Pub Date : 2018-12-14DOI: 10.24235/ELTECHO.V3I2.3348
Zesy Alvisa, S. Sumadi, Siti Luruh Ayu Noerjanah
The researcher chooses this title because she found students who have difficulties to start writing at tenth grade students in MA Al- Hidayah Sumbakeling. Therefore, this study aimed to find out the effectiveness of Journalistic questions method in teaching writing recount text at tenth grade students of MA Al-Hidayah Sumbakeling Pancalang Kuningan. The method used in this research was a quantitative research and the design was a quasi-experiment. The sample of this research was two classes which was divided into experimental class and controlled class. X-A as the experimental class consist of 22 students and X-B as the controlled class consist of 20 students. The experimental class was taught using Journalistic questions method while the controlled class was taught without using the Journalistic questions method. In collecting data, the researcher conducted a writing test which was divided into test (pre-test and post-test) and documentation. The data collected were analyzed by using SPSS v.20 and t-test. According to the result of statistical calculation, it could be seen that t o was 65.91 and t t was 1.68. It means that t o was higher than t t (to > t t ). Thus, the alternative hypothesis (Ha) is accepted and null hypothesis (H0) is rejected. In conclusion, using Journalistic questions method is effective on students’ writing skill of recount text.
{"title":"THE EFFECTIVENESS OF JOURNALISTIC QUESTIONS METHOD IN WRITING RECOUNT TEXT AT TENTH GRADE STUDENTS OF MA AL-HIDAYAH SUMBAKELING PANCALANG KUNINGAN","authors":"Zesy Alvisa, S. Sumadi, Siti Luruh Ayu Noerjanah","doi":"10.24235/ELTECHO.V3I2.3348","DOIUrl":"https://doi.org/10.24235/ELTECHO.V3I2.3348","url":null,"abstract":"The researcher chooses this title because she found students who have difficulties to start writing at tenth grade students in MA Al- Hidayah Sumbakeling. Therefore, this study aimed to find out the effectiveness of Journalistic questions method in teaching writing recount text at tenth grade students of MA Al-Hidayah Sumbakeling Pancalang Kuningan. The method used in this research was a quantitative research and the design was a quasi-experiment. The sample of this research was two classes which was divided into experimental class and controlled class. X-A as the experimental class consist of 22 students and X-B as the controlled class consist of 20 students. The experimental class was taught using Journalistic questions method while the controlled class was taught without using the Journalistic questions method. In collecting data, the researcher conducted a writing test which was divided into test (pre-test and post-test) and documentation. The data collected were analyzed by using SPSS v.20 and t-test. According to the result of statistical calculation, it could be seen that t o was 65.91 and t t was 1.68. It means that t o was higher than t t (to > t t ). Thus, the alternative hypothesis (Ha) is accepted and null hypothesis (H0) is rejected. In conclusion, using Journalistic questions method is effective on students’ writing skill of recount text.","PeriodicalId":32853,"journal":{"name":"ELT Echo The Journal of English Language Teaching in Foreign Language Context","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86744560","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}
Pub Date : 2018-07-02DOI: 10.24235/ELTECHO.V3I1.2570
Yuliana Friska
The aim of this study is to know whether students’ reading comprehension of narrative text could be improved by applying Project Based Learning in the second year of MTs Jamiyyah Islamiyyah Pondok Aren academic year 2015/2016. This study is categorized as the Classroom Action Research (CAR) method in which to identify and to solve the problem on students’ reading comprehension. It is initiated through the interview the teacher and through the observation in the VIII grade class VIII.5 at MTs Jamiyyah Islamiyyah Pondok Aren; considered as the class whose reading test score are very low. The amount of students in that class is 36. In this Classroom Action Research, the writer implements the Kurt Lewin’s design which consists of four phases. Therefore, this study is included into quantitative descriptive research. The findings of this study are: (1) related to the test result, there was 20.28% improvement of students’ mean reading score after using Project Based Learning; it gained from the pretest result, there were two students who passed the KKM. Then in the result of posttest in cycle 1, there were 11 or 31% students in the class who passed the KKM considering their mean score of the test is 62.78. Next in the result of posttest in the cycle 2, there were 30 or 83% students who passed the KKM in which their mean score of reading test derived 73.19. (2) Related to the observation result showed that the students were more active and interested in reading activity in the classroom. Indeed, they were able to analyze the text and to get information from the text well. (3) Related to the interview result, it could be known that the students’ reading comprehension in term of narrative text has improved and also assisted the teacher in finding the appropriate strategy in teaching reading especially narrative text.
