Pub Date : 2023-04-28DOI: 10.26858/eltww.v10i1.45515
Fifin Andika Aprilia, Ainol Ainol, Achmad Kholili
The study investigates the effectiveness of the Engage-Study-Activate (ESA) method on the speaking ability of eighth-grade students at Islamic Junior High Schools. A quasi-experimental design was employed, involving a pre-test/post-test control group design. The study took place at Mts Sirajut Thalibin Racek Junior High School, which included two classes with a total of 48 students. Class VIII A, the experimental group, consisted of 24 female students, while Class VIII B, the control group, was made up of 24 male students. In this study, data collection was conducted using observation, tests (including pre-tests and post-tests), and documentation. Descriptive statistical analysis was employed to analyze the data. The statistical analysis aimed to determine the mean, frequency, total score, standard deviation, and percentage. The pre-test values for the experimental and control classes were 57.29 and 48.33, respectively, while the post-test values were 83.96 for the experimental class and 60.00 for the control class. The average scores reveal that the experimental group, taught using the ESA method, outperformed the control group, which did not employ the ESA method. Based on data analysis and research findings, it can be concluded that the ESA method significantly improved students' speaking abilities. This is evidenced by the experimental group's average score of 76.36 compared to the control group's average score of 61.82. The mean value of the experimental group is higher than that of the control group, and the t-test value is 3.754, with a 2-tailed significance of 0.001. This suggests that the ESA method can be effectively integrated into speaking instruction in Islamic Junior High Schools to enhance students' speaking proficiency. The study's implications include the importance of adopting learner-centered approaches in language instruction to foster better communication skills in students.
{"title":"The Effectiveness Of (Esa) Engage Study Activate Method On Student’s Speaking Ability At The Eight Grade Students Of Islamic Junior High School of Syech Abdul Qadir Al Jailani","authors":"Fifin Andika Aprilia, Ainol Ainol, Achmad Kholili","doi":"10.26858/eltww.v10i1.45515","DOIUrl":"https://doi.org/10.26858/eltww.v10i1.45515","url":null,"abstract":"The study investigates the effectiveness of the Engage-Study-Activate (ESA) method on the speaking ability of eighth-grade students at Islamic Junior High Schools. A quasi-experimental design was employed, involving a pre-test/post-test control group design. The study took place at Mts Sirajut Thalibin Racek Junior High School, which included two classes with a total of 48 students. Class VIII A, the experimental group, consisted of 24 female students, while Class VIII B, the control group, was made up of 24 male students. In this study, data collection was conducted using observation, tests (including pre-tests and post-tests), and documentation. Descriptive statistical analysis was employed to analyze the data. The statistical analysis aimed to determine the mean, frequency, total score, standard deviation, and percentage. The pre-test values for the experimental and control classes were 57.29 and 48.33, respectively, while the post-test values were 83.96 for the experimental class and 60.00 for the control class. The average scores reveal that the experimental group, taught using the ESA method, outperformed the control group, which did not employ the ESA method. Based on data analysis and research findings, it can be concluded that the ESA method significantly improved students' speaking abilities. This is evidenced by the experimental group's average score of 76.36 compared to the control group's average score of 61.82. The mean value of the experimental group is higher than that of the control group, and the t-test value is 3.754, with a 2-tailed significance of 0.001. This suggests that the ESA method can be effectively integrated into speaking instruction in Islamic Junior High Schools to enhance students' speaking proficiency. The study's implications include the importance of adopting learner-centered approaches in language instruction to foster better communication skills in students.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136084779","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 : 2023-04-28DOI: 10.26858/eltww.v10i1.38323
Lina Anisah, La Ode Muhammad Idrus Hamid Basri
This research aimed to investigate the translation strategies employed by 5th semester students of the English Language Study Program at Sembilanbelas November Kolaka University when translating narrative texts. The authors sought to understand the students' approaches to translating these texts, as well as identify the errors they made throughout the process. By doing so, the authors hoped to provide valuable insights to students regarding the most effective translation strategies and assist them in recognizing and correcting their translation errors. A qualitative research design was utilized to examine the translation strategies of narrative texts. Data collection involved a translation test taken by 30 students, which served as the foundation for the authors' analysis. Based on the findings, the authors concluded that the students mainly implemented three translation strategies to translate narrative texts. The first strategy was literal translation which was used 84% of the time. Literal translation strategy means that the translators translate texts as is. The second strategy that was linguistic amplification. It was used 2.41% of the time. Linguistic amplification is a translation strategy where translators add more details into the TL. The third strategy that was used was generalization at 2.29%. Using this strategy means that the translators decide to use the general term of a word instead of translating it specifically based on the SL. The authors also found out that the most common errors that the students made while translating the texts they were given was incorrect word errors. In other words, the students incorrectly translated the words from the SL to the TL which may cause confusion for the readers. By doing this research it is expected become an insight about language teaching especially on the translation related to translation strategi that used to translate. The appropriate implementation of translation method in translating process will produce accurate translation. The findings of this study underscore the importance of providing targeted instruction on translation strategies for EFL students. By doing so, educators can help students develop the skills and knowledge necessary to produce high-quality translations that effectively convey the meaning and nuances of the source text.
