This paper describes several research conducted in the area of Information and Communication Technology and English Writing. The aim of this paper is to paint a picture about the kind of technology used in writing which caught the attention of researchers. It covers the trend of ICT utilization in English writing from 1990s to date, as well as delineating the future research areas in this field. It covers the research on the use of Word Processor, Blog, and Facebook in English writing teaching and research. As described herein, the use of technology especially ICT goes hand in hand with the development of humanity including in the field of education. In English writing the future will only see more pervasive and intensive use of ICT in education including in English writing classes.
{"title":"FROM PERSONAL COMPUTER TO FACEBOOK: INFORMATION AND COMMUNICATION TECHNOLOGY AND ENGLISH WRITING RESEARCH","authors":"I. Mahardika","doi":"10.25078/yb.v2i1.997","DOIUrl":"https://doi.org/10.25078/yb.v2i1.997","url":null,"abstract":"This paper describes several research conducted in the area of Information and Communication Technology and English Writing. The aim of this paper is to paint a picture about the kind of technology used in writing which caught the attention of researchers. It covers the trend of ICT utilization in English writing from 1990s to date, as well as delineating the future research areas in this field. It covers the research on the use of Word Processor, Blog, and Facebook in English writing teaching and research. As described herein, the use of technology especially ICT goes hand in hand with the development of humanity including in the field of education. In English writing the future will only see more pervasive and intensive use of ICT in education including in English writing classes.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"43 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":"127463159","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}
There can be multiple sorts of bilingual education, they depend on how the two languages are taught, on the teaching goals and on the teachers. Moreover, it is on the pupils, methods, state policy and society's attitude towards bilingualism. Dyatmika school is an example of a bilingual school in Bali. Dyatmika School (Sekolah Dyatmika) is currently in its 17 th year of operation and has grown to offer a rich educational programme in English and Indonesian to children from the age of 3 to 18. The Primary School of Dyatmika School covers classes 1 to 6 and has a dual language program of Indonesian and English. English literacy has been done for years, but intensive Indonesian literacy has just been done for a year and a half. It can be said that this bilingual literacy program has just started for 1.5 years. It is important to see the perspective of the teachers towards the bilingual literacy program run in Dyatmika School. This study used a descriptive qualitative design. The research subjects of the present study were the national teachers of Dyatmika school. The subjects were class teachers and one was a substitute teacher. Based on the research conducted, there are two main results, namely (1) there are four biliteracy programs done by Dyatmika School involving reading aloud, shared reading, guided reading, and home reading. (2) According to the local teacher’s perspective, the biliteracy program applied in Dyatmika is beneficial for the students as well as for the teachers. The correlation between both languages in which they are presenting a similar topic but in a different way make the students get a deeper understanding of the topic.
{"title":"THE TEACHERS’ PERSPECTIVES TOWARDS THE LITERACY PROGRAM DEVELOPED AT A BILINGUAL SCHOOL","authors":"P. Oktarina","doi":"10.25078/yb.v2i1.995","DOIUrl":"https://doi.org/10.25078/yb.v2i1.995","url":null,"abstract":"There can be multiple sorts of bilingual education, they depend on how the two languages are taught, on the teaching goals and on the teachers. Moreover, it is on the pupils, methods, state policy and society's attitude towards bilingualism. Dyatmika school is an example of a bilingual school in Bali. Dyatmika School (Sekolah Dyatmika) is currently in its 17 th year of operation and has grown to offer a rich educational programme in English and Indonesian to children from the age of 3 to 18. The Primary School of Dyatmika School covers classes 1 to 6 and has a dual language program of Indonesian and English. English literacy has been done for years, but intensive Indonesian literacy has just been done for a year and a half. It can be said that this bilingual literacy program has just started for 1.5 years. It is important to see the perspective of the teachers towards the bilingual literacy program run in Dyatmika School. This study used a descriptive qualitative design. The research subjects of the present study were the national teachers of Dyatmika school. The subjects were class teachers and one was a substitute teacher. Based on the research conducted, there are two main results, namely (1) there are four biliteracy programs done by Dyatmika School involving reading aloud, shared reading, guided reading, and home reading. (2) According to the local teacher’s perspective, the biliteracy program applied in Dyatmika is beneficial for the students as well as for the teachers. The correlation between both languages in which they are presenting a similar topic but in a different way make the students get a deeper understanding of the topic.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"1 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":"131364560","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 was a Research and Development (R&D) which aimed at developing local wisdom based digital storytelling through Blended Learning method as an innovative media for teaching writing at eighth grade students of SMP Negeri 2 Singaraja. The data were collected by using documentation technique, interview, observation, and questioner. The collected data were analyzed quantitatively to find out the mean score, in which the mean score was categorized based on the criterion referenced evaluation table. This research found that, (1) in developing local wisdom based digital storytelling through Blended Learning method required a chronologically steps, namely: observation, need analysis, designing prototype of the media, expert judgment, revising the product, field testing, analyzing the data and finalizing the final product, (2) the total of mean score of the questionnaire filled by the English teacher was 4.14, it indicated that the local wisdom based digital storytelling through Blended Learning method was categorized as excellent, and (3) furthermore, the result of the questionnaire filled by the students was 3.78, it represented that the implementation of local wisdom based digital storytelling through Blended Learning method could be categorized as good. The results of this study were highly expected can help both the teachers and the students in the process of teaching and learning writing narrative text.
