Interruption is a phenomenon when one person takes the turn while another is already talking. Most of the time, phenomena of interruption has been considered as disrespectful act or kind of rude. Contrast, Interruption could be supportive and cooperative act. This study aimed at describing what type of interruption is and reason of doing interruption made by English lectures and students in proposal seminar. This research used qualitative method which the data of interruption are taken from participants in three different proposal seminar conducted by graduate students of UNM by using recording technique. The results showed that types of interruption appeared in seminar are simple interruption, silent interruption, and butting interruption. Otherwise, the reasons of interruption which appears are seeking clarification, correcting, disagreeing, giving clarification, doubting and giving explanation. This is due to the fact that interruptions in this seminar were not violation.
{"title":"AN ANALYSIS OF INTERRUPTION IN SEMINAR SETTING","authors":"Juvrianto Chrissunday Jakob, S. A. Pertiwi","doi":"10.33603/rill.v2i1.1131","DOIUrl":"https://doi.org/10.33603/rill.v2i1.1131","url":null,"abstract":"Interruption is a phenomenon when one person takes the turn while another is already talking. Most of the time, phenomena of interruption has been considered as disrespectful act or kind of rude. Contrast, Interruption could be supportive and cooperative act. This study aimed at describing what type of interruption is and reason of doing interruption made by English lectures and students in proposal seminar. This research used qualitative method which the data of interruption are taken from participants in three different proposal seminar conducted by graduate students of UNM by using recording technique. The results showed that types of interruption appeared in seminar are simple interruption, silent interruption, and butting interruption. Otherwise, the reasons of interruption which appears are seeking clarification, correcting, disagreeing, giving clarification, doubting and giving explanation. This is due to the fact that interruptions in this seminar were not violation. ","PeriodicalId":33592,"journal":{"name":"Research and Innovation in Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42978790","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 is to know how the implementation of Teaching Speaking Using a “Snake and Ladder” Board Game to the students in an English class of a private schools in a Jakarta. Employing descriptive study, the English teacher made her story from her classroom. The data of the research included on-site-observation and recording. The results show that (1) using a snake and ladder board game is potential to promote students’ eagerness to speak within the peers, (2) despite of some difficulties, students seem enjoy the learning, and (3) a “friendly’ learning atmosphere was established. Keywords: teaching speaking, Snake and Ladder, fun Penelitian ini bertujuan untuk memotret mengajar berbicara Bahasa Inggris dengan menggunakan Papan Permainan “Ular Tangga”. Penelitian ini dilakukan di sebuah sekolah di Klender, Jakarta. Data diperoleh melalui observasi kelas saat proses belajar mengajar dan juga hasil rekaman. Hasil dari penelitian ini memperlihatkan bahwa: (1) mengajar berbicara dalam bahasa inggris menggunakan papan permainan “ular tangga” dapat memfasilitasi siswa berbicara bahasa inggris, (2) Siswa menjadi aktif dan menikmati suasana belajar bahasa inggris, dan (3) dengan pembelajaran menggunakan papan permainan “ular tangga” terbukti dapat menciptakan suasana yang bersahabat antara guru dan siswa. Kata kunci: Pembelajaran berbicara, permainan ular tangga, menikmati
{"title":"TEACHING SPEAKING USING A “SNAKE AND LADDER” BOARD GAME: A TEACHER STORY","authors":"Sri Arfani, Atika Sulistia","doi":"10.33603/rill.v2i1.1642","DOIUrl":"https://doi.org/10.33603/rill.v2i1.1642","url":null,"abstract":"The objective of this research is to know how the implementation of Teaching Speaking Using a “Snake and Ladder” Board Game to the students in an English class of a private schools in a Jakarta. Employing descriptive study, the English teacher made her story from her classroom. The data of the research included on-site-observation and recording. The results show that (1) using a snake and ladder board game is potential to promote students’ eagerness to speak within the peers, (2) despite of some difficulties, students seem enjoy the learning, and (3) a “friendly’ learning atmosphere was established. Keywords: teaching speaking, Snake and Ladder, fun Penelitian ini bertujuan untuk memotret mengajar berbicara Bahasa Inggris dengan menggunakan Papan Permainan “Ular Tangga”. Penelitian ini dilakukan di sebuah sekolah di Klender, Jakarta. Data diperoleh melalui observasi kelas saat proses belajar mengajar dan juga hasil rekaman. Hasil dari penelitian ini memperlihatkan bahwa: (1) mengajar