The objective of this research is to know the students’ errors in pronouncing of English words on vowel and consonant sounds in the first semester of English students of FKIP UIR. The research design of this study is descriptive research. The researcher assessed the students’ errors pronunciation at English Language Education of FKIP UIR. The Respondent of this research was the first semester of English students of FKIP UIR. In this study, the research instrument is an oral test, there are 40 words that be tested, and the data was collected by a recorder. In analyzing the data, the researcher helped by other English lecturers as raters. Then, the data was checked by using talking-talking software and phonetic transcription. The result of this study described that there are some errors made by students in pronouncing English words. There are 25 students’ errors pronounced short vowel /e/, 15 students’ errors pronouncing short vowel /ᴜ/, 21 Students’ errors pronouncing the consonant / ð/, 18 students’ errors pronouncing consonant /ɵ/, and 17 students’ errors pronouncing consonant /ʒ/.
本研究的目的是了解FKIP UIR第一学期英语学生在英语单词元音和辅音发音上的错误。本研究的研究设计为描述性研究。研究人员对我校英语语言教育课程中学生的发音错误进行了评估。本研究的被调查者为FKIP UIR第一学期的英语学生。在本研究中，研究工具是口语测试，被测试的单词有40个，数据由记录仪收集。在分析数据的过程中，研究者得到了其他英语讲师的帮助。然后用对讲软件和语音抄写对数据进行核对。本研究的结果描述了学生在英语单词的发音中存在一些错误。其中短元音/e/发音错误25个，短元音/狭/发音错误15个，辅音/ ð/发音错误21个，辅音/ o /发音错误18个，辅音/ j /发音错误17个。
{"title":"AN ANALYSIS ON STUDENTS’ ERRORS IN PRONOUNCING ENGLISH WORDS","authors":"Andi Idayani","doi":"10.32520/eji.v3i1.469","DOIUrl":"https://doi.org/10.32520/eji.v3i1.469","url":null,"abstract":"The objective of this research is to know the students’ errors in pronouncing of English words on vowel and consonant sounds in the first semester of English students of FKIP UIR. The research design of this study is descriptive research. The researcher assessed the students’ errors pronunciation at English Language Education of FKIP UIR. The Respondent of this research was the first semester of English students of FKIP UIR. In this study, the research instrument is an oral test, there are 40 words that be tested, and the data was collected by a recorder. In analyzing the data, the researcher helped by other English lecturers as raters. Then, the data was checked by using talking-talking software and phonetic transcription. The result of this study described that there are some errors made by students in pronouncing English words. There are 25 students’ errors pronounced short vowel /e/, 15 students’ errors pronouncing short vowel /ᴜ/, 21 Students’ errors pronouncing the consonant / ð/, 18 students’ errors pronouncing consonant /ɵ/, and 17 students’ errors pronouncing consonant /ʒ/.","PeriodicalId":355151,"journal":{"name":"ENGLISH JOURNAL OF INDRAGIRI","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134453742","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}
Languages are not just sets of symbols. They also often conform to a rough grammar, or system of rules, used to manipulate the symbols. The grammar of a language is a complex and highly structured affair because it operates in terms of concepts and categories which have to be defined in the same way. So we need a grammar in using English and an understanding of the grammar also influences our ability in English. The students of Law Faculty 2018/2019, Islamic University of Indragiri are the students who are studying English in the first and second semester. So, the researcher is eager to know their ability to identify preposition of time in the sentences. The study focuses on the students’ ability in identifying preposition of time in a sentence especially “on, in, and at”. The number of the first semester of Law Faculty consists of three classes and the total of the students are 118 students. The populations are more than 100 students, so the researcher used a random sampling technique. The researcher can take the sample about 15% to 25% or more like the sample and the researcher take half of 100% is 50%. So, the samples of this research are 69 students. The researcher used a quantitative method to get the data needed. The research instrument in this research is to test and fill in the blank forms. The researcher used a sentence without preposition as the instrument of this research, because the students learned preposition through sentences. Based on the result of the test, the mean score of preposition was 63.98. It was categorized at a good level, which included in the interval 61-80. Where there are 6 students get in a very good score, 26 students get in a good score, 36 students get in enough score, 1 student get the poor score and there is no get in a very poor score. In conclusion, the students of Law Faculty 2018/2019 in identify preposition categorized nice and understand in the preposition.
