Pub Date : 2022-12-08DOI: 10.36597/jelp.v5i2.13667
I. M. P. Utama, Imansyah Imansyah
This study is generally attempted to find the effect of Problem-Based Learning towards students’ critical thinking and speaking competence at SMA Muhammadiyah Mataram. This research applied experimental research using MANOVA. The population of this research was the students of SMA Muhammadiyah Mataram. The sample of the study was 29 students consisting of two classes. The results of the study show that there is a significant effect of Problem-Based Learning towards students‟ critical thinking and speaking. Research data found that the mean score of critical thinking was 74,50 and class control was 54,00; 0,05. While the mean for the speaking of the experimental class was 75.83 and control class was 60,45; 0,05. It can be concluded that the use of Problem Based Learning has a positive effect on students‟ critical thinking and speaking competence and has correlation both of them at the SMA Muhammadiyah Mataram.
{"title":"The effect of problem-based learning on students’ critical thinking and speaking competence","authors":"I. M. P. Utama, Imansyah Imansyah","doi":"10.36597/jelp.v5i2.13667","DOIUrl":"https://doi.org/10.36597/jelp.v5i2.13667","url":null,"abstract":"This study is generally attempted to find the effect of Problem-Based Learning towards students’ critical thinking and speaking competence at SMA Muhammadiyah Mataram. This research applied experimental research using MANOVA. The population of this research was the students of SMA Muhammadiyah Mataram. The sample of the study was 29 students consisting of two classes. The results of the study show that there is a significant effect of Problem-Based Learning towards students‟ critical thinking and speaking. Research data found that the mean score of critical thinking was 74,50 and class control was 54,00; 0,05. While the mean for the speaking of the experimental class was 75.83 and control class was 60,45; 0,05. It can be concluded that the use of Problem Based Learning has a positive effect on students‟ critical thinking and speaking competence and has correlation both of them at the SMA Muhammadiyah Mataram.","PeriodicalId":32887,"journal":{"name":"Journal of English Language Pedagogy and Practice","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-12-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90556794","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}
It is by now well established that materials may have an impact beyond simply learning a language they present. Thus, we need to survey thoroughly the materials to find out the influence they might have on learners' progress and attitude. Hence, in this study attempts have been made to investigate the cons and pros of a textbook (Summit 2B) which is currently being widely used in Iranian EFL classes. The textbook has been evaluated based on a model provided by McDonough and Shaw (1993) on the basis of two stages: an external evaluation that offered a brief overview of the textbook from the outside and a closer and more detailed internal evaluation. Efforts have been made to critically evaluate the textbook in terms of the layout, design, content, language type, different activities, tasks, as well as the skills emphasized in the book. The findings showed that albeit there appears to be some shortcomings, this book (Summit 2B) seems to be more efficient to meet the requirements of the Iranian EFL learners as compared with the older textbooks which have hitherto been used at different language classes. Accordingly, investigating and evaluating the book proved to be very lucrative and valuable in terms of pedagogy as well as the efficient attributes that suits the context of the present study. Finally, the implications as regards the efficiency of this particular course-book as the consequence of evaluating it have been put forward and the strengths and weaknesses related to it have been argued.