berbicara dalam bahasa inggris menggunakan papan permainan “ular tangga” dapat memfasilitasi siswa berbicara bahasa inggris, (2) Siswa menjadi aktif dan menikmati suasana belajar bahasa inggris, dan (3) dengan pembelajaran menggunakan papan permainan “ular tangga” terbukti dapat menciptakan suasana yang bersahabat antara guru dan siswa. Kata kunci: Pembelajaran berbicara, permainan ular tangga, menikmati","PeriodicalId":33592,"journal":{"name":"Research and Innovation in Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45137165","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 is to know the function of the usage of slang, especially slang used by the characters of Step Up 2 The Streets movie. The method of this research used descriptive qualitative method, the data were collected through observation of the movie, analysis of slang in the dialogue, and analysis sociological properties of slang based on the dialogues. Defining the sociological properties of slang and analyzing the most frequent of properties used are taken from the theory of Mattiello. Analyzing the purposes of using slang in a community is taken from the theory of Victor and Dalzel. The result of this research are: (1) From 31 sociological properties are known, only 14 properties used in the movie, following: ‘Color’, ‘Efficiency’, ‘Group-Restriction’, ‘Informality’, ‘Subject-Restriction’, ‘Orality’, ‘Musicality’, ‘Aggressiveness’, ‘Unconventionality’, ‘Offenciveness’ ‘Desire to Impress’, ’Hybridism’, ‘Localism’, ‘Secrecy’, (2) The most frequent of sociological properties is ‘colour’, (3) The purposes of using slang are: to enrich the language, to induce friendliness or intimacy, to prove that someone did not belong to a certain society, and to be secret.
{"title":"SOCIOLOGICAL PROPERTIES OF SLANG USED BY THE CHARACTERS IN STEP UP 2 THE STREETS MOVIE","authors":"Euis Meinawati, Nurmala Dewi, D. Rachmawati","doi":"10.33603/RILL.V2I1.1569","DOIUrl":"https://doi.org/10.33603/RILL.V2I1.1569","url":null,"abstract":"The objective of this research is to know the function of the usage of slang, especially slang used by the characters of Step Up 2 The Streets movie. The method of this research used descriptive qualitative method, the data were collected through observation of the movie, analysis of slang in the dialogue, and analysis sociological properties of slang based on the dialogues. Defining the sociological properties of slang and analyzing the most frequent of properties used are taken from the theory of Mattiello. Analyzing the purposes of using slang in a community is taken from the theory of Victor and Dalzel. The result of this research are: (1) From 31 sociological properties are known, only 14 properties used in the movie, following: ‘Color’, ‘Efficiency’, ‘Group-Restriction’, ‘Informality’, ‘Subject-Restriction’, ‘Orality’, ‘Musicality’, ‘Aggressiveness’, ‘Unconventionality’, ‘Offenciveness’ ‘Desire to Impress’, ’Hybridism’, ‘Localism’, ‘Secrecy’, (2) The most frequent of sociological properties is ‘colour’, (3) The purposes of using slang are: to enrich the language, to induce friendliness or intimacy, to prove that someone did not belong to a certain society, and to be secret. ","PeriodicalId":33592,"journal":{"name":"Research and Innovation in Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-01-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46228728","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 aimed to: 1) analyze quality of students’ exposition text; 2) analyze their responses towards learning writing exposition text using peer correction technique; and 3) find out challenges that they faced during the learning. Qualitative research method, especially document analysis design, was chosen. In this research, students’ texts were analyzed to answer first research question and open-ended questionnaire was given to students to answer second and third research questions. To triangulate the findings from those instruments, peer debriefing and member checks methods were done. To analyze the data, qualitative data analysis by Miles et al. (2014) was employed. The data analysis revealed that: 1) quality of students’ exposition texts improved, especially in generic structure aspect; 2) students mostly grouped themselves with more competent peers, learned lesson material beforehand as preparation for correcting, used both English and Indonesian when correcting, concerned more about language feature of peers’ texts, employed their critical thinking in processing feedbacks, became a better writer in the end of semester, and still preferred teacher correction over peer correction technique; and 3) students biggest challenge was poor writing skill. From those findings, it is highly recommended that teachers who want to apply this technique should thoughtfully group the students by themselves and give any assistance needed by students as probably their writing skill may impede them in giving meaningful feedback.
