When it comes to teaching students listening skills, audio-visual learning techniques are superior to audio-only ones. Therefore, YouTube becomes the primary source to get diverse and high quality videos for critical listening courses. In order to better understand the language, students would be able to connect words and images. Using interviews and observation to collect the data, this research found that using YouTube videos has a positive impact on promoting critical thinking while engaging in a critical listening course. Through 1) freeze framing and prediction; 2) repetition and role play; and 3) reproduction activities, YouTube can help students in a critical listening course develop their critical thinking skills. Further advice on how to maximize the advantages of this activity for promoting critical thinking can be found by looking into the various strategies and techniques used by educators to incorporate YouTube videos into their teaching methods.
{"title":"Youtube to Promote Critical Thinking in Critical Listening Course","authors":"Ratri Harida","doi":"10.31949/jell.v7i1.5941","DOIUrl":"https://doi.org/10.31949/jell.v7i1.5941","url":null,"abstract":"When it comes to teaching students listening skills, audio-visual learning techniques are superior to audio-only ones. Therefore, YouTube becomes the primary source to get diverse and high quality videos for critical listening courses. In order to better understand the language, students would be able to connect words and images. Using interviews and observation to collect the data, this research found that using YouTube videos has a positive impact on promoting critical thinking while engaging in a critical listening course. Through 1) freeze framing and prediction; 2) repetition and role play; and 3) reproduction activities, YouTube can help students in a critical listening course develop their critical thinking skills. Further advice on how to maximize the advantages of this activity for promoting critical thinking can be found by looking into the various strategies and techniques used by educators to incorporate YouTube videos into their teaching methods.","PeriodicalId":34871,"journal":{"name":"Journal of Research on English and Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72895926","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}
Hastri Firharmawan, Dwi Heriyanto, E. Nurhidayat, Y. S. Rahayu
Speaking strategies are important for effective communication. This study investigated the speaking strategies used by students in English class. The researchers used surveys and interviews to collect data from 60 students at the Vocational High School of Ma’arif V Kebumen. It was done from March-April 2023. The study results show that students have used a variety of direct speaking strategies in purpose to improve their speaking skills. The research identified three types of direct strategies to be used: memory, cognition, and compensation. Among those three types of strategies, three learning activities were the most frequently used: placing, role-playing, and mother tongue. The study suggests that a combination of the types of direct strategies can be effective in improving speaking skills. Teachers should consider using various strategies to help their students improve their speaking skills.
说话策略对于有效的沟通很重要。本研究调查了学生在英语课堂上使用的口语策略。研究人员通过调查和访谈的方式收集了来自Ma 'arif V Kebumen职业高中60名学生的数据。这是在2023年3月至4月间完成的。研究结果表明，学生为了提高口语能力，使用了多种口语策略。该研究确定了三种直接策略:记忆、认知和补偿。在这三种策略中，最常用的是三种学习活动:放置、角色扮演和母语。研究表明，多种直接策略的结合可以有效地提高口语技能。教师应该考虑使用各种策略来帮助学生提高口语技能。
{"title":"Students’ Direct Strategies in Speaking English of the Third Graders at Vocational High School of Ma’arif V Kebumen","authors":"Hastri Firharmawan, Dwi Heriyanto, E. Nurhidayat, Y. S. Rahayu","doi":"10.31949/jell.v7i1.5898","DOIUrl":"https://doi.org/10.31949/jell.v7i1.5898","url":null,"abstract":"Speaking strategies are important for effective communication. This study investigated the speaking strategies used by students in English class. The researchers used surveys and interviews to collect data from 60 students at the Vocational High School of Ma’arif V Kebumen. It was done from March-April 2023. The study results show that students have used a variety of direct speaking strategies in purpose to improve their speaking skills. The research identified three types of direct strategies to be used: memory, cognition, and compensation. Among those three types of strategies, three learning activities were the most frequently used: placing, role-playing, and mother tongue. The study suggests that a combination of the types of direct strategies can be effective in improving speaking skills. Teachers should consider using various strategies to help their students improve their speaking skills.","PeriodicalId":34871,"journal":{"name":"Journal of Research on English and Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86760730","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}
Bintang Hemas Widyanita, S. Ardini, Salimatin Mufidah
The purpose of this research is to describe the teachers' opinion about self-reflection which improves their teaching performance. This research was done at SMA Islam Sultan Agung 1 Semarang with a total number of population was four English teachers. An open-ended questionnaire was used to collect data in this research. The questionnaire was distributed to respondents through google form on May 2023. After the data were collected, they were analyzed thematically. The data were extracted and discussed into the following six themes, namely (a) important form of evaluation, (b) perfect timing, (c) personal or collaborative self-Reflection, (d) documentation, (e) the benefit, (f) challenging, (g) boredom, and (h)teaching performances. Based on the results and discussion from the previous section, it can be concluded that teachers acquire self-awareness, identify areas for improvement, adjust their methods, respond to student needs, and strive for continual professional progress through self-flection.