{"title":"ELT textbook evaluation","authors":"Negin Samoudi, Mohammad Mohammadi","doi":"10.36597/jelp.v4i1.9666","DOIUrl":"https://doi.org/10.36597/jelp.v4i1.9666","url":null,"abstract":"It is by now well established that materials may have an impact beyond simply learning a language they present. Thus, we need to survey thoroughly the materials to find out the influence they might have on learners' progress and attitude. Hence, in this study attempts have been made to investigate the cons and pros of a textbook (Summit 2B) which is currently being widely used in Iranian EFL classes. The textbook has been evaluated based on a model provided by McDonough and Shaw (1993) on the basis of two stages: an external evaluation that offered a brief overview of the textbook from the outside and a closer and more detailed internal evaluation. Efforts have been made to critically evaluate the textbook in terms of the layout, design, content, language type, different activities, tasks, as well as the skills emphasized in the book. The findings showed that albeit there appears to be some shortcomings, this book (Summit 2B) seems to be more efficient to meet the requirements of the Iranian EFL learners as compared with the older textbooks which have hitherto been used at different language classes. Accordingly, investigating and evaluating the book proved to be very lucrative and valuable in terms of pedagogy as well as the efficient attributes that suits the context of the present study. Finally, the implications as regards the efficiency of this particular course-book as the consequence of evaluating it have been put forward and the strengths and weaknesses related to it have been argued.","PeriodicalId":32887,"journal":{"name":"Journal of English Language Pedagogy and Practice","volume":"94 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84314720","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 : 2021-06-10DOI: 10.36597/jelp.v4i1.11021
Rudian Rudian, Imam Ghozali
The objectives of this study are to (1) develop supplementary reading materials using Contextual Teaching and Learning Approach for students of SMA SahabatQu and (2) describe the efficacy of the supplementary reading materials. This research belongs to Educational Research and Development (R&D) using a simplified six steps of (Gall, Gall, & Borg, 2003) model. In general, the result of the research shows that the developed English reading module is beneficial, useful and appropriate to be used in improving reading skills of X graders of Senior High School Sahabatqu. After the module was tested, the efficacy of the developed product helped the students to achieve students’ need, optimize learning independently, learning by team, broaden knowledge and improve reading skills. Furthermore, the contextual English reading module provides additional learning resources for students. The necessities of the teaching and learning English is to improve students' English skills so that they gain good in reading and understanding text and they can learn independently. They can understand WH-questions that is important in learning reading. The efficacy of this product helps students to improve their reading skill especially to understand the topic, the generic structure, the main idea, the grammar and the vocabulary used in the text.
{"title":"Developing supplementary English reading module for tenth-grader of senior high school SahabatQu Yogyakarta","authors":"Rudian Rudian, Imam Ghozali","doi":"10.36597/jelp.v4i1.11021","DOIUrl":"https://doi.org/10.36597/jelp.v4i1.11021","url":null,"abstract":"The objectives of this study are to (1) develop supplementary reading materials using Contextual Teaching and Learning Approach for students of SMA SahabatQu and (2) describe the efficacy of the supplementary reading materials. This research belongs to Educational Research and Development (R&D) using a simplified six steps of (Gall, Gall, & Borg, 2003) model. In general, the result of the research shows that the developed English reading module is beneficial, useful and appropriate to be used in improving reading skills of X graders of Senior High School Sahabatqu. After the module was tested, the efficacy of the developed product helped the students to achieve students’ need, optimize learning independently, learning by team, broaden knowledge and improve reading skills. Furthermore, the contextual English reading module provides additional learning resources for students. The necessities of the teaching and learning English is to improve students' English skills so that they gain good in reading and understanding text and they can learn independently. They can understand WH-questions that is important in learning reading. The efficacy of this product helps students to improve their reading skill especially to understand the topic, the generic structure, the main idea, the grammar and the vocabulary used in the text.","PeriodicalId":32887,"journal":{"name":"Journal of English Language Pedagogy and Practice","volume":"258 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80542104","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 analyzes the classroom interaction between teacher and students in MTs NU 15 Jurangagung using Sinclair and Coulthard’s model. This study aims at describing how the teacher initiates the exchanges, how students respond to the initiations, and how the teacher follows up the exchanges. The researcher found that the interaction was teacher-centred. It meant the teacher dominated most of the exchanges. He also found that the interaction is sufficient for the students to pass the exam, but not for them to acquire the skills. Several reasons such as most of the students were not expected to go to college, English was being the least important language they learned, and their parents who expected them to learn Arabic more play the part on why the English language skills acquisition was not effective.
