Learning Program Design is one of the compulsory courses offered to the English Language Education Study Program (ELESP) students to prepare for their teaching. This study is aimed to find out and to identify the possible relationship between Learning Program Design course and students’ teaching preparations. A survey study was conducted. The instrument used was questionnaire. A total of 30 students participated in this study. The perceptions of the pre-service teachers were obtained from their self-evaluations. The results of this study showed that most of the respondents had positive attitudes. They perceived that Learning Program Design Course had positive contributions to their teaching preparations.
{"title":"Pre-service Teachers’ Perceptions on the Relationship between Learning Program Design Course and Their Teaching Preparations","authors":"Elizabeth Liza, Ouda Teda Ena","doi":"10.24127/pj.v8i2.2329","DOIUrl":"https://doi.org/10.24127/pj.v8i2.2329","url":null,"abstract":"Learning Program Design is one of the compulsory courses offered to the English Language Education Study Program (ELESP) students to prepare for their teaching. This study is aimed to find out and to identify the possible relationship between Learning Program Design course and students’ teaching preparations. A survey study was conducted. The instrument used was questionnaire. A total of 30 students participated in this study. The perceptions of the pre-service teachers were obtained from their self-evaluations. The results of this study showed that most of the respondents had positive attitudes. They perceived that Learning Program Design Course had positive contributions to their teaching preparations.","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129684839","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}
Syntax is the study of the principles and processes by which sentence that it is constructed in particular language. Whereas that every language in the world certainly has different structure. This research aim to answer: (1) What are kinds of simple sentence found in Kembhang Babur books? (2) What are the differences between English and Madurese in simple sentences? This research is a descriptive qualitative research, descriptively describing the syntactic structures of simple sentences in Kembhang Babur book. The writer followed the rule of the qualitative which the data describe in words as the basis of interpreting data. Words are of utmost importance to qualitative researchers. There are three kinds of simple sentences found in Kembhang Babur book could be classified into: (a) Affirmative sentences, (b) Negative sentences (c) Interrogative sentences. The differences in English sentence is; if this affirmative sentence Aux there is after NP, but in the interrogative sentence Aux there is before NP and there is auxiliary “do/does” as interrogative verb. In Madurese sentence is marked by the addition of the word “apah” which is put before NP. “Apah” is as question word in Madurese, not as an auxiliary.
{"title":"A SYNTACTICAL ANALYSIS OF SIMPLE SENTENCES IN KEMBHANG BABUR","authors":"Evha Nazalatus Sa'adiyah Sy, A DevieReztia","doi":"10.24127/pj.v8i2.2112","DOIUrl":"https://doi.org/10.24127/pj.v8i2.2112","url":null,"abstract":"Syntax is the study of the principles and processes by which sentence that it is constructed in particular language. Whereas that every language in the world certainly has different structure. This research aim to answer: (1) What are kinds of simple sentence found in Kembhang Babur books? (2) What are the differences between English and Madurese in simple sentences? This research is a descriptive qualitative research, descriptively describing the syntactic structures of simple sentences in Kembhang Babur book. The writer followed the rule of the qualitative which the data describe in words as the basis of interpreting data. Words are of utmost importance to qualitative researchers. There are three kinds of simple sentences found in Kembhang Babur book could be classified into: (a) Affirmative sentences, (b) Negative sentences (c) Interrogative sentences. The differences in English sentence is; if this affirmative sentence Aux there is after NP, but in the interrogative sentence Aux there is before NP and there is auxiliary “do/does” as interrogative verb. In Madurese sentence is marked by the addition of the word “apah” which is put before NP. “Apah” is as question word in Madurese, not as an auxiliary.","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122015565","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 aimed to reveal students’ skills on each English language skill and find out what students need and want on English language learning at higher education level. To meet the aim of the study, a mixed-method approach was employed. The participants of this study were students who have enrolled in a General English course at the target University. Quantitative data was gained from an online questionnaire and Qualitative data was obtained from the interviews. The result of this study showed that students are more confident with their reading and writing skills than their speaking and listening skills. The finding also showed that they need to learn more about speaking skill. For the students’ need, English for supporting their job gained the highest percentage among the other choices. However, students also wanted to learn more on grammar. Therefore, an adjustment for English teaching material at higher education level at the target university needs to conduct