{"title":"DEVELOPING LOCAL WISDOM BASED DIGITAL STORYTELLING THROUGH BLENDED LEARNING METHOD AS AN INNOVATIVE MEDIA FOR TEACHING WRITING AT EIGHT GRADE STUDENTS OF SMP NEGERI 2 SINGARAJA","authors":"Komang Trisna Sari Dewi","doi":"10.25078/YB.V2I1.999","DOIUrl":"https://doi.org/10.25078/YB.V2I1.999","url":null,"abstract":"This research was a Research and Development (R&D) which aimed at developing local wisdom based digital storytelling through Blended Learning method as an innovative media for teaching writing at eighth grade students of SMP Negeri 2 Singaraja. The data were collected by using documentation technique, interview, observation, and questioner. The collected data were analyzed quantitatively to find out the mean score, in which the mean score was categorized based on the criterion referenced evaluation table. This research found that, (1) in developing local wisdom based digital storytelling through Blended Learning method required a chronologically steps, namely: observation, need analysis, designing prototype of the media, expert judgment, revising the product, field testing, analyzing the data and finalizing the final product, (2) the total of mean score of the questionnaire filled by the English teacher was 4.14, it indicated that the local wisdom based digital storytelling through Blended Learning method was categorized as excellent, and (3) furthermore, the result of the questionnaire filled by the students was 3.78, it represented that the implementation of local wisdom based digital storytelling through Blended Learning method could be categorized as good. The results of this study were highly expected can help both the teachers and the students in the process of teaching and learning writing narrative text.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"18 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":"116259606","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 paper aims at showing the problems with reference to pronunciation of English sentences spoken by Indonesians. The unavailability of some English consonants in Bahasa could lead the Indonesians into mistaken pronunciations. To obtain the data of how well the English pronunciations uttered by the Indonesians, a speaking test was held. The respondents for this test are fifteen Indonesians with different ages and social backgrounds. The results show that the English consonants which are absent in Bahasa caused some puzzlement for the speakers which made them had a tendency to pronounce the words by using the nearest sound from the Bahasa phonemes towards the English phonemes. Fine comprehension by reading English dictionary frequently together with adequate proper listening and speaking practises are needed by the non native speakers in order to achieve better ability related to English pronunciation.
{"title":"THE MISTAKEN PRONUNCIATIONS: THE UNAVAILABILITY OF SOME ENGLISH CONSONANTS IN BAHASA","authors":"Made Suardika Jaya","doi":"10.25078/yb.v2i1.996","DOIUrl":"https://doi.org/10.25078/yb.v2i1.996","url":null,"abstract":"This paper aims at showing the problems with reference to pronunciation of English sentences spoken by Indonesians. The unavailability of some English consonants in Bahasa could lead the Indonesians into mistaken pronunciations. To obtain the data of how well the English pronunciations uttered by the Indonesians, a speaking test was held. The respondents for this test are fifteen Indonesians with different ages and social backgrounds. The results show that the English consonants which are absent in Bahasa caused some puzzlement for the speakers which made them had a tendency to pronounce the words by using the nearest sound from the Bahasa phonemes towards the English phonemes. Fine comprehension by reading English dictionary frequently together with adequate proper listening and speaking practises are needed by the non native speakers in order to achieve better ability related to English pronunciation.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"1 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":"121209593","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}
Imansyah Imansyah, Terasne Terasne, Khorida Yan Hartina
This research was aimed at knowing whether Inquiry-Based Learning strategy enhanced students’ writing ability in descriptive text or not. The research was a classroom action research. The data collected through quantitative and qualitative ways. Quantitative data was gained from the result of pre-test and post-test from writing test. Meanwhile, qualitative data was gained from the result of observation sheets toward students’ and teachers activity. The instrument used by the researcher were test and observation sheet. The finding of the research shows that the strategy can improve the students’ writing ability in descriptive text. the improvement can be seen from the mean score of students from pre-test, post-test one, and post-test two. The mean score of pre-test was 69.5 (35%), there were seven students who passed the minimum passing grade, in the post-test one, 72.2 (60%), twelve students passed the minimum passing grade and in the post-test two, 78.25 (85%), seventeen students passed the minimum passing grade (KKM) from twenty students.