本研究的目的是了解在2015/2016学年度mt . Jamiyyah Islamiyyah Pondok Aren第二学年中，运用Project Based Learning是否可以提高学生对叙事文本的阅读理解。本研究采用课堂行动研究法(CAR)来识别和解决学生的阅读理解问题。它是通过对老师的访谈和在Jamiyyah Islamiyyah Pondok Aren的八年级VIII.5班的观察来启动的;被认为是阅读考试成绩很低的班级。那个班的学生人数是36人。在本次课堂行动研究中，笔者实施了Kurt Lewin的设计，该设计分为四个阶段。因此，本研究被纳入定量描述性研究。本研究发现:(1)与测试结果相关，使用项目式学习后，学生的平均阅读成绩提高了20.28%;从预试结果来看，有两名学生通过了KKM考试。然后在第一个周期的后测结果中，考虑到测试的平均成绩为62.78，班级中有11名或31%的学生通过了KKM。在第二周期的后测结果中，有30或83%的学生通过了KKM测试，他们的阅读测试平均得分为73.19分。(2)相关观察结果显示，学生在课堂上的阅读活动更加积极和有兴趣。事实上，他们能够很好地分析文本并从中获取信息。(3)通过访谈结果可知，学生在叙事文本方面的阅读理解能力有所提高，这也有助于教师在阅读教学尤其是叙事文本教学中找到合适的策略。
{"title":"IMPROVING STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXT THROUGH PROJECT BASED LEARNING (A Classroom Action Research in the Second Year of MTs Jamiyyah Islamiyyah Pondok Aren)","authors":"Yuliana Friska","doi":"10.24235/ELTECHO.V3I1.2570","DOIUrl":"https://doi.org/10.24235/ELTECHO.V3I1.2570","url":null,"abstract":"The aim of this study is to know whether students’ reading comprehension of narrative text could be improved by applying Project Based Learning in the second year of MTs Jamiyyah Islamiyyah Pondok Aren academic year 2015/2016. This study is categorized as the Classroom Action Research (CAR) method in which to identify and to solve the problem on students’ reading comprehension. It is initiated through the interview the teacher and through the observation in the VIII grade class VIII.5 at MTs Jamiyyah Islamiyyah Pondok Aren; considered as the class whose reading test score are very low. The amount of students in that class is 36. In this Classroom Action Research, the writer implements the Kurt Lewin’s design which consists of four phases. Therefore, this study is included into quantitative descriptive research. The findings of this study are: (1) related to the test result, there was 20.28% improvement of students’ mean reading score after using Project Based Learning; it gained from the pretest result, there were two students who passed the KKM. Then in the result of posttest in cycle 1, there were 11 or 31% students in the class who passed the KKM considering their mean score of the test is 62.78. Next in the result of posttest in the cycle 2, there were 30 or 83% students who passed the KKM in which their mean score of reading test derived 73.19. (2) Related to the observation result showed that the students were more active and interested in reading activity in the classroom. Indeed, they were able to analyze the text and to get information from the text well. (3) Related to the interview result, it could be known that the students’ reading comprehension in term of narrative text has improved and also assisted the teacher in finding the appropriate strategy in teaching reading especially narrative text.","PeriodicalId":32853,"journal":{"name":"ELT Echo The Journal of English Language Teaching in Foreign Language Context","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75156285","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}
Pub Date : 2018-06-30DOI: 10.24235/ELTECHO.V3I1.2680
M. Yunus, A. Sari
The concern held on this issue vary in term of English language teaching practices especially teaching speaking by the new speaking lecturer of University of Islam Malang (Unisma). The descriptive qualitative study was then designed in order to describe the teaching speaking activities by the new speaking lecturer of Unisma. Twice classroom observatios were conducted in two different speaking classes. Moreover, the new lecturer and ten students from speaking II D & II E were also invited to join twice interviews. By the same token, simple questionnaires which consists of thirteen questions were also distributed to know students’ involvement during speaking class. From the investigation, it was found out that the new lecturer has implemented procedural teaching performances such as preparing teaching activities – designing lesson planning , teaching journal and course outline, executing the plans in classroom – creating group discussion, presentation and individual task, and assessing the progress after teaching and learning activities such as implementing oral test. Moreover, the observed students were motivated by the new lecturer teaching way. Additionally, the new lecturer only implemented ICT based learning as the supporting way to facilitate her teaching not as her main media.