本研究旨在:1)分析学生说明文的质量;2)运用同侪纠错法分析学生在学习撰写论述文时的反应;3)找出他们在学习过程中遇到的挑战。本研究采用定性研究方法，特别是文献分析设计。在本研究中，通过分析学生的文本来回答第一个研究问题，并给学生开放式问卷来回答第二个和第三个研究问题。为了对这些工具的结果进行三角测量，采用了同行汇报和成员检查方法。为了分析数据，采用了Miles et al.(2014)的定性数据分析。数据分析表明:1)学生说明文的质量有所提高，尤其是在通则结构方面;2)学生多与能力较强的同伴分组，提前学习教材为批改做准备，批改时英语和印尼语同时使用，更关注同伴文本的语言特征，在处理反馈时运用批判性思维，在学期末写作水平提高，仍然倾向于老师批改，而不是同伴批改;学生最大的挑战是写作能力差。根据这些发现，强烈建议想要应用这种技巧的教师应该深思熟虑地将学生分组，并给予学生所需的任何帮助，因为他们的写作技巧可能会阻碍他们给出有意义的反馈。
{"title":"AN ANALYSIS OF THE IMPLEMENTATION OF PEER CORRECTION TECHNIQUE ON STUDENTS’ EXPOSITION TEXT","authors":"D. Rachmawati, Yudi Juniardi, Z. Fauziah","doi":"10.33603/RILL.V1I3.1463","DOIUrl":"https://doi.org/10.33603/RILL.V1I3.1463","url":null,"abstract":"This research aimed to: 1) analyze quality of students’ exposition text; 2) analyze their responses towards learning writing exposition text using peer correction technique; and 3) find out challenges that they faced during the learning. Qualitative research method, especially document analysis design, was chosen. In this research, students’ texts were analyzed to answer first research question and open-ended questionnaire was given to students to answer second and third research questions. To triangulate the findings from those instruments, peer debriefing and member checks methods were done. To analyze the data, qualitative data analysis by Miles et al. (2014) was employed. The data analysis revealed that: 1) quality of students’ exposition texts improved, especially in generic structure aspect; 2) students mostly grouped themselves with more competent peers, learned lesson material beforehand as preparation for correcting, used both English and Indonesian when correcting, concerned more about language feature of peers’ texts, employed their critical thinking in processing feedbacks, became a better writer in the end of semester, and still preferred teacher correction over peer correction technique; and 3) students biggest challenge was poor writing skill. From those findings, it is highly recommended that teachers who want to apply this technique should thoughtfully group the students by themselves and give any assistance needed by students as probably their writing skill may impede them in giving meaningful feedback. ","PeriodicalId":33592,"journal":{"name":"Research and Innovation in Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41250714","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}
English subject that is learnt in Mechanical Engineering Study Program is different from English subject learnt in other programs, relating to the aspects of target situation, students’ weaknesses, students’ wishes and their needs. This research aims to find out Mechanical Engineering students’ problems in learning English, students’ needs in learning English and the process of designing syllabus of English subject. This research is case study using qualitative approach. The research participants are 40 students of Mechanical Engineering in third semester, in the academic year of 2017/2018 and two English lecturers who teach in Mechanical Engineering Study Program. The instruments to collect the data are questionnaire, interview and documentation (students’ achievement). Data moreover are reduced, displayed and then conclusions are drawn. The research results show that English subject is needed in Mechanical Engineering department. Students’ needs in learning English related with material aspects of listening, speaking, reading, writing, pronunciation, grammar and vocabulary. In addition, the materials of mechanical engineering and application letter using English are also needed. Moreover, students’ problems in learning English are students’ lack confidence in mastering English both orally and in written. Students’ weaknesses in mastering pronunciation, grammar and vocabulary make English subject difficult to learn. In addition, they do not get used to reading and writing English texts. From the results, it is then recommended to review and design the syllabus of English for Mechanical Engineering which is suitable with students’ needs and give benefits for students and institution.