本研究的目的是描述教师对自我反思提高教学绩效的看法。这项研究是在SMA Islam Sultan Agung 1三宝垄进行的，人口总数为4名英语教师。本研究采用开放式问卷收集数据。该问卷于2023年5月通过谷歌表格分发给受访者。收集数据后，对其进行主题分析。这些数据被提取并讨论为以下六个主题，即(a)重要的评估形式，(b)完美的时机，(c)个人或合作的自我反思，(d)文档，(e)收益，(f)挑战，(g)无聊，(h)教学表现。根据前一节的结果和讨论，可以得出结论，教师通过自我反思获得了自我意识，确定了需要改进的地方，调整了自己的方法，回应了学生的需求，并努力实现持续的专业进步。
{"title":"Teachers’ Perspective Toward Self-Reflection to Improve Teaching Performance","authors":"Bintang Hemas Widyanita, S. Ardini, Salimatin Mufidah","doi":"10.31949/jell.v7i1.5815","DOIUrl":"https://doi.org/10.31949/jell.v7i1.5815","url":null,"abstract":"The purpose of this research is to describe the teachers' opinion about self-reflection which improves their teaching performance. This research was done at SMA Islam Sultan Agung 1 Semarang with a total number of population was four English teachers. An open-ended questionnaire was used to collect data in this research. The questionnaire was distributed to respondents through google form on May 2023. After the data were collected, they were analyzed thematically. The data were extracted and discussed into the following six themes, namely (a) important form of evaluation, (b) perfect timing, (c) personal or collaborative self-Reflection, (d) documentation, (e) the benefit, (f) challenging, (g) boredom, and (h)teaching performances. Based on the results and discussion from the previous section, it can be concluded that teachers acquire self-awareness, identify areas for improvement, adjust their methods, respond to student needs, and strive for continual professional progress through self-flection.","PeriodicalId":34871,"journal":{"name":"Journal of Research on English and Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84072681","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 describes problems faced by students of ITB AAS Indonesia in the implementation of online learning during the pandemic Covid-19 in the academic year 2020/2021. This research uses qualitative research. The analysis results show that during online learning in English class, students’ problems are: 1) concentration during learning. 2) feeling bored and lazy during learning. 3) slow or unstable internet network. 4) expensive internet quota prices. 5) technical problems with learning devices such as computers, laptops, or cellphones. 6) adaptation to digital technology such as video-conferencing applications. 7) the circumstances that are not conducive at home. 8 communicating and interacting with the lecturer and classmates. 9) managing work and study time. 10) accessing institutional e-learning or other learning applications. 11) understanding English learning materials. 12) doing the English assignments and homework given by the lecturer. 14) the total number of English assignments is too much. 13) having limited time for doing English assignments and homework. 14) the lecture schedule is not adjusted to the proper lecture schedule. 15) lecturers have a limited learning method during teaching online. 16) feeling worried and anxious about the English midterm exam and the final exam including the question type, number, or level of difficulty of questions and the implementation of online exams during online learning. 17) feeling worries and anxiety about the English final grade or score that will be obtained at the end of the semester. As teachers or lecturers, we have to find various solutions to overcome the problems.