{"title":"INVESTIGATING A PROFESSIONAL TEACHING of THE NEW LECTURER in INDONESIA","authors":"M. Yunus, A. Sari","doi":"10.24235/ELTECHO.V3I1.2680","DOIUrl":"https://doi.org/10.24235/ELTECHO.V3I1.2680","url":null,"abstract":"The concern held on this issue vary in term of English language teaching practices especially teaching speaking by the new speaking lecturer of University of Islam Malang (Unisma). The descriptive qualitative study was then designed in order to describe the teaching speaking activities by the new speaking lecturer of Unisma. Twice classroom observatios were conducted in two different speaking classes. Moreover, the new lecturer and ten students from speaking II D & II E were also invited to join twice interviews. By the same token, simple questionnaires which consists of thirteen questions were also distributed to know students’ involvement during speaking class. From the investigation, it was found out that the new lecturer has implemented procedural teaching performances such as preparing teaching activities – designing lesson planning , teaching journal and course outline, executing the plans in classroom – creating group discussion, presentation and individual task, and assessing the progress after teaching and learning activities such as implementing oral test. Moreover, the observed students were motivated by the new lecturer teaching way. Additionally, the new lecturer only implemented ICT based learning as the supporting way to facilitate her teaching not as her main media.","PeriodicalId":32853,"journal":{"name":"ELT Echo The Journal of English Language Teaching in Foreign Language Context","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75273236","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}
Pub Date : 2018-06-28DOI: 10.24235/eltecho.v3i1.2911
Zakky Yavani
Abstract: Within a production of text like written text, a writer in fact conducts series of processes which are not simple and easy. Grammar, vocabulary and content are among the problems; however, problems actually occur begin from even deciding what to write and how the ideas should be arranged. Employing collaborative classroom action research (CAR) design in two cycles, three meetings of 100 minutes each, this study aims to improve the students’ writing skill using graphic organizer. 16 students of an English course in Malang, east Java participated in this study. To get the result, questionnaire, observation checklist, writing test and field notes are collected. Meanwhile, expected criteria of success were that all students achieved the minimum passing grade of 65, and 85% of them actively involved in the implementation of the graphic organizer strategy and perceive the implementation positively. The finding shows the implementation of graphic organizer strategy was successful to improve the students’ writing ability. All the students achieved the score at least 67 and 90% of them actively involved in the process of writing persuasive text, and positive perception existed.