{"title":"THE IMPLEMENTATION OF INQUIRY-BASED LEARNING STRATEGY TO ENHANCE STUDENTS’ WRITING ABILITY IN DESCRIPTIVE TEXT","authors":"Imansyah Imansyah, Terasne Terasne, Khorida Yan Hartina","doi":"10.25078/yb.v2i1.998","DOIUrl":"https://doi.org/10.25078/yb.v2i1.998","url":null,"abstract":"This research was aimed at knowing whether Inquiry-Based Learning strategy enhanced students’ writing ability in descriptive text or not. The research was a classroom action research. The data collected through quantitative and qualitative ways. Quantitative data was gained from the result of pre-test and post-test from writing test. Meanwhile, qualitative data was gained from the result of observation sheets toward students’ and teachers activity. The instrument used by the researcher were test and observation sheet. The finding of the research shows that the strategy can improve the students’ writing ability in descriptive text. the improvement can be seen from the mean score of students from pre-test, post-test one, and post-test two. The mean score of pre-test was 69.5 (35%), there were seven students who passed the minimum passing grade, in the post-test one, 72.2 (60%), twelve students passed the minimum passing grade and in the post-test two, 78.25 (85%), seventeen students passed the minimum passing grade (KKM) from twenty students.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"13 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":"122383971","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}
Structure is improbable separated with the English literature and this concept should be simply applied for linguists or apprentices in English for Foreign Language and English for Second Language as well. However, in the process of presenting the text using grammar, pupils tend to make inaccurate comprehension frequently. So in this occasion, the researcher analyzed the learners’ grammar mistakes in written text through narrative of 31 apprentices in STIBA Saraswati Denpasar. The method in delivering the result of this article used qualitative research which discovered and explained students’ inaccurate grammar on some typical of structure. The final achievement found by the writer was that more than 50% sample of texts had mistakes on past sentences while the least number of grammar mistakes which on present perfect, simple past: be, preposition plural – singular, modal, gerund, to infinitive, passive voice and subject pronouns were slightly under 49%.
{"title":"AN ANALYSIS OF FIRST YEAR STUDENTS’ GRAMMATICAL ERROR IN NARRATIVE TEXT, STIBA SARASWATI DENPASAR","authors":"I. W. E. D. Rahmanu","doi":"10.25078/yb.v2i1.1000","DOIUrl":"https://doi.org/10.25078/yb.v2i1.1000","url":null,"abstract":"Structure is improbable separated with the English literature and this concept should be simply applied for linguists or apprentices in English for Foreign Language and English for Second Language as well. However, in the process of presenting the text using grammar, pupils tend to make inaccurate comprehension frequently. So in this occasion, the researcher analyzed the learners’ grammar mistakes in written text through narrative of 31 apprentices in STIBA Saraswati Denpasar. The method in delivering the result of this article used qualitative research which discovered and explained students’ inaccurate grammar on some typical of structure. The final achievement found by the writer was that more than 50% sample of texts had mistakes on past sentences while the least number of grammar mistakes which on present perfect, simple past: be, preposition plural – singular, modal, gerund, to infinitive, passive voice and subject pronouns were slightly under 49%.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"33 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":"117032136","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 paper addressed the use of the Socratic Questioning method as an attempt to promote EFL students' critical thinking in language learning. It is ordinarily understood that the process of learning the language tends to focus more on how to answer questions rather than how to ask productive, systematic, and directed questions. Questioning as a means to fulfil curiosity is a driving factor for critical thinking activities. Questioning is able to direct the task and define the problem so that it will spur and trigger students' critical thinking. The use of Socratic Questioning and critical thinking methods embraces and encourages the analysis of Bloom's taxonomy integrally since Bloom's critical thinking is assigned as one of the highest levels of thinking in cognitive domains. Socratic Questioning, critical thinking, and Bloom's taxonomy are lines that must be passed in a language learning process in order to achieve the quality of skills which surely depends on the quality of thinking.