本研究采用Sinclair和Coulthard的模型分析了MTs NU 15 Jurangagung的师生课堂互动。本研究旨在描述教师如何发起交流，学生如何回应发起，以及教师如何跟进交流。研究人员发现这种互动是以教师为中心的。这意味着老师主导了大部分的交流。他还发现，这种互动足以让学生通过考试，但不足以让他们获得技能。大多数学生不希望上大学，英语是他们学习的最不重要的语言，他们的父母希望他们更多地学习阿拉伯语，这些原因都是英语语言技能习得效果不佳的原因。
{"title":"classroom discourse analysis of teacher-students interaction","authors":"Baharudin Maghfur","doi":"10.36597/jelp.v4i1.9272","DOIUrl":"https://doi.org/10.36597/jelp.v4i1.9272","url":null,"abstract":"This study analyzes the classroom interaction between teacher and students in MTs NU 15 Jurangagung using Sinclair and Coulthard’s model. This study aims at describing how the teacher initiates the exchanges, how students respond to the initiations, and how the teacher follows up the exchanges. The researcher found that the interaction was teacher-centred. It meant the teacher dominated most of the exchanges. He also found that the interaction is sufficient for the students to pass the exam, but not for them to acquire the skills. Several reasons such as most of the students were not expected to go to college, English was being the least important language they learned, and their parents who expected them to learn Arabic more play the part on why the English language skills acquisition was not effective.","PeriodicalId":32887,"journal":{"name":"Journal of English Language Pedagogy and Practice","volume":"28 5 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72842156","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 essential element of encouraging national competitiveness in the revolutionary industry 4.0 is to prepare a more innovative learning system and to enhance the competence of graduates with 21st-century skills (Learning and Innovations Skills). There are 4Cs (Critical thinking, Creativity, Collaboration, and Communication) that can be implemented. Critical thinking is about problem-solving skills. The aim of this research is to determine the correlation of critical reading skills with critical thinking skills on 28 EFL students. The technique used to analyze the data is the correlation analysis using r Product Moment formula. The results showed a positive correlation between critical reading skills and critical thinking skills. Thus, it can be concluded that there is a correlation between critical reading strategy with critical thinking skills. To make this research better, the researcher suggests the next researcher to conduct such research by using experimental research which provides a strategy to improve students’ critical thinking.
{"title":"Critical thinking as learning and innovation skill in the 21st century","authors":"D. Sari, Aulia Kususma Wardhani","doi":"10.36597/JELP.V3I2.8778","DOIUrl":"https://doi.org/10.36597/JELP.V3I2.8778","url":null,"abstract":"The essential element of encouraging national competitiveness in the revolutionary industry 4.0 is to prepare a more innovative learning system and to enhance the competence of graduates with 21st-century skills (Learning and Innovations Skills). There are 4Cs (Critical thinking, Creativity, Collaboration, and Communication) that can be implemented. Critical thinking is about problem-solving skills. The aim of this research is to determine the correlation of critical reading skills with critical thinking skills on 28 EFL students. The technique used to analyze the data is the correlation analysis using r Product Moment formula. The results showed a positive correlation between critical reading skills and critical thinking skills. Thus, it can be concluded that there is a correlation between critical reading strategy with critical thinking skills. To make this research better, the researcher suggests the next researcher to conduct such research by using experimental research which provides a strategy to improve students’ critical thinking.","PeriodicalId":32887,"journal":{"name":"Journal of English Language Pedagogy and Practice","volume":"168 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-12-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72502348","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 objectives of this research are to (1) describe the appropriateness of two English textbooks for the eleventh graders of senior high school based on Mukundan’s criteria, and (2) describe the strengths and weaknesses of the textbooks. This research is categorized as evaluation research as it aims at evaluating the appropriateness of two English textbooks. The data were collected through document analysis and to make sure the validity and readability of the research, therefore the researcher includes one of senior high school English teachers as the interrater reliability. The objects of the research are two English textbooks; Pathway to English and Talk Active for the eleventh graders of senior high school. The research found out that both textbooks Pathway to English and Talk Active meet the criteria of a good textbook. PTE textbook fully meets 11 criteria out of 14 criteria based on Mukundan’s criteria; the book in relation to syllabus and curriculum, methodology, supplementary materials, general content, listening, speaking, reading, writing, vocabulary, grammar, and exercises. Meanwhile, TA textbook successfully fulfils 6 criteria out of 14 criteria based on Mukundan’s criteria; the book in relation to syllabus and curriculum, methodology, general content, writing, pronunciation and exercises. The results also reveal the strengths and weaknesses of each textbook. First, the PTE textbook has the strengths in the specification of the syllabus, various teaching-learning activities, activities address learning targets, supplementary material like a workbook and audio recording, teacher’s guide, simplicity and complexity of the tasks, tasks are supportive, appropriate listening tasks, the language use is authentic, speaking activities are designed to initiate students’ communicative practice and varied exercises. The weaknesses of PTE are the textbook