本研究旨在探讨Sembilanbelas November Kolaka大学英语语言学习项目第五学期学生在翻译叙事文本时所采用的翻译策略。作者试图了解学生翻译这些文本的方法，并找出他们在整个过程中所犯的错误。通过这些研究，作者希望能为学生提供一些有价值的见解，帮助他们找到最有效的翻译策略，并帮助他们认识和纠正自己的翻译错误。本研究采用质性研究设计来考察叙事文本的翻译策略。数据收集涉及30名学生的翻译测试，这是作者分析的基础。基于研究结果，作者认为学生在翻译叙事文本时主要采用了三种翻译策略。第一种策略是直译，84%的情况下使用直译。直译策略是指译者按原文进行翻译。第二个策略是语言放大。它的使用率为2.41%。语言放大是译者在译文中加入更多细节的一种翻译策略。第三种策略是泛化(2.29%)。使用这种策略意味着译者决定使用一个词的一般术语，而不是专门根据SL进行翻译。作者还发现，学生在翻译文本时最常见的错误是不正确的单词错误。换句话说，学生们错误地将单词从母语翻译成英语，这可能会给读者带来困惑。通过本文的研究，希望能对语言教学特别是翻译相关的翻译策略有所了解。在翻译过程中适当地运用翻译方法，就会产生准确的译文。本研究的结果强调了为英语学习者提供有针对性的翻译策略指导的重要性。通过这样做，教育工作者可以帮助学生培养必要的技能和知识，以产生高质量的翻译，有效地传达源文本的意义和细微差别。
{"title":"EFL Students’ Translation Strategy of Narrative Text of English Language Education Study Program","authors":"Lina Anisah, La Ode Muhammad Idrus Hamid Basri","doi":"10.26858/eltww.v10i1.38323","DOIUrl":"https://doi.org/10.26858/eltww.v10i1.38323","url":null,"abstract":"This research aimed to investigate the translation strategies employed by 5th semester students of the English Language Study Program at Sembilanbelas November Kolaka University when translating narrative texts. The authors sought to understand the students' approaches to translating these texts, as well as identify the errors they made throughout the process. By doing so, the authors hoped to provide valuable insights to students regarding the most effective translation strategies and assist them in recognizing and correcting their translation errors. A qualitative research design was utilized to examine the translation strategies of narrative texts. Data collection involved a translation test taken by 30 students, which served as the foundation for the authors' analysis. Based on the findings, the authors concluded that the students mainly implemented three translation strategies to translate narrative texts. The first strategy was literal translation which was used 84% of the time. Literal translation strategy means that the translators translate texts as is. The second strategy that was linguistic amplification. It was used 2.41% of the time. Linguistic amplification is a translation strategy where translators add more details into the TL. The third strategy that was used was generalization at 2.29%. Using this strategy means that the translators decide to use the general term of a word instead of translating it specifically based on the SL. The authors also found out that the most common errors that the students made while translating the texts they were given was incorrect word errors. In other words, the students incorrectly translated the words from the SL to the TL which may cause confusion for the readers. By doing this research it is expected become an insight about language teaching especially on the translation related to translation strategi that used to translate. The appropriate implementation of translation method in translating process will produce accurate translation. The findings of this study underscore the importance of providing targeted instruction on translation strategies for EFL students. By doing so, educators can help students develop the skills and knowledge necessary to produce high-quality translations that effectively convey the meaning and nuances of the source text.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136084778","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 : 2023-04-28DOI: 10.26858/eltww.v10i1.45550
Selvianillah Azis, Asfah Rahman, Murni Mahmud
This research conducted to analyzed the code switching used by certified and non-certified teachers. The researcher applied the qualitative method. The subject of this research was certified and non-certified English teachers at Senior High School 1, 7, and 13 Bone consisted in 2 teachers that were certified and 2 teachers that were non-certified. The data were collected through audio recording, observation checklist, and interviews to find out type of code switching used by teachers, factor of code switching used by teachers, and certified and non-certified English teacher perception of code switching used. The result of this research that there were five types of code switching used by certified teacher in the classroom. They were inter-sentential, intra-sentential, metaphorical, emblematic and establishing continuity switching. Non-certified teachers also used also five types of code switching, they are inter-sentential, intra-sentential, metaphorical, tag and establishing continuity switching. The used of code switching of the teachers dominated by intra-sentential and inter-sentential switching both for