{"title":"NEEDS ANALYSIS OF MECHANICAL ENGINEERING STUDENTS IN LEARNING ENGLISH FOR SPECIFIC PURPOSES","authors":"Noeris Meiristiani, Y. Ekawati","doi":"10.33603/rill.v1i3.1297","DOIUrl":"https://doi.org/10.33603/rill.v1i3.1297","url":null,"abstract":"English subject that is learnt in Mechanical Engineering Study Program is different from English subject learnt in other programs, relating to the aspects of target situation, students’ weaknesses, students’ wishes and their needs. This research aims to find out Mechanical Engineering students’ problems in learning English, students’ needs in learning English and the process of designing syllabus of English subject. This research is case study using qualitative approach. The research participants are 40 students of Mechanical Engineering in third semester, in the academic year of 2017/2018 and two English lecturers who teach in Mechanical Engineering Study Program. The instruments to collect the data are questionnaire, interview and documentation (students’ achievement). Data moreover are reduced, displayed and then conclusions are drawn. The research results show that English subject is needed in Mechanical Engineering department. Students’ needs in learning English related with material aspects of listening, speaking, reading, writing, pronunciation, grammar and vocabulary. In addition, the materials of mechanical engineering and application letter using English are also needed. Moreover, students’ problems in learning English are students’ lack confidence in mastering English both orally and in written. Students’ weaknesses in mastering pronunciation, grammar and vocabulary make English subject difficult to learn. In addition, they do not get used to reading and writing English texts. From the results, it is then recommended to review and design the syllabus of English for Mechanical Engineering which is suitable with students’ needs and give benefits for students and institution.","PeriodicalId":33592,"journal":{"name":"Research and Innovation in Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42676364","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 classroom action research was aimed at improving students’ speaking skill on trascational/interpersonalof class VII A SMP Negeri1 Kedawung Kabupaten Cirebon through Talking Stick. The classroom action research used Kemmis and Taggart cycle model ith 4 stages. The subject of the research as tudents of class VIIA with 43 students. The research as carried out from September- November 2015 with 2 cycles. The technique of data collection were performance test, kerja, while for collecting teacher’ perfomance used observation and for collecting the data of students’s responses used questioner. To analize data, data reduction-percentage- and simple calculation, data presentation , intrepretation. The result showed that in general there was an improvement of classical learning mastery of students; speaking skill of trasactionl/interpersonal text about 35,36%. This was done by comparing each test on each treatment. The result of cycle 1 showed 19 students of VII A reached classical mastery of learning for about 79,54%. The average score of cycle 1 was 79 and the average score 2 was 81 with very good category. The data of students’ respond reached active criteria on cycle 1 and very good criteria on cycle 2. The teacher’s performance reached score 72 on cycle 72 with very good criteria, and 89 on cycle 2 with very good criteria. Based on the gained data, it can be said that the reserach had achieved its target and the improvement of students’ speaking skill on trascationl/interpersonal text of class VII A of SMP Negeri 1 Kedawung kabupaten Cirebon through Talking Stick was succesfull.