does not provide pronunciation activity, the layout is less attractive, the price is expensive, it does not include various listening contexts such formal and informal contexts and also it has no a ready-made CD as support for listening skill. Meanwhile, the strengths of TA are the textbook is relevant to syllabus and curriculum, it provides workable activities which work well in most classroom situations, varied tasks which move from simple to complex, speaking activities are developed to improve students’ meaningful communication, reading texts are appropriate in length, writing tasks have achievable goals of improving students writing skills and the tasks are interesting, there is a number of new words across in each lesson, the textbook provides students with a glossary at the back of the textbook, pronunciation tasks are useful and interesting, exercises are adequate and they have clear instructions to understand. The main weakness of TA is that the textbook does not have an authentic audio recording or CD for listening skills, the listening activities are less appropriate and var
{"title":"The evaluation of two eleventh-grade senior high school textbooks","authors":"Delpianus Piong, Ra. Hasti Robiasih","doi":"10.36597/JELP.V3I2.8008","DOIUrl":"https://doi.org/10.36597/JELP.V3I2.8008","url":null,"abstract":"The objectives of this research are to (1) describe the appropriateness of two English textbooks for the eleventh graders of senior high school based on Mukundan’s criteria, and (2) describe the strengths and weaknesses of the textbooks. This research is categorized as evaluation research as it aims at evaluating the appropriateness of two English textbooks. The data were collected through document analysis and to make sure the validity and readability of the research, therefore the researcher includes one of senior high school English teachers as the interrater reliability. The objects of the research are two English textbooks; Pathway to English and Talk Active for the eleventh graders of senior high school. The research found out that both textbooks Pathway to English and Talk Active meet the criteria of a good textbook. PTE textbook fully meets 11 criteria out of 14 criteria based on Mukundan’s criteria; the book in relation to syllabus and curriculum, methodology, supplementary materials, general content, listening, speaking, reading, writing, vocabulary, grammar, and exercises. Meanwhile, TA textbook successfully fulfils 6 criteria out of 14 criteria based on Mukundan’s criteria; the book in relation to syllabus and curriculum, methodology, general content, writing, pronunciation and exercises. The results also reveal the strengths and weaknesses of each textbook. First, the PTE textbook has the strengths in the specification of the syllabus, various teaching-learning activities, activities address learning targets, supplementary material like a workbook and audio recording, teacher’s guide, simplicity and complexity of the tasks, tasks are supportive, appropriate listening tasks, the language use is authentic, speaking activities are designed to initiate students’ communicative practice and varied exercises. The weaknesses of PTE are the textbook does not provide pronunciation activity, the layout is less attractive, the price is expensive, it does not include various listening contexts such formal and informal contexts and also it has no a ready-made CD as support for listening skill. Meanwhile, the strengths of TA are the textbook is relevant to syllabus and curriculum, it provides workable activities which work well in most classroom situations, varied tasks which move from simple to complex, speaking activities are developed to improve students’ meaningful communication, reading texts are appropriate in length, writing tasks have achievable goals of improving students writing skills and the tasks are interesting, there is a number of new words across in each lesson, the textbook provides students with a glossary at the back of the textbook, pronunciation tasks are useful and interesting, exercises are adequate and they have clear instructions to understand. The main weakness of TA is that the textbook does not have an authentic audio recording or CD for listening skills, the listening activities are less appropriate and var","PeriodicalId":32887,"journal":{"name":"Journal of English Language Pedagogy and Practice","volume":"1047 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77230855","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 research was to find out whether or not it was significantly effective to teach reading comprehension through self-monitoring approach to reading and thinking (SMART) strategy to the tenth-grade students of SMK Pertanian Negeri 2 Tugumulyo. The method applied in this research was quantitative with the pre-experimental method. The total number of population was 130 students of the tenth-grade students of SMK Pertanian Negeri 2 Tugumulyo. The sample of this research had taken by using cluster random sampling. The number of the sample was 33 students of class X.2. The instrument of the research was in form of multiple-choice tests. The data were analyzed through four techniques: individual score, conversion based on minimum mastery criteria (MMC), normality testing, and paired t-test. Based on the result of data analysis, the writers found that there were: the students’ average score in the pre-test was 58.18 and the post-test was 76.36, normality testing in the pre-test was 2.0724 and the post-test was 4.471, and the result of paired t-test was 6.401, which was higher than 1.697 with 95% (0.05) significance level for one tailed-test. It means that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. In conclusion, it was significantly effective to teach reading comprehension through Self-monitoring approach to reading and thinking (SMART) strategy to tenth-grade students of SMK Pertanian Negeri 2 Tugumulyo.