certified and non-certified teachers where the usage frequency was over in certified teachers. The occurrence of code switching appears more in certified teachers. The factors of code switching used were intention of clarifying the speech content for interlocutor, repetition used for clarification, translate the unknown vocabulary and talking about particular topic. Certified English teachers perceive that the used of code switching is not directly affected by certification. However, the teacher consciously admits that it affects the teacher's performance when managing the class and in their professional appearance at school. On the other hand non-certified teacher used code switching influenced by their experiences to provide an even understanding for students and main the class situation.
{"title":"Code Switching Used by Certified and Non-Certified English Teachers","authors":"Selvianillah Azis, Asfah Rahman, Murni Mahmud","doi":"10.26858/eltww.v10i1.45550","DOIUrl":"https://doi.org/10.26858/eltww.v10i1.45550","url":null,"abstract":"This research conducted to analyzed the code switching used by certified and non-certified teachers. The researcher applied the qualitative method. The subject of this research was certified and non-certified English teachers at Senior High School 1, 7, and 13 Bone consisted in 2 teachers that were certified and 2 teachers that were non-certified. The data were collected through audio recording, observation checklist, and interviews to find out type of code switching used by teachers, factor of code switching used by teachers, and certified and non-certified English teacher perception of code switching used. The result of this research that there were five types of code switching used by certified teacher in the classroom. They were inter-sentential, intra-sentential, metaphorical, emblematic and establishing continuity switching. Non-certified teachers also used also five types of code switching, they are inter-sentential, intra-sentential, metaphorical, tag and establishing continuity switching. The used of code switching of the teachers dominated by intra-sentential and inter-sentential switching both for certified and non-certified teachers where the usage frequency was over in certified teachers. The occurrence of code switching appears more in certified teachers. The factors of code switching used were intention of clarifying the speech content for interlocutor, repetition used for clarification, translate the unknown vocabulary and talking about particular topic. Certified English teachers perceive that the used of code switching is not directly affected by certification. However, the teacher consciously admits that it affects the teacher's performance when managing the class and in their professional appearance at school. On the other hand non-certified teacher used code switching influenced by their experiences to provide an even understanding for students and main the class situation.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136084787","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 : 2023-04-28DOI: 10.26858/eltww.v10i1.44939
Jonathan Y. Chin, Ben Chang, Yen-An Shih
Form-focused deductive grammar learning approach is an effective way to facilitate language learners to memorize atomistic grammatical rules. However, beyond retaining isolated grammar rules, learners can benefit from using web based concept map, a visualized utility, to overlap grammar rules and achieve holistic comprehension. Therefore, this research looks into detail (total nodes, depth, and breadth) of how visual grammar concept map affects student’s examination score and aims to assist students to gain a holistic visual grammar learning through utilizing an online concept map software (CoCoing.info). One hundred and thirty-two college students were involved in this study for 18 weeks. The quantitative results revealed that students who created a more developed and holistic visual grammar concept map gained a better understanding of the grammatical rules. This was however not true for low achieving students. Therefore, more detailed analysis showed students with deeper depth and wider breadth achieved higher score. However, the high achieving students and low achieving students’ comparison study indicated that the depth of the visual grammar concept map is harder for students to construct and is a better indicator of achievement compared to breadth. The findings show that visual grammar concept map can facilitate traditional form-focused classroom.