{"title":"IMPROVING STUDENTS’ WRITING SKILL THROUGH GRAPHIC ORGANIZER IN PROCESS WRITING","authors":"Zakky Yavani","doi":"10.24235/eltecho.v3i1.2911","DOIUrl":"https://doi.org/10.24235/eltecho.v3i1.2911","url":null,"abstract":"Abstract: Within a production of text like written text, a writer in fact conducts series of processes which are not simple and easy. Grammar, vocabulary and content are among the problems; however, problems actually occur begin from even deciding what to write and how the ideas should be arranged. Employing collaborative classroom action research (CAR) design in two cycles, three meetings of 100 minutes each, this study aims to improve the students’ writing skill using graphic organizer. 16 students of an English course in Malang, east Java participated in this study. To get the result, questionnaire, observation checklist, writing test and field notes are collected. Meanwhile, expected criteria of success were that all students achieved the minimum passing grade of 65, and 85% of them actively involved in the implementation of the graphic organizer strategy and perceive the implementation positively. The finding shows the implementation of graphic organizer strategy was successful to improve the students’ writing ability. All the students achieved the score at least 67 and 90% of them actively involved in the process of writing persuasive text, and positive perception existed.","PeriodicalId":32853,"journal":{"name":"ELT Echo The Journal of English Language Teaching in Foreign Language Context","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72779862","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}
Pub Date : 2018-06-27DOI: 10.24235/ELTECHO.V3I1.2486
Atik Umamah, Ika Hidayanti
This study was aimed to identify 1) the significant difference on the learning strategy attainment by male and female students, 2) the significant difference on the use of the strategies in learning writing based on the students’ attitude toward English writing “like or dislike”, and 3) the correlation between learning strategy use and three factors: gender, interest and writing achievement. To elicit research data, a-70 item questionnire was administered to101 English students of Universitas Islam Malang. Ex-post facto and correlation analysis were designs adopted to deal with the problems proposed in this research. The statistical analysis indicated that female students did not deploy the strategies significantly different from the male counterparts. The second finding revealed that the more interested the students in English writing, the more likely they employed the learning strategies. The last report showed that there was no correlation between writing strategy and two factors: gender and writing achievement. Meanwhile, negative-moderate correlation was found between the strategy choice and the students’ liking for English writing.
{"title":"WRITING STRATEGY and FACTORS CONTRIBUTING to EFL UNIVERSITY STUDENTS’ PREFERENCE","authors":"Atik Umamah, Ika Hidayanti","doi":"10.24235/ELTECHO.V3I1.2486","DOIUrl":"https://doi.org/10.24235/ELTECHO.V3I1.2486","url":null,"abstract":"This study was aimed to identify 1) the significant difference on the learning strategy attainment by male and female students, 2) the significant difference on the use of the strategies in learning writing based on the students’ attitude toward English writing “like or dislike”, and 3) the correlation between learning strategy use and three factors: gender, interest and writing achievement. To elicit research data, a-70 item questionnire was administered to101 English students of Universitas Islam Malang. Ex-post facto and correlation analysis were designs adopted to deal with the problems proposed in this research. The statistical analysis indicated that female students did not deploy the strategies significantly different from the male counterparts. The second finding revealed that the more interested the students in English writing, the more likely they employed the learning strategies. The last report showed that there was no correlation between writing strategy and two factors: gender and writing achievement. Meanwhile, negative-moderate correlation was found between the strategy choice and the students’ liking for English writing.","PeriodicalId":32853,"journal":{"name":"ELT Echo The Journal of English Language Teaching in Foreign Language Context","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81729764","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract: It is believed that teaching and learning experiences that involve the learner actively in practical examples are engaged longer than theoretical experiences. Instructional resources are teaching aids or media used to help teachers and students in classroom interaction. These aids help teachers to provide fun, interesting and enjoyable platform (effective presentation) to convey information of a given topic as a means of motivating students to achieve their learning objectives. In general, the present study aims to find out how the teachers in