to learn the plural of English because with a lot of practice, it is hoped that Indonesian learners will start to get used to the formation of the plurals.
{"title":"THE DIFFICULTIES OF INDONESIAN STUDENTS IN LEARNING ENGLISH PLURAL FORM: CONTRASTIVE ANALYSIS","authors":"Komang Trisnadewi","doi":"10.25078/YB.V2I2.1009","DOIUrl":"https://doi.org/10.25078/YB.V2I2.1009","url":null,"abstract":"A comparative analysis is needed between the two languages or known as contrastive analysis to identify their structural similarities and differences so that the material and methods of teaching will be appropriate. Further than that, this paper is aimed to give a clear understanding about how Indonesian differs from English in the sense of its language features, especially in plural form. It is known that the structure of the plural between English and Indonesian is different although some similarities were found. Indonesian learners will find it difficult to learn plural words because in terms of word formation, English and Indonesian are very different. The formation of plural words in English is through the process of affixation, while in Indonesian, the formation of plural is through reduplication and addition of quantifier and number. It is necessary to give more explanations and exercises to learn the plural of English because with a lot of practice, it is hoped that Indonesian learners will start to get used to the formation of the plurals.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122040480","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}
Anak Agung Sagung Shanti Sari Dewi, Ni Ketut Riska Dewi Prawita
The aim of this study is to enhance the young learners to make them interest in reading the books by several methods. These methods may help to increase the self-interest in reading. In globalization era, the development of the teaching and learning of English has been transformed. Nowadays, learners should not only focus on the learning of speaking and writing but also reading due to requirements of education that they should be able to understand and respond to the texts. There are many reasons the young learners have less interesting in reading, for example the development of the information forces the focus of teaching and learning on the critical reading. The most common thing is the students may not know their interest in reading before they start to read the books. Reading interests play a very important role in reading instruction and improvement. Furthermore, the understanding of young learners’ interest and abilities is required to help them in reading. This article entitled Improve Young Learners’ Interest in Reading consists of the great way of method to encourage the young learners to read through the use of wall magazine, the use of flash card, and the use of humor that can applied in strategies of reading aloud, reading the book several times, reading favorite books, and show many picture books.
{"title":"IMPROVING YOUNG LEARNERS’ INTEREST IN READING","authors":"Anak Agung Sagung Shanti Sari Dewi, Ni Ketut Riska Dewi Prawita","doi":"10.25078/yb.v2i2.1025","DOIUrl":"https://doi.org/10.25078/yb.v2i2.1025","url":null,"abstract":"The aim of this study is to enhance the young learners to make them interest in reading the books by several methods. These methods may help to increase the self-interest in reading. In globalization era, the development of the teaching and learning of English has been transformed. Nowadays, learners should not only focus on the learning of speaking and writing but also reading due to requirements of education that they should be able to understand and respond to the texts. There are many reasons the young learners have less interesting in reading, for example the development of the information forces the focus of teaching and learning on the critical reading. The most common thing is the students may not know their interest in reading before they start to read the books. Reading interests play a very important role in reading instruction and improvement. Furthermore, the understanding of young learners’ interest and abilities is required to help them in reading. This article entitled Improve Young Learners’ Interest in Reading consists of the great way of method to encourage the young learners to read through the use of wall magazine, the use of flash card, and the use of humor that can applied in strategies of reading aloud, reading the book several times, reading favorite books, and show many picture books.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115942110","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 focused on the analysis of linguistic strategies differences between men and women which was to investigate the linguistic strategies applied by male and female post graduate students of the English Education Program of UNDIKSHA Singaraja. This study was designed by using descriptive qualitative approach in which the data collected were analyzed qualitatively. The researcher acted as non-participant observer in which the data were gathered by recording the conversation done. The result of the data analysis showed that the data show that during the daily conversation, it can be found that the linguistic strategies applied by both male and female speakers. They use this kind of strategy in order to express their opinion or feeling. Moreover, from those conversations, the data which was related to the strategies was got. Based on data, it can be concluded that male and female post graduate students of the English Education Program of UNDIKSHA Singaraja, differ in applying linguistic strategies during their daily conversation. In having a conversation, men interrupt more than women and women show their silence response more often in their conversation rituals. Moreover, in raising the conversation topic, both men and women have different topic to be talked about. Men tend to speak about something which can put them in competitive situation, such as game whereas women tend to speak about something that can make them stand in the middle of solidarity, such as feelings. Besides, men also use indirectness to convey something that can low their status but women use indirectness because they felt they had lower status than men and they wanted to get pleasant experience of getting one’s way not because one demands it (power) but because the other person wants the same thing (solidarity).