摘要本研究的目的是为了了解运用SMART策略对小学十年级学生进行阅读理解教学是否显著有效。本研究采用预实验法定量。人口总数为130名Pertanian Negeri 2 Tugumulyo SMK十年级学生。本研究的样本采用整群随机抽样。样本人数为X.2班33名学生。研究的工具是多项选择题的形式。数据通过四种技术进行分析:个体评分、基于最小掌握标准(MMC)的转换、正态性检验和配对t检验。根据数据分析结果，作者发现:学生的前测平均值为58.18分，后测平均值为76.36分，前测正态性检验为2.0724分，后测正态性检验为4.471分，配对t检验结果为6.401分，高于1.697分，单尾检验的显著性水平为95%(0.05)。这意味着零假设(Ho)被拒绝，备择假设(Ha)被接受。综上所述，采用SMART策略对小学十年级学生进行阅读理解教学效果显著。
{"title":"Teaching reading comprehension through SMART strategy to the tenth graders of vocational high school","authors":"M. Astuti, Dewi Syafitri, Agus Triyogo","doi":"10.36597/JELP.V3I2.8587","DOIUrl":"https://doi.org/10.36597/JELP.V3I2.8587","url":null,"abstract":"The objective of this research was to find out whether or not it was significantly effective to teach reading comprehension through self-monitoring approach to reading and thinking (SMART) strategy to the tenth-grade students of SMK Pertanian Negeri 2 Tugumulyo. The method applied in this research was quantitative with the pre-experimental method. The total number of population was 130 students of the tenth-grade students of SMK Pertanian Negeri 2 Tugumulyo. The sample of this research had taken by using cluster random sampling. The number of the sample was 33 students of class X.2. The instrument of the research was in form of multiple-choice tests. The data were analyzed through four techniques: individual score, conversion based on minimum mastery criteria (MMC), normality testing, and paired t-test. Based on the result of data analysis, the writers found that there were: the students’ average score in the pre-test was 58.18 and the post-test was 76.36, normality testing in the pre-test was 2.0724 and the post-test was 4.471, and the result of paired t-test was 6.401, which was higher than 1.697 with 95% (0.05) significance level for one tailed-test. It means that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. In conclusion, it was significantly effective to teach reading comprehension through Self-monitoring approach to reading and thinking (SMART) strategy to tenth-grade students of SMK Pertanian Negeri 2 Tugumulyo.","PeriodicalId":32887,"journal":{"name":"Journal of English Language Pedagogy and Practice","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83947736","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 aims at describing the grammatical errors that happen in the final assignment of second-semester students of Management Department of STIE SBI. Two research questions are formulated in this study. They are (1) What are grammatical errors in writing made by second-semester students of Management Department of STIE SBI? and (2) What are the possible causes or sources of those errors? The research study is classified into a descriptive study. The data source was collected from the students’ writing of the second semester. The key instrument used in this research is the researcher and writing result. The researcher used Dulay’s, Burt, and Krashen theory in analyzing the data. As the supplementary tools of the instruments, some forms of data sheets were used during the research analysis. There were two kinds of data: quantitative and qualitative. The quantitative data were presented in the form of frequency charts for each category of surface strategy taxonomy and comparative analysis. Then, the qualitative data described each category that occurred in the students’ writing. The researcher described the situation about the occurrence of the errors in the students’ writing. Based on the analysis of the grammatical errors, four types of errors were found. The most frequent error was committed in misformation (47.01%). The second highest frequency of error occurrence was an addition (29.61%). The third percentage of grammatical error in writing was an omission which was 176 times of occurrence (21.89%). The least percentage of students’ error was misordering. The students only committed 12 errors (1.49%) in their writing. Based on the result, it is figured out that the students still have difficulties in learning grammatical structures in the writing process.