{"title":"Digital Visual Grammar Concept Map Facilitated EFL Holistic Grammar Comprehension","authors":"Jonathan Y. Chin, Ben Chang, Yen-An Shih","doi":"10.26858/eltww.v10i1.44939","DOIUrl":"https://doi.org/10.26858/eltww.v10i1.44939","url":null,"abstract":"Form-focused deductive grammar learning approach is an effective way to facilitate language learners to memorize atomistic grammatical rules. However, beyond retaining isolated grammar rules, learners can benefit from using web based concept map, a visualized utility, to overlap grammar rules and achieve holistic comprehension. Therefore, this research looks into detail (total nodes, depth, and breadth) of how visual grammar concept map affects student’s examination score and aims to assist students to gain a holistic visual grammar learning through utilizing an online concept map software (CoCoing.info). One hundred and thirty-two college students were involved in this study for 18 weeks. The quantitative results revealed that students who created a more developed and holistic visual grammar concept map gained a better understanding of the grammatical rules. This was however not true for low achieving students. Therefore, more detailed analysis showed students with deeper depth and wider breadth achieved higher score. However, the high achieving students and low achieving students’ comparison study indicated that the depth of the visual grammar concept map is harder for students to construct and is a better indicator of achievement compared to breadth. The findings show that visual grammar concept map can facilitate traditional form-focused classroom.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"95 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136084945","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 : 2021-04-30DOI: 10.26858/eltww.v8i1.22299
Widya Karmila Sari Achmad, Wasir Talib, M. Basri
Recently conflict among university students has become common phenomenon at higher education around Indonesia. Makassar is considered one of the prone conflict areas which can destroy campus academic life as scientific institution where students are expected to be able to become more educative, more human, more democratic and more harmonious people around the society. This study aims at exploring the causes of the conflict happened at the university students in South Sulawesi, the efforts done by the tertiary institution in overcoming students conflict, the potential of applying multicultural education, and finding out the model of students resolution conflict based on multicultural education approach. This research applied qualitative approach by using likert-scale questionnaire, in-depth interview and Focus Group Discussion (FGD), observation, documentation and videoing to get data. The obtained data are analyzed qualitatively and percentage based on the likert scale; data display, data reduction, data interpretation, and data conclusion. The result of the study demonstrated that most of the students’ conflicts are dealing with inequality, lack of intercultural understanding, and a very limited space for ethnic and individual expressions as part of academic society. This leads to potentially open a space for applying multicultural education as an alternative model for mental revolution in teaching Intercultural Communication to university students.