{"title":"THE LINGUISTIC STRATEGIES DIFFERENCES BETWEEN MEN AND WOMEN POST GRADUATE STUDENTS OF ENGLISH EDUCATION PROGRAM OF UNDIKSHA SINGARAJA","authors":"Komang Trisna Sari Dewi","doi":"10.25078/YB.V2I2.1028","DOIUrl":"https://doi.org/10.25078/YB.V2I2.1028","url":null,"abstract":"This study focused on the analysis of linguistic strategies differences between men and women which was to investigate the linguistic strategies applied by male and female post graduate students of the English Education Program of UNDIKSHA Singaraja. This study was designed by using descriptive qualitative approach in which the data collected were analyzed qualitatively. The researcher acted as non-participant observer in which the data were gathered by recording the conversation done. The result of the data analysis showed that the data show that during the daily conversation, it can be found that the linguistic strategies applied by both male and female speakers. They use this kind of strategy in order to express their opinion or feeling. Moreover, from those conversations, the data which was related to the strategies was got. Based on data, it can be concluded that male and female post graduate students of the English Education Program of UNDIKSHA Singaraja, differ in applying linguistic strategies during their daily conversation. In having a conversation, men interrupt more than women and women show their silence response more often in their conversation rituals. Moreover, in raising the conversation topic, both men and women have different topic to be talked about. Men tend to speak about something which can put them in competitive situation, such as game whereas women tend to speak about something that can make them stand in the middle of solidarity, such as feelings. Besides, men also use indirectness to convey something that can low their status but women use indirectness because they felt they had lower status than men and they wanted to get pleasant experience of getting one’s way not because one demands it (power) but because the other person wants the same thing (solidarity).","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121938700","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 aimed at improving the students’ listening skill through Dictoglos. The design of the study was a classroom based action research which was carried out in two cycles, each comprising two teaching learning sessions and one post-test. The subjects were the ninth year students of SMP Negeri 1 Rendang at class IX D. The data were collected through listening test and analyzed descriptively. The results revealed that the students’ listening skill could be improved through the use of Dictoglos as proven by attainment of the class success indicator(class learning mastery level) 90% by the end of cycle 2, which was improving from 67% in cycle 1 and 47% in the pretest.
本研究旨在通过双词法提高学生的听力技能。该研究的设计是以课堂为基础的行动研究，分两个周期进行，每个周期包括两个教学学习环节和一个后测试。研究对象为SMP Negeri 1人堂九年级九年级学生，采用听力测试收集数据并进行描述性分析。结果显示，通过使用Dictoglos，学生的听力技能可以得到提高，到第二周期结束时，学生的课堂成功指标(课堂学习掌握水平)达到90%，比第一周期的67%和测试前的47%有所提高。
{"title":"FOSTERING THE LISTENING SKILL OF INDONESIAN NINTH GRADERS OF JUNIOR HIGH SCHOOL THROUGH DICTOGLOS","authors":"Ni Made Leniadi","doi":"10.25078/yb.v2i1.992","DOIUrl":"https://doi.org/10.25078/yb.v2i1.992","url":null,"abstract":"This study aimed at improving the students’ listening skill through Dictoglos. The design of the study was a classroom based action research which was carried out in two cycles, each comprising two teaching learning sessions and one post-test. The subjects were the ninth year students of SMP Negeri 1 Rendang at class IX D. The data were collected through listening test and analyzed descriptively. The results revealed that the students’ listening skill could be improved through the use of Dictoglos as proven by attainment of the class success indicator(class learning mastery level) 90% by the end of cycle 2, which was improving from 67% in cycle 1 and 47% in the pretest.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"5 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114115199","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. Cahyadi, Ni Wayan Krismayani, Anak Agung Putri Maharani
The researchers was interested in undertaking the study which dealt with assessing descriptive paragraph writing ability of the eighth grade students of SMPN 2 Sukawati through guided question and answer in academic year 2018/2019. It was aimed at figuring out the achievement of the eighth grade students’ descriptive paragraph writing ability at SMPN 2 Sukawati in academic year 2018/2019 which was assessed through guided question and answer. The study was designed in the form of ex-post facto research. There were 50 eighth grade students of SMPN 2 Sukawati in academic year 2018/2019 who were chosen by using random sampling technique with lottery system as the research samples. The data were collected by administering guided question and answer test as the research instrument. The obtained data had been analyzed by using norm reference measure of five standard values. The results of the data analysis showed that (1) 1 or 2% of 50 samples got excellent achievement of descriptive paragraph writing ability, (2) 18 or 36% of 50 samples got good achievement, (3) 15 or 30% of samples got sufficient achievement, (4) 9 or 18% of samples got insufficient achievement, (5) 7 or 14% got poor achievement. It could be concluded that there were 68% of the samples were successful and there were 32% of the samples were unsuccessful in writing descriptive paragraph which was assessed by guided question and answer.
{"title":"ASSESSING DESCRIPTIVE PARAGRAPH WRITING ABILITY OF THE EIGHTH GRADE STUDENTS OF SMPN 2 SUKAWATI THROUGH GUIDED QUESTION AND ANSWERING ACADEMIC YEAR 2018/2019","authors":"I. Cahyadi, Ni Wayan Krismayani, Anak Agung Putri Maharani","doi":"10.25078/yb.v2i1.993","DOIUrl":"https://doi.org/10.25078/yb.v2i1.993","url":null,"abstract":"The researchers was interested in undertaking the study which dealt with assessing descriptive paragraph writing ability of the eighth grade students of SMPN 2 Sukawati through guided question and answer in academic year 2018/2019. It was aimed at figuring out the achievement of the eighth grade students’ descriptive paragraph writing ability at SMPN 2 Sukawati in academic year 2018/2019 which was assessed through guided question and answer. The study was designed in the form of ex-post facto research. There were 50 eighth grade students of SMPN 2 Sukawati in academic year 2018/2019 who were chosen by using random sampling technique with lottery system as the research samples. The data were collected by administering guided question and answer test as the research instrument. The obtained data had been analyzed by using norm reference measure of five standard values. The results of the data analysis showed that (1) 1 or 2% of 50 samples got excellent achievement of descriptive paragraph writing ability, (2) 18 or 36% of 50 samples got good achievement, (3) 15 or 30% of samples got sufficient achievement, (4) 9 or 18% of samples got insufficient achievement, (5) 7 or 14% got poor achievement. It could be concluded that there were 68% of the samples were successful and there were 32% of the samples were unsuccessful in writing descriptive paragraph which was assessed by guided question and answer.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127170088","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：