{"title":"A grammatical error analysis in writing among the second semester students of management department of STIE SBI","authors":"Bonifasia Ekta Fima Natalia","doi":"10.36597/JELP.V3I2.5307","DOIUrl":"https://doi.org/10.36597/JELP.V3I2.5307","url":null,"abstract":"This research aims at describing the grammatical errors that happen in the final assignment of second-semester students of Management Department of STIE SBI. Two research questions are formulated in this study. They are (1) What are grammatical errors in writing made by second-semester students of Management Department of STIE SBI? and (2) What are the possible causes or sources of those errors? The research study is classified into a descriptive study. The data source was collected from the students’ writing of the second semester. The key instrument used in this research is the researcher and writing result. The researcher used Dulay’s, Burt, and Krashen theory in analyzing the data. As the supplementary tools of the instruments, some forms of data sheets were used during the research analysis. There were two kinds of data: quantitative and qualitative. The quantitative data were presented in the form of frequency charts for each category of surface strategy taxonomy and comparative analysis. Then, the qualitative data described each category that occurred in the students’ writing. The researcher described the situation about the occurrence of the errors in the students’ writing. Based on the analysis of the grammatical errors, four types of errors were found. The most frequent error was committed in misformation (47.01%). The second highest frequency of error occurrence was an addition (29.61%). The third percentage of grammatical error in writing was an omission which was 176 times of occurrence (21.89%). The least percentage of students’ error was misordering. The students only committed 12 errors (1.49%) in their writing. Based on the result, it is figured out that the students still have difficulties in learning grammatical structures in the writing process.","PeriodicalId":32887,"journal":{"name":"Journal of English Language Pedagogy and Practice","volume":"13 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79661535","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 (1) to evaluate the English textbooks used for the tenth grade whether the three textbooks have fulfilled the criteria of good textbook and (2) to reveal the strengths and weaknesses of the textbooks. This study was conducted using evaluation research. The theory of evaluation used in this study was the criteria of good textbook proposed by Mukundan, Nimechisalem, and Hajimohammadi (2011) framework. The data were collected through document analysis and interview and analyzed using Miles, Huberman and Saldana’s flow model (2014) of qualitative data research. This study found that Bahasa Inggris X and Pathway to English 1met fourteen criteria of good textbooks proposed by Mukundan, et.al. While, Talk Active X, was met eleventh out of fourteen criteria of good textbooks. Then, the researcher found that the strengths and the weaknesses of the three textbooks. The strengths of Bahasa Inggris X textbooks are (1) provided a teacher’s book, (2) it based on latest 2013 curriculum. The strengths of Pathway to English textbook are (1) provided various methodologies in ELT, and (2) provided audio materials for listening skill. Finally, the strengths of Talk Active X textbook are (1) provided simple task to the complex task, (2) the pictures used in the textbook well matched to the students. Meanwhile, the researcher also found the weaknesses of the three textbooks. Bahasa Inggris X, the weaknesses are 1) did not cover a variety of teaching method, (2) did not provide audio material for listening skill. Furthermore, the weaknesses for Pathway to English are (1) did not provide a teacher’s book; (2) did not match to the syllabus. Finally, Talk Active X textbook, the weaknesses are (1) did not embrace methodologies in ELT; (2) did not support an audio material; (3) did not provide a teacher’s book.
本研究的目的是(1)评价这三本教材是否达到了优秀教材的标准;(2)揭示教材的优缺点。本研究采用评价研究方法进行。本研究使用的评价理论是由Mukundan, Nimechisalem, and Hajimohammadi(2011)框架提出的好教材标准。通过文献分析和访谈收集数据，并使用定性数据研究的Miles、Huberman和saldana flow model(2014)进行分析。本研究发现，《马来语X》和《通往英语1》符合Mukundan等人提出的14项优秀教材标准。而《Talk Active X》在14项优秀教科书标准中排名第11位。然后，研究人员发现了三种教科书的优点和缺点。Bahasa Inggris X的优势是:(1)提供教师的书籍;(2)基于2013年的最新课程。《通往英语》教材的优势在于:(1)提供了多种英语教学方法;(2)提供了听力训练的音频材料。最后，《Talk Active X》教材的优势在于:(1)以简单的任务代替复杂的任务，(2)教材中使用的图片与学生相匹配。同时，研究者也发现了这三种教科书的不足之处。《马来语X》的缺点是1)没有涵盖多种教学方法，(2)没有提供听力技巧的音频材料。此外，Pathway to English的弱点是:(1)没有提供教师的书籍;(2)不符合教学大纲。最后，Talk Active X教材的缺点是:(1)没有拥抱英语教学的方法论;(二)不支持录音材料的;(3)没有提供教师的书。