{"title":"THE ABILITY OF STUDENTS OF LAW FACULTY IN ACADEMIC YEAR 2018/2019, ISLAMIC UNIVERSITY OF INDRAGIRI TO IDENTIFY PREPOSITION OF TIME IN A SENTENCE","authors":"Agus Mustajib","doi":"10.32520/EJI.V3I1.462","DOIUrl":"https://doi.org/10.32520/EJI.V3I1.462","url":null,"abstract":"Languages are not just sets of symbols. They also often conform to a rough grammar, or system of rules, used to manipulate the symbols. The grammar of a language is a complex and highly structured affair because it operates in terms of concepts and categories which have to be defined in the same way. So we need a grammar in using English and an understanding of the grammar also influences our ability in English. The students of Law Faculty 2018/2019, Islamic University of Indragiri are the students who are studying English in the first and second semester. So, the researcher is eager to know their ability to identify preposition of time in the sentences. The study focuses on the students’ ability in identifying preposition of time in a sentence especially “on, in, and at”. The number of the first semester of Law Faculty consists of three classes and the total of the students are 118 students. The populations are more than 100 students, so the researcher used a random sampling technique. The researcher can take the sample about 15% to 25% or more like the sample and the researcher take half of 100% is 50%. So, the samples of this research are 69 students. The researcher used a quantitative method to get the data needed. The research instrument in this research is to test and fill in the blank forms. The researcher used a sentence without preposition as the instrument of this research, because the students learned preposition through sentences. Based on the result of the test, the mean score of preposition was 63.98. It was categorized at a good level, which included in the interval 61-80. Where there are 6 students get in a very good score, 26 students get in a good score, 36 students get in enough score, 1 student get the poor score and there is no get in a very poor score. In conclusion, the students of Law Faculty 2018/2019 in identify preposition categorized nice and understand in the preposition.","PeriodicalId":355151,"journal":{"name":"ENGLISH JOURNAL OF INDRAGIRI","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129692809","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 is intended to find out the types and functions of verbal phrases used in the novel Life of Pi. This research belongs to descriptive qualitative research, where the data are not analyzed by using statistical procedure; the data in this research are taken from the novel Life of Pi by Yann Martel. To collect the data the writer uses the noting technique. The first step, the writer read and observed carefully to find out the verbal phrases. Then, the writer took notes of the sentences contained verbal phrases in Life of Pi, and then analyzed the data by classifying the verbal phrases and finding the function of verbal phrases. The research finding shows that there are three types of verbal phrases used in the novel Life of Pi, namely, gerund phrase, infinitive phrase, and participial phrase. Each type of verbal phrases has a different function. The researcher finds three functions of verbal phrases, namely noun, adjective, and adverb. Gerund phrase functions as a noun. Infinitive phrase functions as a noun, an adjective, and an adverb. Participial phrase functions as an adjective and as an adverb.
