Objectives of this research are to describe the gender dynamics, the influence of lecturers to the student’s interaction and the influence of classmates to the students’ interaction in speaking interaction . The population of this research are the third semester students in Graduate School, Ahmad Dahlan University. Triangulation method is used to address the same set of research. The research found that personalities of group members appeared to affect group dynamics positively. Then, an authoritarian teaching has a negative effect on the classroom climate. The lecturers’ interaction is perceived to affect the students’ interaction in the classroom and on their learning.
{"title":"GENDER DYNAMICS ON SPEAKING INTERACTION IN THE COLLEGE CLASSROOM","authors":"S. Apriyanto, Adelina Anum","doi":"10.26638/JS.692.203X","DOIUrl":"https://doi.org/10.26638/JS.692.203X","url":null,"abstract":"Objectives of this research are to describe the gender dynamics, the influence of lecturers to the student’s interaction and the influence of classmates to the students’ interaction in speaking interaction . The population of this research are the third semester students in Graduate School, Ahmad Dahlan University. Triangulation method is used to address the same set of research. The research found that personalities of group members appeared to affect group dynamics positively. Then, an authoritarian teaching has a negative effect on the classroom climate. The lecturers’ interaction is perceived to affect the students’ interaction in the classroom and on their learning.","PeriodicalId":34283,"journal":{"name":"Jurnal Smart","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87109172","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}
Learning writing is useful not only for developing students’ writing skill but also for improving their English skills. This study was intended to know that Dialogue Journal is effective to teach writing. This study is a quasi-experimental. Based on the data analysis, it was found that in pre-test, there were 20 % students who active in group activity and 23 % got excellent to very good score. Meanwhile, in post-test, the students who got excellent to very good score were 43%, and 73% students were active in group activity. It indicates that Dialogue Journal is effective to teach writing.
{"title":"DIALOGUE JOURNALS AS A COLLABORATIVE LEARNING TECHNIQUE (CoLT) FOR TEACHING WRITING","authors":"Miftahul Janah","doi":"10.26638/js.696.203x","DOIUrl":"https://doi.org/10.26638/js.696.203x","url":null,"abstract":"Learning writing is useful not only for developing students’ writing skill but also for improving their English skills. This study was intended to know that Dialogue Journal is effective to teach writing. This study is a quasi-experimental. Based on the data analysis, it was found that in pre-test, there were 20 % students who active in group activity and 23 % got excellent to very good score. Meanwhile, in post-test, the students who got excellent to very good score were 43%, and 73% students were active in group activity. It indicates that Dialogue Journal is effective to teach writing.","PeriodicalId":34283,"journal":{"name":"Jurnal Smart","volume":"17 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75044915","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 to develop the learning material based on the KKNI curriculum and need analysis. This research belongs to research and develoment (RND). The population and sample in this research were the sixth semester nursing students of STIKES Muhammadiyah Kudus. This research concluded that 1) the learning material must be created based on KKNI curriculum and need analysis to prepare the students in the work field, 2) the material needs to increase not only English skill but also nursing skill, 3) the use of learning material that has been developed in the experimental group shows significant different from the control group.
{"title":"DEVELOPING ENGLISH MATERIAL FOR NURSING STUDENTS","authors":"Amalia Rahmawati, A. Syafiq","doi":"10.26638/js.699.203X","DOIUrl":"https://doi.org/10.26638/js.699.203X","url":null,"abstract":"This research aims to develop the learning material based on the KKNI curriculum and need analysis. This research belongs to research and develoment (RND). The population and sample in this research were the sixth semester nursing students of STIKES Muhammadiyah Kudus. This research concluded that 1) the learning material must be created based on KKNI curriculum and need analysis to prepare the students in the work field, 2) the material needs to increase not only English skill but also nursing skill, 3) the use of learning material that has been developed in the experimental group shows significant different from the control group.","PeriodicalId":34283,"journal":{"name":"Jurnal Smart","volume":"38 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85669687","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 the research is to find out the Effectiveness of using SAVI (Somatic, Auditory, Visual and Intellectual) Technique to teach Listening Ability. The research was a Case Study method. The data from classroom observation were obtained from video recording, student’s checklist and lecturer’s field notes. The findings of this study showed the use of SAVI (Somatic, Auditory, Visual and Intellectual) Technique is an effective technique for teaching listening Ability. Significantly, it can be seen that the students enjoyed their listening. As a result, they responded positively and enthusiastically to lesson, and engaged easily in the whole learning process.