{"title":"SOCRATIC QUESTIONING TO PROMOTE EFL STUDENTS’ CRITICAL THINKING IN A LANGUAGE LEARNING","authors":"I. P. A. Suhardiana","doi":"10.25078/yb.v2i1.994","DOIUrl":"https://doi.org/10.25078/yb.v2i1.994","url":null,"abstract":"This paper addressed the use of the Socratic Questioning method as an attempt to promote EFL students' critical thinking in language learning. It is ordinarily understood that the process of learning the language tends to focus more on how to answer questions rather than how to ask productive, systematic, and directed questions. Questioning as a means to fulfil curiosity is a driving factor for critical thinking activities. Questioning is able to direct the task and define the problem so that it will spur and trigger students' critical thinking. The use of Socratic Questioning and critical thinking methods embraces and encourages the analysis of Bloom's taxonomy integrally since Bloom's critical thinking is assigned as one of the highest levels of thinking in cognitive domains. Socratic Questioning, critical thinking, and Bloom's taxonomy are lines that must be passed in a language learning process in order to achieve the quality of skills which surely depends on the quality of thinking.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"33 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":"117107494","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 objective of this classroom action research was to know whether or not listening comprehension of the Basic Listening class students of English Language Education Study Program, Faculty of Teacher Training, Mahasaraswati Denpasar University academic year 2016/2017 can be improved through dictogloss technique. The present research was carried out through dictogloss technique in two cycles; each cycle consisted of two sessions. The data were collected by administering the instruments to the subjects. The result of the post test in each cycle showed that there was significant improvement of the subjects’ comprehension in listening. The subjects also gave positive responses toward the implementation of dictogloss technique in teaching and learning process. To sum up, the present classroom action research showed that listening comprehension of the Basic Listening class students of English Language Education Study Program, Faculty of Teacher Training, Mahasaraswati Denpasar University academic year 2016/2017 can be improved through dictogloss technique. Keyword: improving, listening comprehension, dictogloss
{"title":"DICTOGLOSS IN IMPROVING LISTENING COMPREHENSION","authors":"Luh Ketut Sri Widhiasih","doi":"10.25078/yb.v2i1.1003","DOIUrl":"https://doi.org/10.25078/yb.v2i1.1003","url":null,"abstract":"The objective of this classroom action research was to know whether or not listening comprehension of the Basic Listening class students of English Language Education Study Program, Faculty of Teacher Training, Mahasaraswati Denpasar University academic year 2016/2017 can be improved through dictogloss technique. The present research was carried out through dictogloss technique in two cycles; each cycle consisted of two sessions. The data were collected by administering the instruments to the subjects. The result of the post test in each cycle showed that there was significant improvement of the subjects’ comprehension in listening. The subjects also gave positive responses toward the implementation of dictogloss technique in teaching and learning process. To sum up, the present classroom action research showed that listening comprehension of the Basic Listening class students of English Language Education Study Program, Faculty of Teacher Training, Mahasaraswati Denpasar University academic year 2016/2017 can be improved through dictogloss technique. Keyword: improving, listening comprehension, dictogloss","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"14 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":"127199466","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 investigating whether the implementation of comic strips technique and the students’ learning motivation gave a significant effect to the students’ writing competency. The study was an experimental study by applying 2 x 2 factorial design. The population was 100 students of nursing programme which 2 classes were used as the samples which were assigned into two groups, i.e. experimental group and control group, by Cluster Random Sampling . The research data were collected through tests that were analysed by using Statistical Two-Way Anova and Tukey Test . The result shows that, first, there was a significant difference on the students’ writing competency between the students who were taught by using comic strips technique and conventional writing technique, in which the students who were taught by using comic strips technique had higher writing competency than those students who were taught by using conventional technique. Second, there was a significant interactional effect on the students’ writing competency between the technique applied and the students’ learning motivation. Third, there was a significant difference on the students’ writing competency between the students who had high learning motivation when they were taught by using comic strips technique and those who were taught by using conventional technique, in which the students who had high learning motivation taught by using comic strips technique had higher writing competency than those students who were taught by using conventional writing technique. Fourth, there was a significant difference between the students’ writing competency of the students who had low learning motivation when they were taught by using comic strips technique and they were taught by using conventional technique, in which the students who had low learning motivation taught by using comic strip technique had higher writing competency than those students who were taught by using conventional writing technique.