{"title":"VERBAL PHRASES IN THE NOVEL LIFE OF PI: A SYNTACTIC ANALYSIS","authors":"S. Syafrizal","doi":"10.32520/EJI.V3I1.468","DOIUrl":"https://doi.org/10.32520/EJI.V3I1.468","url":null,"abstract":"This study is intended to find out the types and functions of verbal phrases used in the novel Life of Pi. This research belongs to descriptive qualitative research, where the data are not analyzed by using statistical procedure; the data in this research are taken from the novel Life of Pi by Yann Martel. To collect the data the writer uses the noting technique. The first step, the writer read and observed carefully to find out the verbal phrases. Then, the writer took notes of the sentences contained verbal phrases in Life of Pi, and then analyzed the data by classifying the verbal phrases and finding the function of verbal phrases. The research finding shows that there are three types of verbal phrases used in the novel Life of Pi, namely, gerund phrase, infinitive phrase, and participial phrase. Each type of verbal phrases has a different function. The researcher finds three functions of verbal phrases, namely noun, adjective, and adverb. Gerund phrase functions as a noun. Infinitive phrase functions as a noun, an adjective, and an adverb. Participial phrase functions as an adjective and as an adverb.","PeriodicalId":355151,"journal":{"name":"ENGLISH JOURNAL OF INDRAGIRI","volume":"159 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134297427","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 was done because the researchers found that most of the students' listening comprehension of the fourth semester was low. Therefore, the researchers decided to conduct research about factors that causing it. So that the researchers want to find out students' listening comprehension factors at English study program of UNISI. This aim was achieved through a descriptive qualitative design. The sample of this research was the students of the fourth semester of English Study Program of UNISI. They consist of 13 students. They were chosen by using total sampling technique. By conducting this research, the researcher found that there are three factors influencing students’ listening comprehension at the fourth semester of English Study Program of UNISI, they are reduced form, colloquial language and rate of the delivery. It can be interpreted that their low result in listening to English monologue text was because of those factors.
{"title":"FACTORS INFLUENCING STUDENTS’ LISTENING COMPREHENSION AT THE FOURTH SEMESTER ENGLISH STUDY PROGRAM OF UNISI TEMBILAHAN","authors":"Mukhdar Mukhdar, Melda Yeni","doi":"10.32520/EJI.V3I1.467","DOIUrl":"https://doi.org/10.32520/EJI.V3I1.467","url":null,"abstract":"This research was done because the researchers found that most of the students' listening comprehension of the fourth semester was low. Therefore, the researchers decided to conduct research about factors that causing it. So that the researchers want to find out students' listening comprehension factors at English study program of UNISI. This aim was achieved through a descriptive qualitative design. The sample of this research was the students of the fourth semester of English Study Program of UNISI. They consist of 13 students. They were chosen by using total sampling technique. By conducting this research, the researcher found that there are three factors influencing students’ listening comprehension at the fourth semester of English Study Program of UNISI, they are reduced form, colloquial language and rate of the delivery. It can be interpreted that their low result in listening to English monologue text was because of those factors.","PeriodicalId":355151,"journal":{"name":"ENGLISH JOURNAL OF INDRAGIRI","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125273685","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 is aimed at finding out the effect of concept mapping strategy on the students’ reading comprehension. The study was done through quasi-experimental design which involved pre-test and post-test procedures. There was a try out before administering the tests. Then,the pre-test was administered before giving treatments and the post-test was administered after the treatments. The data collection techniques were tests. The population consisted of 119 students. A cluster sampling technique was used to take them as samples. The samples were divided into two groups; experimental group and control group. Then, the data were analyzed using t-test and paired sample t-test methods to find out whether there was significant difference between the experimental group taught by using concept mapping strategy as the treatment and the control group taught conventionally. The results of the research shows that the significant probabilities were higher than 0.05 (>0.05) ) in both paired sample t-test and independent sample t-test. It meant that there was significant difference on the students’ reading comprehension in the pre-test and in the post-test of the classes. There was also a significant difference on their reading comprehension before and after treatments in the experimental class. The value of eta square was 0.68 for their reading comprehension. In sum up, the the application of concept mapping gives positive effect toward the students’ reading comprehension.