{"title":"Students' Problems in Online Learning: What Happened to the Students in English Class During Pandemic Covid-19?","authors":"Tira Nur Fitria","doi":"10.31949/jell.v7i1.5768","DOIUrl":"https://doi.org/10.31949/jell.v7i1.5768","url":null,"abstract":"This research describes problems faced by students of ITB AAS Indonesia in the implementation of online learning during the pandemic Covid-19 in the academic year 2020/2021. This research uses qualitative research. The analysis results show that during online learning in English class, students’ problems are: 1) concentration during learning. 2) feeling bored and lazy during learning. 3) slow or unstable internet network. 4) expensive internet quota prices. 5) technical problems with learning devices such as computers, laptops, or cellphones. 6) adaptation to digital technology such as video-conferencing applications. 7) the circumstances that are not conducive at home. 8 communicating and interacting with the lecturer and classmates. 9) managing work and study time. 10) accessing institutional e-learning or other learning applications. 11) understanding English learning materials. 12) doing the English assignments and homework given by the lecturer. 14) the total number of English assignments is too much. 13) having limited time for doing English assignments and homework. 14) the lecture schedule is not adjusted to the proper lecture schedule. 15) lecturers have a limited learning method during teaching online. 16) feeling worried and anxious about the English midterm exam and the final exam including the question type, number, or level of difficulty of questions and the implementation of online exams during online learning. 17) feeling worries and anxiety about the English final grade or score that will be obtained at the end of the semester. As teachers or lecturers, we have to find various solutions to overcome the problems.","PeriodicalId":34871,"journal":{"name":"Journal of Research on English and Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89789685","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}
A. T. L. Aspat Colle, Nurnia Nurnia, Rabiah Rabiah
This study aims to improve students' writing skills by integrating Problem-based Learning (PBL) with the Teaching at the Right Level (TaRL) approach in class 7. C of SMP-TQ Mu’adz bin Jabal. This study was collaborative Classroom Action Research (CAR), with a writing test, observation sheet, and e-questionnaire as research instruments. This study used three stages of statistical technique; first, measure the students’ writing skills using a writing scoring rubric. Second, determine the category of students' scores. Third, find out the class percentage of writing score category where it can be said the student's writing skills in 7. C improves if 70% of the total students obtained a very good category (81-100) as their learning objectives achievement criteria in their writing assessment. The study result revealed that the % of students' writing score category in cycle one is 48%, then increased in cycle two is 74%. It concluded that the writing skills in class 7. C improves. Further study is recommended to investigate the PBL in improving other language skills such as listening, speaking, and reading to establish more conclusive findings on its roles.