Rijalul Ghad Islamic school in Kera island, Kupang regency, East Nusa Tenggara Province, Indonesia utilized waste materials to support their teaching and learning process in the classroom. The data were collected using classroom observation, semi-structured interview with the teachers as well as the students as the respondents and a list 15-item of questions about the level of application in utilizing instructional media addressed to the teachers and the students. This study reveals that the students were active during the application of the instructional media using waste materials such as papers and drinking mineral bottles. In addition, during the application of the teaching and learning aids, the students also learnt how to work in team during group discussion and how to appreciate other’s opinion. However, a support on the use of teaching aids, especially teacher’s made (or teacher-students’ made) need to be increased among teachers. This is because, not all teachers are able to utilize waste materials in to instructional media
{"title":"TRASH to TREASURE: UTILIZING WASTE MATERIALS AS A MEDIUM of ENGLISH INSTRUCTION","authors":"Sondang Pondan Perlindungan Leoanak, Bonik Kurniati Amalo","doi":"10.24235/ELTECHO.V3I1.2590","DOIUrl":"https://doi.org/10.24235/ELTECHO.V3I1.2590","url":null,"abstract":"Abstract: It is believed that teaching and learning experiences that involve the learner actively in practical examples are engaged longer than theoretical experiences. Instructional resources are teaching aids or media used to help teachers and students in classroom interaction. These aids help teachers to provide fun, interesting and enjoyable platform (effective presentation) to convey information of a given topic as a means of motivating students to achieve their learning objectives. In general, the present study aims to find out how the teachers in Rijalul Ghad Islamic school in Kera island, Kupang regency, East Nusa Tenggara Province, Indonesia utilized waste materials to support their teaching and learning process in the classroom. The data were collected using classroom observation, semi-structured interview with the teachers as well as the students as the respondents and a list 15-item of questions about the level of application in utilizing instructional media addressed to the teachers and the students. This study reveals that the students were active during the application of the instructional media using waste materials such as papers and drinking mineral bottles. In addition, during the application of the teaching and learning aids, the students also learnt how to work in team during group discussion and how to appreciate other’s opinion. However, a support on the use of teaching aids, especially teacher’s made (or teacher-students’ made) need to be increased among teachers. This is because, not all teachers are able to utilize waste materials in to instructional media","PeriodicalId":32853,"journal":{"name":"ELT Echo The Journal of English Language Teaching in Foreign Language Context","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83854652","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}
Pub Date : 2018-06-17DOI: 10.24235/ELTECHO.V3I1.2793
F. Ramadhan, S. Sumadi, Edy Waloyo
Abstract: Speaking is complex skill which includes ability to express ideas, intentions, and emotions of the speaker. Mastering speaking skill, students can convey and express their idea and meaning well. Speaking can be mastered by conducting practice in real conversation continuously, and one of the ways is through impromptu conversation designed by teacher. This research aims (1) to investigate communication strategy types employed by second grade students of XI MIPA 2 when performing impromptu conversation with peer in lesson asking and giving opinion with theme go shopping, and (2) to reveal factors that influence the use of particular types of communication strategies. This research applies descriptive qualitative design. Observation, interview, and documentation were carried out to collect the data to answer research questions. The findings show (1) students use five of nine communication strategies in Tarone (1980) taxonomy of communication strategies, namely language switch (36.93%), mime (27.02%), literal translation (22.52%), appeal for assistance (7.20%), and approximation (6.30%), and (2) the researcher reveals four factors that influence language switch; lack of vocabulary, pronunciation problem, interlocutor, and Indonesian term. Mime is influenced by three factors, such as simple and easy use, vocabulary difficulty, and interlocutor. Literal translation is caused by three factors, namely lack of grammatical knowledge, mother tongue influence, simple and easy use. Likewise, appeal for assistance has three factors; lack of vocabulary, pronunciation problem, and teacher instruction. Last, approximation is caused by two factors, such as conscious and unconscious factor. Keywords: Speaking practice, impromptu conversation, communication problems, communication strategies, second grade students.