本课堂行动研究旨在通过Talking Stick提高七A SMP Negeri1 Kedawung Kabupaten Cirebon班学生在人际交流中的口语技能。课堂行动研究采用Kemmis和Taggart循环模型，分4个阶段进行。研究对象为VIIA班43名学生。该研究于2015年9月至11月进行，共2个周期。数据收集的技术是表现测试、kerja，而收集教师表现的技术是观察，收集学生反应的数据的技术是提问者。对数据进行分析，数据折减百分比和简单计算，数据展示，解释。研究结果表明：总体而言，学生对古典文学学习的掌握程度有所提高；人际语篇的口语表达能力约为35,36%。这是通过比较每种治疗的每项测试来完成的。循环1的结果显示，19名VII A的学生达到了古典学习的掌握率约为79,54%。第1周期的平均得分为79，第2周期的平均分数为81，类别非常好。学生的反应数据在第一周期达到了积极标准，在第二周期达到了非常好的标准。老师的成绩在第72周期达到了72分，标准非常好，在第2周期达到了89分。根据所获得的数据，可以说该研究已经达到了目标，并且通过Talking Stick成功地提高了井里汶县1 Kedawung县SMP Negeri VII A班学生的口语交际能力。
{"title":"IMPROVING STUDENTS’ SPEAKING SKILL THROUGH TALKING STICK","authors":"S. Romlah","doi":"10.33603/RILL.V1I3.1204","DOIUrl":"https://doi.org/10.33603/RILL.V1I3.1204","url":null,"abstract":"This classroom action research was aimed at improving students’ speaking skill on trascational/interpersonalof class VII A SMP Negeri1 Kedawung Kabupaten Cirebon through Talking Stick. The classroom action research used Kemmis and Taggart cycle model ith 4 stages. The subject of the research as tudents of class VIIA with 43 students. The research as carried out from September- November 2015 with 2 cycles. The technique of data collection were performance test, kerja, while for collecting teacher’ perfomance used observation and for collecting the data of students’s responses used questioner. To analize data, data reduction-percentage- and simple calculation, data presentation , intrepretation. The result showed that in general there was an improvement of classical learning mastery of students; speaking skill of trasactionl/interpersonal text about 35,36%. This was done by comparing each test on each treatment. The result of cycle 1 showed 19 students of VII A reached classical mastery of learning for about 79,54%. The average score of cycle 1 was 79 and the average score 2 was 81 with very good category. The data of students’ respond reached active criteria on cycle 1 and very good criteria on cycle 2. The teacher’s performance reached score 72 on cycle 72 with very good criteria, and 89 on cycle 2 with very good criteria. Based on the gained data, it can be said that the reserach had achieved its target and the improvement of students’ speaking skill on trascationl/interpersonal text of class VII A of SMP Negeri 1 Kedawung kabupaten Cirebon through Talking Stick was succesfull.","PeriodicalId":33592,"journal":{"name":"Research and Innovation in Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46817407","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 aimed at observing and describing the process and the results of the action implemented in improving the classroom interaction and the students’ self-esteem of STAIN GPA. This research was a classroom action research. The subject of the study is the semester 6 students of English department in the academic year of 2014/2015. The purposive sampling was used in this study. This research consists of three steps, namely: input, transformation, and output. The finding of the research is that the implementation of group work is able to improve the classroom interaction, as they: interaction between student and student, student and teacher, student and learning sources, and student and the environment. In relation to the students’ self-esteem, the implementation of group work was able to improve: feeling of competence, feeling to be respected, feeling to be loved, feeling to have a chance for success, and feeling of confidence.
{"title":"GROUP WORK TO IMPROVE CLASSROOM INTERACTION AND STUDENTS’ SELF-ESTEEM OF STAIN GPA","authors":"S. Wahyuningsih","doi":"10.33603/RILL.V1I3.1125","DOIUrl":"https://doi.org/10.33603/RILL.V1I3.1125","url":null,"abstract":"This research aimed at observing and describing the process and the results of the action implemented in improving the classroom interaction and the students’ self-esteem of STAIN GPA. This research was a classroom action research. The subject of the study is the semester 6 students of English department in the academic year of 2014/2015. The purposive sampling was used in this study. This research consists of three steps, namely: input, transformation, and output. The finding of the research is that the implementation of group work is able to improve the classroom interaction, as they: interaction between student and student, student and teacher, student and learning sources, and student and the environment. In relation to the students’ self-esteem, the implementation of group work was able to improve: feeling of competence, feeling to be respected, feeling to be loved, feeling to have a chance for success, and feeling of confidence.","PeriodicalId":33592,"journal":{"name":"Research and Innovation in Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43427202","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}
Related to curriculum 2013 which is currently applied in Indonesia, students are required to learn genres and later write the text independently. One of the genre types learned at higher level of students, grade XII is argumentative discussion. However, they often face difficulties in delivering and elaborating their opinions and reasons in writing discussion text since they do not know exactly how to do so. Using qualitative design and Systemic Functional Linguistics analysis, this study attempts to find out the analysis result of the discussion text written by expert in which becomes the basic reference to identify the main problem found in the students’ texts which later help to discover pedagogical implication to improve their writings. The results show that the expert’s text is considered as an ideal model of discussion text. Besides, there are two problems appeared in the students’ texts in term of the situational contexts such as lack of nominalization and the absence of passive sentence. The former becomes the major problem since it is assumed to affect the appearance of the latter. The implementation of Correction Game which is integrated in the genre based approach teaching reveals as pedagogical implication.