{"title":"Improving the Students’ Writing Skills by Integrating Problem-based Learning (PBL) with Teaching at the Right Level (TaRL) Approach in Class 7. C of SMP-TQ Mu’adz bin Jabal","authors":"A. T. L. Aspat Colle, Nurnia Nurnia, Rabiah Rabiah","doi":"10.31949/jell.v7i1.5624","DOIUrl":"https://doi.org/10.31949/jell.v7i1.5624","url":null,"abstract":"This study aims to improve students' writing skills by integrating Problem-based Learning (PBL) with the Teaching at the Right Level (TaRL) approach in class 7. C of SMP-TQ Mu’adz bin Jabal. This study was collaborative Classroom Action Research (CAR), with a writing test, observation sheet, and e-questionnaire as research instruments. This study used three stages of statistical technique; first, measure the students’ writing skills using a writing scoring rubric. Second, determine the category of students' scores. Third, find out the class percentage of writing score category where it can be said the student's writing skills in 7. C improves if 70% of the total students obtained a very good category (81-100) as their learning objectives achievement criteria in their writing assessment. The study result revealed that the % of students' writing score category in cycle one is 48%, then increased in cycle two is 74%. It concluded that the writing skills in class 7. C improves. Further study is recommended to investigate the PBL in improving other language skills such as listening, speaking, and reading to establish more conclusive findings on its roles.","PeriodicalId":34871,"journal":{"name":"Journal of Research on English and Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79593986","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}
Writing used to express and to communicate some ideas. The score of students’ narrative writing skill of eighth graders of one state junior high school in Semarang is under of minimum criteria. The English standard minimum score is 75. Objectives of this research are to know how great Dot Voting technique can improve students’ eighth graders learning motivation in class and to know how high Dot Voting technique increasement of students’ narrative writing skill at the eighth graders of one state junior high school in Semarang. Classroom action research is the research type. The research was conducted in class VIII D of one state junior high school in Semarang. This research used non-test and test instruments to collect the data. The non-test instruments are observation sheet and documentation. The writer used quantitative data in analyzing the data. In first cycle and second cycle, the students have better enthusiasm and participation to follow the activities. At pre-cycle test, their writing average score reached 65.74. In first cycle test when the writer applied the action the students’ writing average score is 74.87 or improves 9.13. In second cycle test, their writing average score reaches 82.09. It means that it improves 7.22 from the first cycle. In second cycle indicates that the teaching process is successful. Based on the result, firstly, to English teachers to use interesting teaching technique in teaching especially in writing skill is Dot Voting technique. Secondly, to students to enrich their narrative text writing skill by using Dot Voting.
{"title":"Dot Voting Technique to Improve Narrative Text Writing Skill of the Eighth Graders","authors":"Anita Apriliyani Ningrum, Siti Musarokah, Jafar Sodiq, Peni Utami","doi":"10.31949/jell.v7i1.5282","DOIUrl":"https://doi.org/10.31949/jell.v7i1.5282","url":null,"abstract":"Writing used to express and to communicate some ideas. The score of students’ narrative writing skill of eighth graders of one state junior high school in Semarang is under of minimum criteria. The English standard minimum score is 75. Objectives of this research are to know how great Dot Voting technique can improve students’ eighth graders learning motivation in class and to know how high Dot Voting technique increasement of students’ narrative writing skill at the eighth graders of one state junior high school in Semarang. Classroom action research is the research type. The research was conducted in class VIII D of one state junior high school in Semarang. This research used non-test and test instruments to collect the data. The non-test instruments are observation sheet and documentation. The writer used quantitative data in analyzing the data. In first cycle and second cycle, the students have better enthusiasm and participation to follow the activities. At pre-cycle test, their writing average score reached 65.74. In first cycle test when the writer applied the action the students’ writing average score is 74.87 or improves 9.13. In second cycle test, their writing average score reaches 82.09. It means that it improves 7.22 from the first cycle. In second cycle indicates that the teaching process is successful. Based on the result, firstly, to English teachers to use interesting teaching technique in teaching especially in writing skill is Dot Voting technique. Secondly, to students to enrich their narrative text writing skill by using Dot Voting.","PeriodicalId":34871,"journal":{"name":"Journal of Research on English and Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86077412","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 present study is aimed at identifying the types of deixis used by Ted and Princess Isabel as the character in the Curious George: The Royal Monkey movie. Further, this present study is also aimed at finding out the most dominant deixis as well as the reason for using the deixis. This research employed Levinson’s theory to analyze the deixis used by characters in Curious George: The Royal Monkey movie. The researcher used the qualitative descriptive method. The present study took Ted and Princess Isabel’s utterances as the source of data. Interactive model of analysis, as suggested by Miles and Huberman, is used to analyze the data. The result of this research showed 177 data that contained 415 deixis. The data discovered Levinson’s five types of deixis. There were 285 data belongs to person deixis, 29 data belongs to temporal/time deixis, 45 data belongs to spatial/place deixis, 38 data belongs to social deixis and 18 data belongs to discourse deixis. To sum up, the person deixis become the most dominant one used by the characters. The reason for using deixis was to make it easy in pointing person, time, place, social, and discourse.