{"title":"THE EFFECT OF CONCEPT MAPPING STRATEGY ON STUDENTS' READING COMPREHENSION AT MA ARRASYID TEMBILAHAN","authors":"S. Syafrizal","doi":"10.32520/EJI.V2I2.238","DOIUrl":"https://doi.org/10.32520/EJI.V2I2.238","url":null,"abstract":"This study is aimed at finding out the effect of concept mapping strategy on the students’ reading comprehension. The study was done through quasi-experimental design which involved pre-test and post-test procedures. There was a try out before administering the tests. Then,the pre-test was administered before giving treatments and the post-test was administered after the treatments. The data collection techniques were tests. The population consisted of 119 students. A cluster sampling technique was used to take them as samples. The samples were divided into two groups; experimental group and control group. Then, the data were analyzed using t-test and paired sample t-test methods to find out whether there was significant difference between the experimental group taught by using concept mapping strategy as the treatment and the control group taught conventionally. The results of the research shows that the significant probabilities were higher than 0.05 (>0.05) ) in both paired sample t-test and independent sample t-test. It meant that there was significant difference on the students’ reading comprehension in the pre-test and in the post-test of the classes. There was also a significant difference on their reading comprehension before and after treatments in the experimental class. The value of eta square was 0.68 for their reading comprehension. In sum up, the the application of concept mapping gives positive effect toward the students’ reading comprehension.","PeriodicalId":355151,"journal":{"name":"ENGLISH JOURNAL OF INDRAGIRI","volume":"86 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125923563","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 is aimed at finding out how the role of classroom interaction in students’ speaking skill by showing the role of student-student interaction and student-teacher interaction inside classroom. While, the students often found some problems in learning speaking; one of the problem that they faced was lack of interaction in classroom. According to Warda (2015:2) “lack of interaction in EFL classes, could be the first lead to student’s oral poor productions.” Allwright (1984:156) defined interaction as the fundamental fact of classroom pedagogy- the fact that everything that happens in the classroom happens through a process of live-person-to-person interaction. Classroom interaction then is the one of facilitator to start conversation, as Nunan (1991:50) argued in two-way tasks (conversational interaction), all participants have a piece of informational known only to them which must be contributed to the small group discussion for the task to be completed successfully. The writer used qualitative research design and took one of the kinds of qualitative research method, which is a case study. The data obtained from the triangulation instruments. The first instrument was observation, this instrument helped the writer to find out the real situation in classroom especially the students’ interaction in speaking class, the second instrument was questionnaire, this instrument was to classify and determine how frequently interaction in classroom, the third instrument was the data transcript from interview. The results show that 92% of the students are aware about the important of classroom interaction in their speaking skill and 56% of them need their teacher to be guider as well as motivator with the number 24% to encourage them to interact and speak in the classroom. And students really need the teacher to provide more opportunities to interact with her, which according to their responses 68% of them prefer student-teacher interaction the most. In fact, students seem to know one of good students’ qualities is speaking and interacting in classroom, since refraining classroom interaction and showing no interest will naturally affect their speaking ability.
{"title":"THE ROLE OF CLASSROOM INTERACTION IN STUDENTS’ SPEAKING SKILL (A Case Study Research In Senior High School)","authors":"Gita Larasaty, Yutinih Yutinih","doi":"10.32520/EJI.V2I2.233","DOIUrl":"https://doi.org/10.32520/EJI.V2I2.233","url":null,"abstract":"This study is aimed at finding out how the role of classroom interaction in students’ speaking skill by showing the role of student-student interaction and student-teacher interaction inside classroom. While, the students often found some problems in learning speaking; one of the problem that they faced was lack of interaction in classroom. According to Warda (2015:2) “lack of interaction in EFL classes, could be the first lead to student’s oral poor productions.” Allwright (1984:156) defined interaction as the fundamental fact of classroom pedagogy- the fact that everything that happens in the classroom happens through a process of live-person-to-person interaction. Classroom interaction then is the one of facilitator to start conversation, as Nunan (1991:50) argued in two-way tasks (conversational interaction), all participants have a piece of informational known only to them which must be contributed to the small group discussion for the task to be completed successfully. The writer used qualitative research design and took one of the kinds of qualitative research method, which is a case study. The data obtained from the triangulation instruments. The first instrument was observation, this instrument helped the writer to find out the real situation in classroom especially the students’ interaction in speaking class, the second instrument was questionnaire, this instrument was to classify and determine how frequently interaction in classroom, the third instrument was the data transcript from interview. The results show that 92% of the students are aware about the important of classroom interaction in their speaking skill and 56% of them need their teacher to be guider as well as motivator with the number 24% to encourage them to interact and speak in the classroom. And students really need the teacher to provide more opportunities to interact with her, which according to their responses 68% of them prefer student-teacher interaction the most. In fact, students seem to know one of good students’ qualities is speaking and interacting in classroom, since refraining classroom interaction and showing no interest will naturally affect their speaking ability.","PeriodicalId":355151,"journal":{"name":"ENGLISH JOURNAL OF INDRAGIRI","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121930276","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}
Reading is one of the important skill should be taught by EFL students, because through reading students will get many informations about anything. But, the problem is they complicated to understand the text was given by the teacher. The EFL students getting confuse to comprehend what the information of the reading text that actually wants to be delivered by the writer. It was indicated by the lack of vocabularies, less of background knowledge, and the different of English language structure with their first language or their mother tongue. In this case, the EFL students need an appropriate strategy to solve their problem. The teacher must apply some appropriate strategies to teach reading in order to make the reading activities in classroom become interesting in order to EFL students have the way to comprehend the text easily. Therefore, this article explains some alternative stratetegies that can be applied by the teachers to improve the students’ reading skill.