{"title":"APPLYING CORRECTION GAME IN TEACHING NOMINALIZATION TO IMPROVE STUDENTS’ WRITING OF DISCUSSION TEXT","authors":"Siti Aisyah Dailla Fasha, H. Bachtiar","doi":"10.33603/RILL.V1I3.1302","DOIUrl":"https://doi.org/10.33603/RILL.V1I3.1302","url":null,"abstract":"Related to curriculum 2013 which is currently applied in Indonesia, students are required to learn genres and later write the text independently. One of the genre types learned at higher level of students, grade XII is argumentative discussion. However, they often face difficulties in delivering and elaborating their opinions and reasons in writing discussion text since they do not know exactly how to do so. Using qualitative design and Systemic Functional Linguistics analysis, this study attempts to find out the analysis result of the discussion text written by expert in which becomes the basic reference to identify the main problem found in the students’ texts which later help to discover pedagogical implication to improve their writings. The results show that the expert’s text is considered as an ideal model of discussion text. Besides, there are two problems appeared in the students’ texts in term of the situational contexts such as lack of nominalization and the absence of passive sentence. The former becomes the major problem since it is assumed to affect the appearance of the latter. The implementation of Correction Game which is integrated in the genre based approach teaching reveals as pedagogical implication.","PeriodicalId":33592,"journal":{"name":"Research and Innovation in Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43941940","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study is to explain what are low motivated factors in extensive reading achievement. It is based on the problems that some students had a low motivation in extensive reading, and they had a problem with their motivation. The bad effect of that problems the students are lazy to read in or out of the classroom. To achieve the purpose of study, the writer used case study with the design descriptive case study. The research participants took from the students from the second semester who took the extensive reading class at English Department University of Wiralodra Indramayu. To get the data, the writer used questionnaire, observation and interview. The findings showed that there was an equal percentage 21 % who said that reading ability and attitudes toward reading as the factors made them low motivated in extensive reading. In line the findings, Day and Bamford (1998: 29) revealed that low level reading abilities would normally lower expectations of success and thus lower motivation to read. And then,26 % of students said that sociocultural environment made them low motivate in extensive reading. The last, the highest percentage was 32 % who said that materials made the students low motivated in extensive reading. Regarding the research findings, the lecturer should create an interesting and meaningful materials to increase students motivation and achievement in extensive reading.
{"title":"THE LOW MOTIVATED FACTORS IN EXTENSIVE READING ACHIEVEMENT","authors":"Kardi Nurhadi, Gina Larasaty","doi":"10.33603/RILL.V1I3.1433","DOIUrl":"https://doi.org/10.33603/RILL.V1I3.1433","url":null,"abstract":"The purpose of this study is to explain what are low motivated factors in extensive reading achievement. It is based on the problems that some students had a low motivation in extensive reading, and they had a problem with their motivation. The bad effect of that problems the students are lazy to read in or out of the classroom. To achieve the purpose of study, the writer used case study with the design descriptive case study. The research participants took from the students from the second semester who took the extensive reading class at English Department University of Wiralodra Indramayu. To get the data, the writer used questionnaire, observation and interview. The findings showed that there was an equal percentage 21 % who said that reading ability and attitudes toward reading as the factors made them low motivated in extensive reading. In line the findings, Day and Bamford (1998: 29) revealed that low level reading abilities would normally lower expectations of success and thus lower motivation to read. And then,26 % of students said that sociocultural environment made them low motivate in extensive reading. The last, the highest percentage was 32 % who said that materials made the students low motivated in extensive reading. Regarding the research findings, the lecturer should create an interesting and meaningful materials to increase students motivation and achievement in extensive reading.","PeriodicalId":33592,"journal":{"name":"Research and Innovation in Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2018-09-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46404844","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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