{"title":"Deixis Used by the Character in Curious George: The Royal Monkey Movie","authors":"Diana Sofya, Adip Arifin","doi":"10.31949/jell.v7i1.5466","DOIUrl":"https://doi.org/10.31949/jell.v7i1.5466","url":null,"abstract":"The present study is aimed at identifying the types of deixis used by Ted and Princess Isabel as the character in the Curious George: The Royal Monkey movie. Further, this present study is also aimed at finding out the most dominant deixis as well as the reason for using the deixis. This research employed Levinson’s theory to analyze the deixis used by characters in Curious George: The Royal Monkey movie. The researcher used the qualitative descriptive method. The present study took Ted and Princess Isabel’s utterances as the source of data. Interactive model of analysis, as suggested by Miles and Huberman, is used to analyze the data. The result of this research showed 177 data that contained 415 deixis. The data discovered Levinson’s five types of deixis. There were 285 data belongs to person deixis, 29 data belongs to temporal/time deixis, 45 data belongs to spatial/place deixis, 38 data belongs to social deixis and 18 data belongs to discourse deixis. To sum up, the person deixis become the most dominant one used by the characters. The reason for using deixis was to make it easy in pointing person, time, place, social, and discourse.","PeriodicalId":34871,"journal":{"name":"Journal of Research on English and Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76938966","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}
There is still a debate about using English proficiency in determining one's academic success or access to an opportunity. Hence, research on the correlation of language proficiency and academic achievement is urgently needed. This study attempted to investigate the relationship between Indonesian postgraduate students’ English language proficiency and their academic achievement. To achieve the objective, 54 male and female postgraduate students majoring in English education at a university in Bandung were involved as the sample. Students’ language proficiency was seen from their Test of English as a Foreign Language (TOEFL) scores and their grade point average (GPA) was used to indicate their academic achievement. All data were analyzed through manual computation of Pearson Product-moment correlation. The result revealed that there is a significant positive linear correlation between English language proficiency and academic achievement. This result suggests that as the English proficiency increases, so does academic achievement. The results are expected to provide insight in understanding whether English language proficiency can increase academic success, especially in educational settings where English is the primary medium of instruction.
{"title":"Relationship between English Proficiency and Academic Achievement of Indonesian EFL Postgraduate Students","authors":"A. Devi","doi":"10.31949/jell.v7i1.5566","DOIUrl":"https://doi.org/10.31949/jell.v7i1.5566","url":null,"abstract":"There is still a debate about using English proficiency in determining one's academic success or access to an opportunity. Hence, research on the correlation of language proficiency and academic achievement is urgently needed. This study attempted to investigate the relationship between Indonesian postgraduate students’ English language proficiency and their academic achievement. To achieve the objective, 54 male and female postgraduate students majoring in English education at a university in Bandung were involved as the sample. Students’ language proficiency was seen from their Test of English as a Foreign Language (TOEFL) scores and their grade point average (GPA) was used to indicate their academic achievement. All data were analyzed through manual computation of Pearson Product-moment correlation. The result revealed that there is a significant positive linear correlation between English language proficiency and academic achievement. This result suggests that as the English proficiency increases, so does academic achievement. The results are expected to provide insight in understanding whether English language proficiency can increase academic success, especially in educational settings where English is the primary medium of instruction.","PeriodicalId":34871,"journal":{"name":"Journal of Research on English and Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76337108","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 to help overcome the problems that exist in class VII B students of SMPN 1 Jabiren Raya, Pulang Pisau Regency, Jabiren Raya District. A total of 30 students were the subjects in this study. After conducting a pre-observation, a problem was found, namely related to the vocabulary that students still have a little. Therefore, to overcome this problem, the researcher used Crossword Puzzle printed on HVS paper as a method to help improve students' vocabulary. This research uses Classroom Action Research (CAR) method. This research design uses collaborative classroom action research. This study collaborated with the English teacher of SMPN 1 Jabiren Raya as a collaborator and observer. The model in this study uses the Kurt Lewin Model where the stages in each cycle begin with the stages of Planning, Action, Observation, and Reflection. This study consisted of two cycles in which in each cycle there was 1 meeting with a duration of 3 subject hours. To collect data, researchers used research instruments: Vocabulary Test, Interview, and Questioner. After the implementation of this research, there was an increase in students’ vocabulary. It can be seen from the increase in each cycle, namely in cycle 1 students got 53.3% classical completeness and increased in cycle 2 to 90% after conducting vocabulary tests through multiple choice. Therefore, based on the research that has been conducted, the Crossword Puzzle method can improve students' vocabulary.