{"title":"Multicultural education based instruction for mental revolution in teaching Intercultural Communication: Indonesian university students’ Perspectives","authors":"Widya Karmila Sari Achmad, Wasir Talib, M. Basri","doi":"10.26858/eltww.v8i1.22299","DOIUrl":"https://doi.org/10.26858/eltww.v8i1.22299","url":null,"abstract":"Recently conflict among university students has become common phenomenon at higher education around Indonesia. Makassar is considered one of the prone conflict areas which can destroy campus academic life as scientific institution where students are expected to be able to become more educative, more human, more democratic and more harmonious people around the society. This study aims at exploring the causes of the conflict happened at the university students in South Sulawesi, the efforts done by the tertiary institution in overcoming students conflict, the potential of applying multicultural education, and finding out the model of students resolution conflict based on multicultural education approach. This research applied qualitative approach by using likert-scale questionnaire, in-depth interview and Focus Group Discussion (FGD), observation, documentation and videoing to get data. The obtained data are analyzed qualitatively and percentage based on the likert scale; data display, data reduction, data interpretation, and data conclusion. The result of the study demonstrated that most of the students’ conflicts are dealing with inequality, lack of intercultural understanding, and a very limited space for ethnic and individual expressions as part of academic society. This leads to potentially open a space for applying multicultural education as an alternative model for mental revolution in teaching Intercultural Communication to university students.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"68 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85368507","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 : 2021-04-30DOI: 10.26858/ELTWW.V8I1.17958
Byantara Cantaka Mayestiendra Aji
This study explains how the teachers used domino cards in teaching descriptive text at SMP 6 Wonogiri. This type of research is descriptive qualitative. The subjects of this study were teachers and students of SMP 6 Wonogiri with 2 teachers and 6 students.This study uses interview and observation techniques in data collection. The results of this study indicate that the implementation of teaching descriptive text using domino cards improved students’ vocabulary mastery, student enthusiastic in learning process and fluency in writing descriptive text. However, there were several difficulties faced by the students as expressed by as follows: 1) the students had limited vocabulary and a tenses. 2) The students were unfamiliar with and never used domino cards before. 3) The students found it difficult to understand the instructions given. Although experiencing some difficulties, the students felt happy and enthusiastic about the domino cards as teaching media in learning descriptive texts.
{"title":"THE USE OF DOMINO CARDS AS TEACHING MEDIA OF DESCRIPTIVE TEXT AT SMP N 6 WONOGIRI","authors":"Byantara Cantaka Mayestiendra Aji","doi":"10.26858/ELTWW.V8I1.17958","DOIUrl":"https://doi.org/10.26858/ELTWW.V8I1.17958","url":null,"abstract":"This study explains how the teachers used domino cards in teaching descriptive text at SMP 6 Wonogiri. This type of research is descriptive qualitative. The subjects of this study were teachers and students of SMP 6 Wonogiri with 2 teachers and 6 students.This study uses interview and observation techniques in data collection. The results of this study indicate that the implementation of teaching descriptive text using domino cards improved students’ vocabulary mastery, student enthusiastic in learning process and fluency in writing descriptive text. However, there were several difficulties faced by the students as expressed by as follows: 1) the students had limited vocabulary and a tenses. 2) The students were unfamiliar with and never used domino cards before. 3) The students found it difficult to understand the instructions given. Although experiencing some difficulties, the students felt happy and enthusiastic about the domino cards as teaching media in learning descriptive texts.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"3 3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83707904","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 : 2021-04-30DOI: 10.26858/ELTWW.V8I1.20288
Bimas Reskiawan, henny novianti idris
Successful of curriculum 2013 not only on the accuracy and comprehensive design of curriculum substance, but from the principal leadership at the level of school and leadership of teachers at the level of class.The objectives of this research was to describe the teachers’ readiness in teaching English based on curriculum 2013 at Madrasah Tsanawiyah Negeri 1 Kolaka which viewed from dimension of planning, process, and evaluation. The design of the research was qualitative. When conduct the research, the researcher using two instruments in collecting the data, they are: questionnaire and interview. Subject of this research was all of the English teachers in Madrasah Tsanawiyah Negeri 1 Kolaka. This research was conducted along one week. The result of this research exposed that teachers already taught English subject based on curriculum 2013, which viewed from dimension of teaching planning, the percentage was 87,41%. Teaching process, the percentage was 80,46%. Teaching evaluation, the percentage was 83,52%.