{"title":"EXPLORING COMMUNICATION STRATEGIES IN SPEAKING PRACTICE AT SECOND GRADE STUDENTS OF STATE SENIOR HIGH SCHOOL","authors":"F. Ramadhan, S. Sumadi, Edy Waloyo","doi":"10.24235/ELTECHO.V3I1.2793","DOIUrl":"https://doi.org/10.24235/ELTECHO.V3I1.2793","url":null,"abstract":"Abstract: Speaking is complex skill which includes ability to express ideas, intentions, and emotions of the speaker. Mastering speaking skill, students can convey and express their idea and meaning well. Speaking can be mastered by conducting practice in real conversation continuously, and one of the ways is through impromptu conversation designed by teacher. This research aims (1) to investigate communication strategy types employed by second grade students of XI MIPA 2 when performing impromptu conversation with peer in lesson asking and giving opinion with theme go shopping, and (2) to reveal factors that influence the use of particular types of communication strategies. This research applies descriptive qualitative design. Observation, interview, and documentation were carried out to collect the data to answer research questions. The findings show (1) students use five of nine communication strategies in Tarone (1980) taxonomy of communication strategies, namely language switch (36.93%), mime (27.02%), literal translation (22.52%), appeal for assistance (7.20%), and approximation (6.30%), and (2) the researcher reveals four factors that influence language switch; lack of vocabulary, pronunciation problem, interlocutor, and Indonesian term. Mime is influenced by three factors, such as simple and easy use, vocabulary difficulty, and interlocutor. Literal translation is caused by three factors, namely lack of grammatical knowledge, mother tongue influence, simple and easy use. Likewise, appeal for assistance has three factors; lack of vocabulary, pronunciation problem, and teacher instruction. Last, approximation is caused by two factors, such as conscious and unconscious factor. Keywords: Speaking practice, impromptu conversation, communication problems, communication strategies, second grade students.","PeriodicalId":32853,"journal":{"name":"ELT Echo The Journal of English Language Teaching in Foreign Language Context","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90972517","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}
Pub Date : 2018-06-09DOI: 10.24235/ELTECHO.V3I1.2810
Anni Rachmayani, A. Rifai, T. Rohadi
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{"title":"EXPLORING STUDENTS’ RESPONSE TO PEER FEEDBACK STRATEGY IN EFL WRITING CLASS","authors":"Anni Rachmayani, A. Rifai, T. Rohadi","doi":"10.24235/ELTECHO.V3I1.2810","DOIUrl":"https://doi.org/10.24235/ELTECHO.V3I1.2810","url":null,"abstract":"Alwasilah, A. Chedar, &Alwasilah, Senny, S. 2013. PokoknyaMenulis. Bandung: PT KiblatBukuUtama. Bercikova, Pavlina. 2007. Teacher’s Role in Pair Work. A Thesis: Faculty of EducationDepartment of English Language and Literature. Brno:Masaryk University. Bijami, M., Kashef, S.H., &Nejad, Maryam, S. 2013. 'Peer Feedback in Learning English Writing: Advantages and Disadvantages. Journal of Studies in Education, 2013, Vol. 3, No. 4. 91-97. Malaysia: Macrothink Institute. Biri H. 2014. Contribution of Peer Assessment Method to Teacher Education. Unpublished Master's Thesis. Karadeniz Technical University Institute of Educational Sciences, Trabzon. Brown, H. Douglas. 2002. Teaching by Principles: An Interactive to Language Pedagogy (2nd ed.). London: Longman. Byrne, Donn. 1989. Techniques for Classroom Communication. UK: Longman. Creswell, John, W. 2013. Educational Research: Planning, Conducting and Evaluating Quantitative and Qualitative Research. Fourth Edition. Boston: Pearson Education Inc. Griffiths, B. Teacher Positioning in the Classroom. 2005. Teaching English. British Council. Hadfield, J. 1992. Classroom Dynamics. Oxford University Press. Hyland, Ken, & Hyland, Fiona. 2006. Language Teaching: Feedback on Second Language Students' Writing. United Kingdom: Cambridge University Press. Language Teaching 2006, Volume 39, No.2. P. 83-1901 (Available on http://hdl.handle.net/10722/57356) Keppell M, and Carless D. 2006. Learning-Oriented Assessment: A Technology-Based Case Study. Assessment Education, 13 (2): 179-191. Kurihara, Noriko. 2017. 'Peer Review in an EFL Classroom: Impact on the Improvement of Student Writing Abilities'.T he Asian Journal of Applied Linguistics. Vol. 4 No. 1, 2017, 58-72. Musa, F., Mansor, A. Z., Mufti, N., Aida, N. A., & Dato's Kasim, F. 2012. Negotiation Skills: Teachers' Feedback as Input Strategy. Procedia- social and Behavioural Sciences , 59 , 221-226. Nelson, G. & Carson, J. 1995. Social Dimensions of Second-Language Writing Instruction: Peer Response Groups as Cultural Context. In D. Rubin (Ed.), Composing social identity in Written Communication (pp. 89-109). Hillsdale, NJ: Lawrence Erlbaum. Nicole, D., & Macfarlane-Dick, D. 2006. Formative Assessment and Self-Regulated Learning: A Model and Seven Principles of Good Feedback Practice. Studies in Higher Education , 31 (2), 199-218. Noor, Mochammad. 