{"title":"THE ALTERNATIVE STRATEGIES FOR TEACHING READING SKILL FOR EFL STUDENTS","authors":"Maizarah Maizarah","doi":"10.32520/EJI.V2I2.234","DOIUrl":"https://doi.org/10.32520/EJI.V2I2.234","url":null,"abstract":"Reading is one of the important skill should be taught by EFL students, because through reading students will get many informations about anything. But, the problem is they complicated to understand the text was given by the teacher. The EFL students getting confuse to comprehend what the information of the reading text that actually wants to be delivered by the writer. It was indicated by the lack of vocabularies, less of background knowledge, and the different of English language structure with their first language or their mother tongue. In this case, the EFL students need an appropriate strategy to solve their problem. The teacher must apply some appropriate strategies to teach reading in order to make the reading activities in classroom become interesting in order to EFL students have the way to comprehend the text easily. Therefore, this article explains some alternative stratetegies that can be applied by the teachers to improve the students’ reading skill.","PeriodicalId":355151,"journal":{"name":"ENGLISH JOURNAL OF INDRAGIRI","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132508496","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 was to investigate the significant effect of using comic strips strategy toward students’ reading comprehension and writing ability at MTsN 1 Pekanbaru. A Quasi-Experimental by Non-equivalent Pre-test and Post-test Group was applied as a designed for study. The sample was two classes (VIII 3 and VIII 4) consisting 20 students of treatment class, and 20 students of control class. The data were computed using SPPS 20.0 to analyze Independent sample t-test and Paired sample t-test. The finding of this study revealed that there was a significant effect on students’ reading comprehension by using comic strips strategy, it shown on paired sample t-test; treatment class was 77 and control class was 64.5, the hypothesis testing showed the result of post T-test -7.149, then score of sig.(2-tailed) is 0.000, if we act to null hypothesis (Ho) that is 0.05, it means that the score of sig.(2-tailed) was smaller than score of Ho. The data also revealed that there was a significant effect on students’ writing ability, it shown on paired sample t-test; treatment class was 79.6 and control class was 54.2, the hypothesis testing showed the result of post T-test -21.9, then score of sig.(2-tailed) is 0.000, if we act to null hypothesis (Ho) that is 0.05, it means that the score of sig.(2-tailed) was smaller than score of Ho. Therefore, the null hypothesis was rejected and the alternative hypothesis was accepted. From those data it can be summarized that there is a significant effect of using comic strips strategy on students’ reading comprehension and writing ability.