2013年课程的成功不仅在于课程实质设计的准确性和全面性，更在于校长在学校层面的领导和教师在班级层面的领导。本研究的目的是从计划、过程和评估的维度来描述基于2013年Tsanawiyah Negeri 1 Kolaka伊斯兰学校课程的教师英语教学准备情况。研究的设计是定性的。在进行研究时，研究者使用两种工具来收集数据，它们是:问卷调查和访谈。本研究的对象为科拉卡Tsanawiyah Negeri Madrasah 1 Kolaka的所有英语教师。这项研究持续了一周。本研究的结果表明，教师已经根据2013年课程进行英语学科教学，从教学计划的维度来看，这一比例为87.41%。教学过程中，百分比为80%，46%。教学评价，百分比为83.52%。
{"title":"Teachers’ Readiness in Teaching English Based on Curriculum 2013 at Madrasah Tsanawiyah Negeri 1 Kolaka","authors":"Bimas Reskiawan, henny novianti idris","doi":"10.26858/ELTWW.V8I1.20288","DOIUrl":"https://doi.org/10.26858/ELTWW.V8I1.20288","url":null,"abstract":"Successful of curriculum 2013 not only on the accuracy and comprehensive design of curriculum substance, but from the principal leadership at the level of school and leadership of teachers at the level of class.The objectives of this research was to describe the teachers’ readiness in teaching English based on curriculum 2013 at Madrasah Tsanawiyah Negeri 1 Kolaka which viewed from dimension of planning, process, and evaluation. The design of the research was qualitative. When conduct the research, the researcher using two instruments in collecting the data, they are: questionnaire and interview. Subject of this research was all of the English teachers in Madrasah Tsanawiyah Negeri 1 Kolaka. This research was conducted along one week. The result of this research exposed that teachers already taught English subject based on curriculum 2013, which viewed from dimension of teaching planning, the percentage was 87,41%. Teaching process, the percentage was 80,46%. Teaching evaluation, the percentage was 83,52%.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"101 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86747770","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 : 2020-10-31DOI: 10.26858/ELTWW.V7I2.9644
M. Taufan
This study aims at finding out the effectiveness of sociodramatic play in improving students' speaking skills. This study is quantitative research with Classroom Action Research (CAR) design. Data sources of the study were the second grade students of SMAN 2 Mamuju. The participants were taken through purposive random sampling technique. Data were collected by using observation, test and questionnaire. In this study, post-test was conducted in three cycles. The results of the study show that students had made some progress during the learning process. In pre-test, most of the students were having poor speaking skills with as many as 53% participants were in this category. However, there were significant improvements toward students' speaking skills with no more students with both very poor and poor speaking skills in third cycle. From the result of the test, it can be concluded that sociodramatic play is useful to improve the students' speaking skills. In addition, most of students feel interested in and enjoy the learning process by having sociodramatic play in speaking class.
{"title":"IMPROVING STUDENTS' SPEAKING SKILLS THROUGH SOCIODRAMATIC PLAY AT THE SECOND GRADE STUDENTS OF SMA NEGERI 2 MAMUJU","authors":"M. Taufan","doi":"10.26858/ELTWW.V7I2.9644","DOIUrl":"https://doi.org/10.26858/ELTWW.V7I2.9644","url":null,"abstract":"This study aims at finding out the effectiveness of sociodramatic play in improving students' speaking skills. This study is quantitative research with Classroom Action Research (CAR) design. Data sources of the study were the second grade students of SMAN 2 Mamuju. The participants were taken through purposive random sampling technique. Data were collected by using observation, test and questionnaire. In this study, post-test was conducted in three cycles. The results of the study show that students had made some progress during the learning process. In pre-test, most of the students were having poor speaking skills with as many as 53% participants were in this category. However, there were significant improvements toward students' speaking skills with no more students with both very poor and poor speaking skills in third cycle. From the result of the test, it can be concluded that sociodramatic play is useful to improve the students' speaking skills. In addition, most of students feel interested in and enjoy the learning process by having sociodramatic play in speaking class.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"22 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81862333","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 : 2020-10-31DOI: 10.26858/ELTWW.V7I2.15337
S. Sulastri, R. Sulaiman
This study examines the English and Makassar language request phrases. The imperative phrase of both languages from its form, purpose, and category in a sentence was studied in this analysis. The research used descriptive approach and contrastive analysis in terms of methods, the entire data were gathered by observing and interviewing the native speakers of Lakiung dialects who still speak in their everyday communication. In the analysis, the writer outlined and compared the differences and similarities in request sentences, classified and explained request sentences into subject, predicate, object and adverb. The results revealed that the request sentences in English and Macassarese have some similarities and differences were found in form of sentences and the function of adverb. The differences between English and Macassarese request sentence pattern, particularly on the element of predicate (P) in a sentence. While the similarity was S – P – O – K and S – P construction.