{"title":"The Improvement of The Students' Vocabulary by Using Crossword Puzzle","authors":"Agus Akmad Rifai, Siminto Siminto, A. Mirza","doi":"10.31949/jell.v7i1.5397","DOIUrl":"https://doi.org/10.31949/jell.v7i1.5397","url":null,"abstract":"This study aims to help overcome the problems that exist in class VII B students of SMPN 1 Jabiren Raya, Pulang Pisau Regency, Jabiren Raya District. A total of 30 students were the subjects in this study. After conducting a pre-observation, a problem was found, namely related to the vocabulary that students still have a little. Therefore, to overcome this problem, the researcher used Crossword Puzzle printed on HVS paper as a method to help improve students' vocabulary. This research uses Classroom Action Research (CAR) method. This research design uses collaborative classroom action research. This study collaborated with the English teacher of SMPN 1 Jabiren Raya as a collaborator and observer. The model in this study uses the Kurt Lewin Model where the stages in each cycle begin with the stages of Planning, Action, Observation, and Reflection. This study consisted of two cycles in which in each cycle there was 1 meeting with a duration of 3 subject hours. To collect data, researchers used research instruments: Vocabulary Test, Interview, and Questioner. After the implementation of this research, there was an increase in students’ vocabulary. It can be seen from the increase in each cycle, namely in cycle 1 students got 53.3% classical completeness and increased in cycle 2 to 90% after conducting vocabulary tests through multiple choice. Therefore, based on the research that has been conducted, the Crossword Puzzle method can improve students' vocabulary.","PeriodicalId":34871,"journal":{"name":"Journal of Research on English and Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89916846","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 analyzed the expression of negation markers in Buginese. The study employed a descriptive qualitative method. The data for this study are some snippets of daily speech in Buginese Sinjai Dialect setting which we have verified as the native speakers. The results indicated that there are two main ways of expressing negation in Buginese which are negation marker dena' that can be used interchangeably with negation enna'. Negation dena'/enna' is used if the predicate is verbal, adjectival, or with prepositions. Another negation is tannia which is used in relative clause. Negation tannia is used if the predicate is nominal either object or subject. This study can contribute to provide references in Buginese negation as there are a few references in this specific topic.
{"title":"Negation Markers in Buginese","authors":"Arifuddin Balla, Ahmad Ardillah Rahman","doi":"10.31949/jell.v7i1.5542","DOIUrl":"https://doi.org/10.31949/jell.v7i1.5542","url":null,"abstract":"This study analyzed the expression of negation markers in Buginese. The study employed a descriptive qualitative method. The data for this study are some snippets of daily speech in Buginese Sinjai Dialect setting which we have verified as the native speakers. The results indicated that there are two main ways of expressing negation in Buginese which are negation marker dena' that can be used interchangeably with negation enna'. Negation dena'/enna' is used if the predicate is verbal, adjectival, or with prepositions. Another negation is tannia which is used in relative clause. Negation tannia is used if the predicate is nominal either object or subject. This study can contribute to provide references in Buginese negation as there are a few references in this specific topic.","PeriodicalId":34871,"journal":{"name":"Journal of Research on English and Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75248357","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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