{"title":"THE EFFECT OF COMIC STRIPS ON SECONDARY EFL STUDENTS’ READING COMPREHENSION AND WRITING ABILITY","authors":"M. Ridhwan, M. Ihsan, Naskah Naskah","doi":"10.32520/eji.v2i2.236","DOIUrl":"https://doi.org/10.32520/eji.v2i2.236","url":null,"abstract":"The purpose of this study was to investigate the significant effect of using comic strips strategy toward students’ reading comprehension and writing ability at MTsN 1 Pekanbaru. A Quasi-Experimental by Non-equivalent Pre-test and Post-test Group was applied as a designed for study. The sample was two classes (VIII 3 and VIII 4) consisting 20 students of treatment class, and 20 students of control class. The data were computed using SPPS 20.0 to analyze Independent sample t-test and Paired sample t-test. The finding of this study revealed that there was a significant effect on students’ reading comprehension by using comic strips strategy, it shown on paired sample t-test; treatment class was 77 and control class was 64.5, the hypothesis testing showed the result of post T-test -7.149, then score of sig.(2-tailed) is 0.000, if we act to null hypothesis (Ho) that is 0.05, it means that the score of sig.(2-tailed) was smaller than score of Ho. The data also revealed that there was a significant effect on students’ writing ability, it shown on paired sample t-test; treatment class was 79.6 and control class was 54.2, the hypothesis testing showed the result of post T-test -21.9, then score of sig.(2-tailed) is 0.000, if we act to null hypothesis (Ho) that is 0.05, it means that the score of sig.(2-tailed) was smaller than score of Ho. Therefore, the null hypothesis was rejected and the alternative hypothesis was accepted. From those data it can be summarized that there is a significant effect of using comic strips strategy on students’ reading comprehension and writing ability.","PeriodicalId":355151,"journal":{"name":"ENGLISH JOURNAL OF INDRAGIRI","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134484300","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}
Childhood Education essentially aims at providing stimulation in all aspects of child development especially in language development. This study is attempted to investigate activities in teaching English vocabulary to young learners. To provide good education in early childhood the teacher has to understand their characteristics and know their needs according to their developmental level. In accordance with the world of early childhood, children learn through play (learning through play) and interesting learning process for them (playing is learning).Thus, the teacher needs to provide activities that meet the students needs and present them in a proper way. This study describes the activities done by teachers in five kindergartens in Indramayu. The participants in this study were five teachers in those five kindergartens. The findings showed that the teachers in five kindergartens in Indramayu taught vocabulary by presenting some activities such as; listen and do, listen and repeat, modeling and demonstration, singing song, look and say, listen and identify, and question and answer. In Grade A the dominant activity was Listen and Repeat with frequency 40% in one semester while in Grade B, Look and say was the dominant activity with frequency 30,76% in one semester. Those activities are done based on the consideration that the activities done in Grade A were emphasized on their level of development such as imitating. While children in Grade B were more developed, the activities were emphasized on recognizing word and learn to pronounce it clearly.
{"title":"ACTIVITIES IN TEACHING ENGLISH VOCABULARY FOR YOUNG LEARNERS IN FIVE KINDERGARTENS IN INDRAMAYU","authors":"Natalia Anggrarini","doi":"10.32520/EJI.V2I2.235","DOIUrl":"https://doi.org/10.32520/EJI.V2I2.235","url":null,"abstract":"Childhood Education essentially aims at providing stimulation in all aspects of child development especially in language development. This study is attempted to investigate activities in teaching English vocabulary to young learners. To provide good education in early childhood the teacher has to understand their characteristics and know their needs according to their developmental level. In accordance with the world of early childhood, children learn through play (learning through play) and interesting learning process for them (playing is learning).Thus, the teacher needs to provide activities that meet the students needs and present them in a proper way. This study describes the activities done by teachers in five kindergartens in Indramayu. The participants in this study were five teachers in those five kindergartens. The findings showed that the teachers in five kindergartens in Indramayu taught vocabulary by presenting some activities such as; listen and do, listen and repeat, modeling and demonstration, singing song, look and say, listen and identify, and question and answer. In Grade A the dominant activity was Listen and Repeat with frequency 40% in one semester while