本研究考察了英语和望加锡语请求短语。本文从两种语言的祈使句的形式、目的和范畴三个方面对祈使句进行了分析。本研究在方法上采用描述法和对比分析法，全部资料是通过观察和访谈在日常交流中仍以拉羌方言为母语的人来收集的。在分析中，作者概述和比较了请求句的异同，将请求句分为主语、谓语、宾语和副词。结果表明，英语请求句与马来语请求句在句子形式和副词功能上存在一定的异同。英语和马来语要求句型的差异，特别是在谓语(P)元素上的差异。而相似的是S - P - O - K和S - P结构。
{"title":"A Contrastive Analysis Study Between English and Macassarese in Request Sentence","authors":"S. Sulastri, R. Sulaiman","doi":"10.26858/ELTWW.V7I2.15337","DOIUrl":"https://doi.org/10.26858/ELTWW.V7I2.15337","url":null,"abstract":"This study examines the English and Makassar language request phrases. The imperative phrase of both languages from its form, purpose, and category in a sentence was studied in this analysis. The research used descriptive approach and contrastive analysis in terms of methods, the entire data were gathered by observing and interviewing the native speakers of Lakiung dialects who still speak in their everyday communication. In the analysis, the writer outlined and compared the differences and similarities in request sentences, classified and explained request sentences into subject, predicate, object and adverb. The results revealed that the request sentences in English and Macassarese have some similarities and differences were found in form of sentences and the function of adverb. The differences between English and Macassarese request sentence pattern, particularly on the element of predicate (P) in a sentence. While the similarity was S – P – O – K and S – P construction.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"135 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89265054","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 : 2020-10-31DOI: 10.26858/ELTWW.V7I2.14488
Edy Suseno
Practicing speaking is very important for students to exchange ideas with others. Although having learned English for the years, many EFL students face problems in delivering the ideas orally. To overcome this kind of problem, an expo de facto research was conducted by observing the students’ scores in two subjects grammar and speaking. The students were in the first semester of the English education major. The research is to find out the material used in teaching grammar to develop speaking learning. To satisfy the aim of this study, the mixed-method was implemented. The data was analyzed qualitatively and confirmed quantitatively by the applying t-test. From the analysis could be drawn that Using translation-method, podcast, noticing, and conversation in applying the communicative-grammar method enhances the students’ competence in speaking. It is very helpful for the teachers and students to implement it in learning grammar and speaking. It also provides the idea to other researchers to dig some deeper innovation in the same field.
{"title":"LEARNING SPEAKING THROUGH COMMUNICATIVE GRAMMAR ON SYSTEMATIC FUNCTIONAL LINGUISTICS (SFL)","authors":"Edy Suseno","doi":"10.26858/ELTWW.V7I2.14488","DOIUrl":"https://doi.org/10.26858/ELTWW.V7I2.14488","url":null,"abstract":"Practicing speaking is very important for students to exchange ideas with others. Although having learned English for the years, many EFL students face problems in delivering the ideas orally. To overcome this kind of problem, an expo de facto research was conducted by observing the students’ scores in two subjects grammar and speaking. The students were in the first semester of the English education major. The research is to find out the material used in teaching grammar to develop speaking learning. To satisfy the aim of this study, the mixed-method was implemented. The data was analyzed qualitatively and confirmed quantitatively by the applying t-test. From the analysis could be drawn that Using translation-method, podcast, noticing, and conversation in applying the communicative-grammar method enhances the students’ competence in speaking. It is very helpful for the teachers and students to implement it in learning grammar and speaking. It also provides the idea to other researchers to dig some deeper innovation in the same field.","PeriodicalId":34655,"journal":{"name":"ELT Worldwide Journal of English Language Teaching","volume":"122 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88428942","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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