{"title":"TEACHING LISTENING ABILITY BY USING SOMATIC, AUDITORY, VISUAL, AND INTELECTUAL (SAVI)","authors":"Fatma Yuniarti","doi":"10.26638/JS.710.203X","DOIUrl":"https://doi.org/10.26638/JS.710.203X","url":null,"abstract":"The objective of the research is to find out the Effectiveness of using SAVI (Somatic, Auditory, Visual and Intellectual) Technique to teach Listening Ability. The research was a Case Study method. The data from classroom observation were obtained from video recording, student’s checklist and lecturer’s field notes. The findings of this study showed the use of SAVI (Somatic, Auditory, Visual and Intellectual) Technique is an effective technique for teaching listening Ability. Significantly, it can be seen that the students enjoyed their listening. As a result, they responded positively and enthusiastically to lesson, and engaged easily in the whole learning process.","PeriodicalId":34283,"journal":{"name":"Jurnal Smart","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78185295","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 analyses English Phonological Errors produced by the diversity races in Lampung, those are: Jasengnese, Javanese, Lampungnese, Palembanganese, Semendonese, and Sundanese. It aims to find out which aspects of Phonological errors that are pronounced. The design of the research was a case study in the form of qualitative research using the principle of contrastive analysis to analyze the data. The participants were chosen regarding as representative among those races who learn English for the foreign language in semester three and five of English Education Department in STKIP Muhammadiyah Pringsewu Lampung. Recording pronunciation test and interview were used to collect the data. Phonetics transcription online were used to find the error and transcribe it into phonetics symbol. As the findings, this research focuses on 50% errors. Jasengnese committed errors on /d/, /ɜː/, /uː/, /ʊə/, stressing word at the first, middle, last, the intonation was in rising and falling intonation, and / iː/, /əʊ/, /aɪ/, /ɑː/ in complementary distribution. Javanese commited errors on /d/, /b/, /p/, /g/, stressing words at the middle, last. Lampungnese committed errors on /f/, /v/, /p/, /ə/, stressing words at the first, middle, last, rising and falling intonation, and / iː/, /əʊ/, /aɪ/, /ɑː/ in complementary distribution. Palembangnese committed errors on /b/ and /d/, /ɔɪ/, /eə/, /ɪə/, /ʊə/, stressing word at the first, middle, last, the intonation was in rising and falling intonation, and /ʊ/, /əʊ/, /i:/ /aɪ/, / /ɑː/, and /iːst/ in complementary distribution. Semendonese committed errors on /ɛ/, /ʌ /, /iː/, /uː/, /ɜː/, stressing word at the first, middle, last, the intonation was in rising and falling intonation, and /iːʧ /, / ʊ/, /əʊ/, /i/, /ɪ/, /ɑːst/ in complementary distribution. Sundanese Semendonese committed errors on /ɛ/, /ʌ /, /iː/, /uː/, /ɜː/, /p/, /v/, stressing word at the first, middle, last, the intonation was in rising and falling intonation, and /iːʧ /, / ʊ/, /əʊ/, /i/, /ɪ/, /ɑːst/ in complementary distribution. In conclusion, Jasengnese, Javanese, Lampungnese, Palembanganese, Semendonese, and Sundanese had problem in long vowel, voiced consonant, stressing word at the first, middle, and last, and falling and rising intonation. They were influenced by age, accent, and mother language in English Phonetics and Phonology was strong enough. Some method and technique can be applied to reduce students’ problem in pronouncing English words.
{"title":"DIVERSITY OF RACES AND ITS CONTRIBUTION TO ENGLISH PHONOLOGICAL ERROR","authors":"Rahmatika Kayyis","doi":"10.26638/JS.697.203X","DOIUrl":"https://doi.org/10.26638/JS.697.203X","url":null,"abstract":"This research analyses English Phonological Errors produced by the diversity races in Lampung, those are: Jasengnese, Javanese, Lampungnese, Palembanganese, Semendonese, and Sundanese. It aims to find out which aspects of Phonological errors that are pronounced. The design of the research was a case study in the form of qualitative research using the principle of contrastive analysis to analyze the data. The participants were chosen regarding as representative among those races who learn English for the foreign language in semester three and five of English Education Department in STKIP Muhammadiyah Pringsewu Lampung. Recording pronunciation test and interview were used to collect the data. Phonetics transcription online were used to find the error and transcribe it into phonetics symbol. As the findings, this research focuses on 50% errors. Jasengnese committed errors on /d/, /ɜː/, /uː/, /ʊə/, stressing word at the first, middle, last, the intonation was in rising and falling intonation, and / iː/, /əʊ/, /aɪ/, /ɑː/ in complementary distribution. Javanese commited errors on /d/, /b/, /p/, /g/, stressing words at the middle, last. Lampungnese committed errors on /f/, /v/, /p/, /ə/, stressing words at the first, middle, last, rising and falling intonation, and / iː/, /əʊ/, /aɪ/, /ɑː/ in complementary distribution. Palembangnese committed errors on /b/ and /d/, /ɔɪ/, /eə/, /ɪə/, /ʊə/, stressing word at the first, middle, last, the intonation was in rising and falling intonation, and /ʊ/, /əʊ/, /i:/ /aɪ/, / /ɑː/, and /iːst/ in complementary distribution. Semendonese committed errors on /ɛ/, /ʌ /, /iː/, /uː/, /ɜː/, stressing word at the first, middle, last, the intonation was in rising and falling intonation, and /iːʧ /, / ʊ/, /əʊ/, /i/, /ɪ/, /ɑːst/ in complementary distribution. Sundanese Semendonese committed errors on /ɛ/, /ʌ /, /iː/, /uː/, /ɜː/, /p/, /v/, stressing word at the first, middle, last, the intonation was in rising and falling intonation, and /iːʧ /, / ʊ/, /əʊ/, /i/, /ɪ/, /ɑːst/ in complementary distribution. In conclusion, Jasengnese, Javanese, Lampungnese, Palembanganese, Semendonese, and Sundanese had problem in long vowel, voiced consonant, stressing word at the first, middle, and last, and falling and rising intonation. They were influenced by age, accent, and mother language in English Phonetics and Phonology was strong enough. Some method and technique can be applied to reduce students’ problem in pronouncing English words.","PeriodicalId":34283,"journal":{"name":"Jurnal Smart","volume":"42 8","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72367039","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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