in Grade B, Look and say was the dominant activity with frequency 30,76% in one semester. Those activities are done based on the consideration that the activities done in Grade A were emphasized on their level of development such as imitating. While children in Grade B were more developed, the activities were emphasized on recognizing word and learn to pronounce it clearly.","PeriodicalId":355151,"journal":{"name":"ENGLISH JOURNAL OF INDRAGIRI","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122903658","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 is aimed to find a comparison of how each language (colloquail, slang, transformational) are formed and in what context is used. This research is descriptive qualitative research. At the stage of providing data, researchers use Simak and Cakap technique. In the process of data analysis, the researchers use the method of padan and agih method. The agih method is used to look at the slang language constructs in each period while the method of padan is used to describe the adolescent Perspective in the use of colloquail, slang and transformational language from time to time. The result of the research shows that the way how the three non standard language is different from each other. Colloquail language are formed by changing “a” to “e” in final syllable, Deletion of First Syllable, New word formation, Additional Syllable “nge”, Change “a” to “e” in final syllable and add “an”, and Additional particle “deh”, “aja”, “kok”, “ama”. Slang language are formed by Initial Each Word Collection, Word letter choosen, Deletion of initial letter and syllable, Change of “s’ to “c”, Change of “k” to “q”, Change of “au” to “w”, Change of “u” to “oe”, Adoption of basic words, English language abbreviation, English-Indonesia Abreviation, Citation and new word construction.Transformational language are formed by Ga, Gi, Gu, Ge, Go formula after single vowel sound syllable, Ga/G, Gi, Gu, Ge, Go formula before dipthong sound syllable, Ga, Gi, Gu, Ge, Go formula before last consonant sound, and Ga, Gi, Gu, Ge, Go formula for cluster consonant. The colloquial language usage context is more influenced by the habitual aspects heard by speakers in their environment such as at home, in markets, playgrounds, and certain other events. Slang languages, its use is influenced by the juvenile community environment where users only on the uses level 12 to 19 years. Transformational language was influenced by the desire to hide speech to people who were not from their groups like parents and strangers.
{"title":"DIACHRONIC ANALYSIS IN CONTRUCTION AND CONTEXT OF USE: SLANG LANGUAGE","authors":"Suhardianto Suhardianto, M. Suryani","doi":"10.32520/EJI.V2I2.237","DOIUrl":"https://doi.org/10.32520/EJI.V2I2.237","url":null,"abstract":"This research is aimed to find a comparison of how each language (colloquail, slang, transformational) are formed and in what context is used. This research is descriptive qualitative research. At the stage of providing data, researchers use Simak and Cakap technique. In the process of data analysis, the researchers use the method of padan and agih method. The agih method is used to look at the slang language constructs in each period while the method of padan is used to describe the adolescent Perspective in the use of colloquail, slang and transformational language from time to time. The result of the research shows that the way how the three non standard language is different from each other. Colloquail language are formed by changing “a” to “e” in final syllable, Deletion of First Syllable, New word formation, Additional Syllable “nge”, Change “a” to “e” in final syllable and add “an”, and Additional particle “deh”, “aja”, “kok”, “ama”. Slang language are formed by Initial Each Word Collection, Word letter choosen, Deletion of initial letter and syllable, Change of “s’ to “c”, Change of “k” to “q”, Change of “au” to “w”, Change of “u” to “oe”, Adoption of basic words, English language abbreviation, English-Indonesia Abreviation, Citation and new word construction.Transformational language are formed by Ga, Gi, Gu, Ge, Go formula after single vowel sound syllable, Ga/G, Gi, Gu, Ge, Go formula before dipthong sound syllable, Ga, Gi, Gu, Ge, Go formula before last consonant sound, and Ga, Gi, Gu, Ge, Go formula for cluster consonant. The colloquial language usage context is more influenced by the habitual aspects heard by speakers in their environment such as at home, in markets, playgrounds, and certain other events. Slang languages, its use is influenced by the juvenile community environment where users only on the uses level 12 to 19 years. Transformational language was influenced by the desire to hide speech to people who were not from their groups like parents and strangers.","PeriodicalId":355151,"journal":{"name":"ENGLISH JOURNAL OF INDRAGIRI","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126358202","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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