2016. ‘Improving the Ability in Writing Narrative Text of Junior High School Students through Peer Feedback’. Indonesian Journal of English Language Teaching and Applied Linguistics. Vol 1, No 1, 11-21. Orsmond, P., Maw, S. J., Park. R. J., Gomez, S., & Crook, C. A. 2013. Moving Feedback Forward: Theory to Practice. Assessment & Evaluation in Higher Education , 38(2), 240-252. Ozdemir, Serpil. 2016. The Opinions of Prospective Teachers on Peer Assessment. Educational Research and Reviews . Vol. 11 (20), pp. 1859-1870, 2016. Saito, H., & Fujita, T. 2004. Language Teaching Research .Characteristics and User Acceptance of Pe","PeriodicalId":32853,"journal":{"name":"ELT Echo The Journal of English Language Teaching in Foreign Language Context","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76413664","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}
Pub Date : 2018-06-04DOI: 10.24235/ELTECHO.V3I1.2811
Nia Meliana, Amroh Umaemah, Hendi Hidayat
Abstract : Vocabulary is an essential part in learning language. The teacher of SMK Sultan AgungSumber applied the vocabulary strategy in teaching English to make students learn effectively. This study is intended to explore the types, the strengths, and the weaknesses of strategyapplied by the teacher in teaching vocabulary at grade tenth of SMK Sultan AgungSumber.The research method adopted by the researchers is descriptive qualitative. The data are taken from observation and interview with the teacher and 5 students as respondents. Both observation and interview are to explore how the teacher appliesstrategies in teaching vocabulary during the learning process. The result of the study revealed that the strategies applied by the teacher to teach vocabulary includes: 1) comprehending vocabulary in details; 2) memorizing vocabulary in every meeting; 3) dictionary use; and 4) teaching vocabulary by using games. Meanwhile, for the strengths and weaknesses of each strategy, the researcher found that the most effective strategy in teaching vocabulary applied by the teacher is teaching vocabulary by using games. On the other hand, the most weaknesses vocabulary teaching strategy is memorizing vocabulary in every meeting due to the fact thatmemorizing vocabulary around 15-20 words each meeting made them easy to forget thevocabularies that they have memorized. Keywords: Teaching Strategies, Vocabulary
{"title":"EXPLORING TEACHER’S STRATEGIES IN TEACHING VOCABULARY at GRADE TENTH of SMK SULTAN AGUNG SUMBER","authors":"Nia Meliana, Amroh Umaemah, Hendi Hidayat","doi":"10.24235/ELTECHO.V3I1.2811","DOIUrl":"https://doi.org/10.24235/ELTECHO.V3I1.2811","url":null,"abstract":"Abstract : Vocabulary is an essential part in learning language. The teacher of SMK Sultan AgungSumber applied the vocabulary strategy in teaching English to make students learn effectively. This study is intended to explore the types, the strengths, and the weaknesses of strategyapplied by the teacher in teaching vocabulary at grade tenth of SMK Sultan AgungSumber.The research method adopted by the researchers is descriptive qualitative. The data are taken from observation and interview with the teacher and 5 students as respondents. Both observation and interview are to explore how the teacher appliesstrategies in teaching vocabulary during the learning process. The result of the study revealed that the strategies applied by the teacher to teach vocabulary includes: 1) comprehending vocabulary in details; 2) memorizing vocabulary in every meeting; 3) dictionary use; and 4) teaching vocabulary by using games. Meanwhile, for the strengths and weaknesses of each strategy, the researcher found that the most effective strategy in teaching vocabulary applied by the teacher is teaching vocabulary by using games. On the other hand, the most weaknesses vocabulary teaching strategy is memorizing vocabulary in every meeting due to the fact thatmemorizing vocabulary around 15-20 words each meeting made them easy to forget thevocabularies that they have memorized. Keywords: Teaching Strategies, Vocabulary","PeriodicalId":32853,"journal":{"name":"ELT Echo The Journal of English Language Teaching in Foreign Language Context","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79363513","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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