{"title":"THE EFFECT OF COMIC STRIPS TECHNIQUE AND LEARNING MOTIVATION TOWARD THE STUDENTS’ ACHIEVEMENT IN ENGLISH WRITING IN NURSING STUDENTS OF STIKES BULELENG","authors":"Kadek Devi Marleni","doi":"10.25078/YB.V1I2.723","DOIUrl":"https://doi.org/10.25078/YB.V1I2.723","url":null,"abstract":"This study aimed at investigating whether the implementation of comic strips technique and the students’ learning motivation gave a significant effect to the students’ writing competency. The study was an experimental study by applying 2 x 2 factorial design. The population was 100 students of nursing programme which 2 classes were used as the samples which were assigned into two groups, i.e. experimental group and control group, by Cluster Random Sampling . The research data were collected through tests that were analysed by using Statistical Two-Way Anova and Tukey Test . The result shows that, first, there was a significant difference on the students’ writing competency between the students who were taught by using comic strips technique and conventional writing technique, in which the students who were taught by using comic strips technique had higher writing competency than those students who were taught by using conventional technique. Second, there was a significant interactional effect on the students’ writing competency between the technique applied and the students’ learning motivation. Third, there was a significant difference on the students’ writing competency between the students who had high learning motivation when they were taught by using comic strips technique and those who were taught by using conventional technique, in which the students who had high learning motivation taught by using comic strips technique had higher writing competency than those students who were taught by using conventional writing technique. Fourth, there was a significant difference between the students’ writing competency of the students who had low learning motivation when they were taught by using comic strips technique and they were taught by using conventional technique, in which the students who had low learning motivation taught by using comic strip technique had higher writing competency than those students who were taught by using conventional writing technique.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"128 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115077272","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 aim of this study was to investigate the effect of Jigsaw technique and students’ vocabulary mastery on reading comprehension of the eighth-grade students of SMPN 4 Singaraja. This study was a quasi-experimental study with Posttest-Only Control Group Design by 2x2 factorial arrangement which involved a sample of 80 students. The data were collected by using vocabulary and reading comprehension test then analyzed by Two-way ANOVAand Tukey test. The result indicates that (1) there was a significant effectonreading comprehension between the students who were taught using the Jigsaw technique and those who were taught by using conventional, (2) there was a significant effect of the interaction between the implementation of teaching techniques and students’ vocabulary mastery on reading comprehension, (3) there was a significant effect in reading comprehension between the students with high vocabulary mastery who were taught by using Jigsaw technique and those who were taught by using conventional technique, (4) there was a significant effect in reading comprehension between the students with low vocabulary mastery who were taught by using Jigsaw technique and those who were taught by using conventional. The result of the research showed that the Jigsaw technique was more effective for teaching reading comprehension than conventional.
{"title":"THE EFFECT OF JIGSAW TECHNIQUE AND STUDENTS’ VOCABULARY MASTERY ON READING COMPREHENSION OF THE EIGHTH GRADE STUDENTS OF SMPN 4 SINGARAJA","authors":"Ni Nengah Pariati","doi":"10.25078/yb.v1i2.730","DOIUrl":"https://doi.org/10.25078/yb.v1i2.730","url":null,"abstract":"The aim of this study was to investigate the effect of Jigsaw technique and students’ vocabulary mastery on reading comprehension of the eighth-grade students of SMPN 4 Singaraja. This study was a quasi-experimental study with Posttest-Only Control Group Design by 2x2 factorial arrangement which involved a sample of 80 students. The data were collected by using vocabulary and reading comprehension test then analyzed by Two-way ANOVAand Tukey test. The result indicates that (1) there was a significant effectonreading comprehension between the students who were taught using the Jigsaw technique and those who were taught by using conventional, (2) there was a significant effect of the interaction between the implementation of teaching techniques and students’ vocabulary mastery on reading comprehension, (3) there was a significant effect in reading comprehension between the students with high vocabulary mastery who were taught by using Jigsaw technique and those who were taught by using conventional technique, (4) there was a significant effect in reading comprehension between the students with low vocabulary mastery who were taught by using Jigsaw technique and those who were taught by using conventional. The result of the research showed that the Jigsaw technique was more effective for teaching reading comprehension than conventional.","PeriodicalId":315000,"journal":{"name":"Yavana Bhasha : Journal of English Language Education","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126840026","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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