{"title":"English as a foreign language textbooks evaluation for tenth-grade students","authors":"I. Dewangga, I. Ghozali","doi":"10.36597/jelp.v3i1.4863","DOIUrl":"https://doi.org/10.36597/jelp.v3i1.4863","url":null,"abstract":"This study aims (1) to evaluate the English textbooks used for the tenth grade whether the three textbooks have fulfilled the criteria of good textbook and (2) to reveal the strengths and weaknesses of the textbooks. This study was conducted using evaluation research. The theory of evaluation used in this study was the criteria of good textbook proposed by Mukundan, Nimechisalem, and Hajimohammadi (2011) framework. The data were collected through document analysis and interview and analyzed using Miles, Huberman and Saldana’s flow model (2014) of qualitative data research. This study found that Bahasa Inggris X and Pathway to English 1met fourteen criteria of good textbooks proposed by Mukundan, et.al. While, Talk Active X, was met eleventh out of fourteen criteria of good textbooks. Then, the researcher found that the strengths and the weaknesses of the three textbooks. The strengths of Bahasa Inggris X textbooks are (1) provided a teacher’s book, (2) it based on latest 2013 curriculum. The strengths of Pathway to English textbook are (1) provided various methodologies in ELT, and (2) provided audio materials for listening skill. Finally, the strengths of Talk Active X textbook are (1) provided simple task to the complex task, (2) the pictures used in the textbook well matched to the students. Meanwhile, the researcher also found the weaknesses of the three textbooks. Bahasa Inggris X, the weaknesses are 1) did not cover a variety of teaching method, (2) did not provide audio material for listening skill. Furthermore, the weaknesses for Pathway to English are (1) did not provide a teacher’s book; (2) did not match to the syllabus. Finally, Talk Active X textbook, the weaknesses are (1) did not embrace methodologies in ELT; (2) did not support an audio material; (3) did not provide a teacher’s book.","PeriodicalId":32887,"journal":{"name":"Journal of English Language Pedagogy and Practice","volume":"11 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82228492","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 objectives of this study are to developing supplementary reading material and describing the effectiveness of supplementary reading material using Macromedia. Related to the purpose of the study, the research design used was classroom research and development research. The subject of the study was the fourth-grade Students of SDN Ngebel in the academic year 2017/2018. There were 21 students as the sample. In this research, supplementary reading material was used. The research adopted Brog and Gall’s model (1983) which are simplified in the three main stages, they are:(1) preliminary study, (2) development, (3) field testing. The reading materials were selected accordingly to be relevant to the topic. The ideas and sentences were well organized and clearly stated. The students were able to know more vocabulary and grammar, the students actively participated in the teaching and learning process. The used of Macromedia in teaching reading has improved student’s motivation in learning reading. The students expressed their ideas and experience in reading activities. The result of the findings showed that (1) the developed supplementary reading material affect the students’ motivation in joining the teaching-learning process. (2) Using the supplementary reading material, the students were enthusiastic and active in the reading activity. The product of this study is effective to be implemented in the real class to help the students become more excited in learning reading.
{"title":"Developing supplementary reading material using macromedia flash for the fourth-grade students at elementary school","authors":"Fachruddin Indrakumara","doi":"10.36597/JELP.V3I1.3705","DOIUrl":"https://doi.org/10.36597/JELP.V3I1.3705","url":null,"abstract":"The objectives of this study are to developing supplementary reading material and describing the effectiveness of supplementary reading material using Macromedia. Related to the purpose of the study, the research design used was classroom research and development research. The subject of the study was the fourth-grade Students of SDN Ngebel in the academic year 2017/2018. There were 21 students as the sample. In this research, supplementary reading material was used. The research adopted Brog and Gall’s model (1983) which are simplified in the three main stages, they are:(1) preliminary study, (2) development, (3) field testing. The reading materials were selected accordingly to be relevant to the topic. The ideas and sentences were well organized and clearly stated. The students were able to know more vocabulary and grammar, the students actively participated in the teaching and learning process. The used of Macromedia in teaching reading has improved student’s motivation in learning reading. The students expressed their ideas and experience in reading activities. The result of the findings showed that (1) the developed supplementary reading material affect the students’ motivation in joining the teaching-learning process. (2) Using the supplementary reading material, the students were enthusiastic and active in the reading activity. The product of this study is effective to be implemented in the real class to help the students become more excited in learning reading.","PeriodicalId":32887,"journal":{"name":"Journal of English Language Pedagogy and Practice","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90617302","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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