{"title":"ENGLISH AT HIGHER EDUCATION LEVEL: A NEED ANALYSIS","authors":"Tantry Ajeng Parnawati, Atik Ulinuha","doi":"10.24127/pj.v8i2.2296","DOIUrl":"https://doi.org/10.24127/pj.v8i2.2296","url":null,"abstract":"This study aimed to reveal students’ skills on each English language skill and find out what students need and want on English language learning at higher education level. To meet the aim of the study, a mixed-method approach was employed. The participants of this study were students who have enrolled in a General English course at the target University. Quantitative data was gained from an online questionnaire and Qualitative data was obtained from the interviews. The result of this study showed that students are more confident with their reading and writing skills than their speaking and listening skills. The finding also showed that they need to learn more about speaking skill. For the students’ need, English for supporting their job gained the highest percentage among the other choices. However, students also wanted to learn more on grammar. Therefore, an adjustment for English teaching material at higher education level at the target university needs to conduct","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129241554","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 paper is about to investigate of Code-Mixing appeared in South Jakarta Community while this community having chat each other through social media, WhatsApp and Twitter. The phenomenon of Code-Mixing and Code-Switching in Indonesia became viral in last September. The used of code-mixing helps them to communicate with others, because not all the people can use the language properly. So that, learning about language is really needed. It will increase their vocabularies whether in Bahasa or English. Also, there are few reasons why the community applies the code-mixing in the daily activities. The writer uses the method of qualitative-description research which is done by the writer by getting involved in the community of social media, having the library and internet research with the relevant sources, and collects the data to be analyzed also describes by explaining the result of the research. The conclusion of the research is by the often using of Code-Mixing, the people indirectly increase their vocabularies. This phenomenon influenced many people to start to apply the Code-Mixing
{"title":"CODE-MIXING IN LANGUAGE STYLE OF SOUTH JAKARTA COMMUNITY INDONESIA","authors":"Jimmi Jimmi, Rafelia Elsa Davistasya","doi":"10.24127/pj.v8i2.2219","DOIUrl":"https://doi.org/10.24127/pj.v8i2.2219","url":null,"abstract":"The purpose of this paper is about to investigate of Code-Mixing appeared in South Jakarta Community while this community having chat each other through social media, WhatsApp and Twitter. The phenomenon of Code-Mixing and Code-Switching in Indonesia became viral in last September. The used of code-mixing helps them to communicate with others, because not all the people can use the language properly. So that, learning about language is really needed. It will increase their vocabularies whether in Bahasa or English. Also, there are few reasons why the community applies the code-mixing in the daily activities. The writer uses the method of qualitative-description research which is done by the writer by getting involved in the community of social media, having the library and internet research with the relevant sources, and collects the data to be analyzed also describes by explaining the result of the research. The conclusion of the research is by the often using of Code-Mixing, the people indirectly increase their vocabularies. This phenomenon influenced many people to start to apply the Code-Mixing","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128781583","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 develop SCREAMBLE media to enhance speaking skill among preschoolers in Cahaya Bangsa School Metro. A research question is formulated: is SCREAMBLE media effective to enhance speaking skill? The participants are 18 preschoolers of Kindergarten B chosen by purposive cluster sampling. This is a kind of educational research and development designed by certain procedures; setting the instructional goals, procedures, and materials, conducting performance objectives, field-testing, assessing instruments, doing formulative and summative evaluation. The result gathered by Wilcoxon test represents Asymp.Sig (2-tailed) values 0,000 which is smaller than 0,05 indicates that SCREAMBLE media is effective to enhance speaking skill. Besides, observation reveals that preschoolers are excited to speak since their fine motor and cognitive aspects are included simultaneously.
{"title":"DEVELOPING SCREAMBLE MEDIA TO ENHANCE SPEAKING SKILL FOR PRESCHOOLERS","authors":"Rosita Aryani","doi":"10.24127/pj.v8i2.2416","DOIUrl":"https://doi.org/10.24127/pj.v8i2.2416","url":null,"abstract":"This study aims to develop SCREAMBLE media to enhance speaking skill among preschoolers in Cahaya Bangsa School Metro. A research question is formulated: is SCREAMBLE media effective to enhance speaking skill? The participants are 18 preschoolers of Kindergarten B chosen by purposive cluster sampling. This is a kind of educational research and development designed by certain procedures; setting the instructional goals, procedures, and materials, conducting performance objectives, field-testing, assessing instruments, doing formulative and summative evaluation. The result gathered by Wilcoxon test represents Asymp.Sig (2-tailed) values 0,000 which is smaller than 0,05 indicates that SCREAMBLE media is effective to enhance speaking skill. Besides, observation reveals that preschoolers are excited to speak since their fine motor and cognitive aspects are included simultaneously.","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125645845","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Learning English as a foreign/second language is never a straightforward process. Several constraints may come along the way that tend to hinder students’ learning. Studies have shown that the successes and failures of L2 learners in an English language classroom are dependent upon various psychological and social factors including anxiety. This study examined the English language learning anxiety of Filipino college students. The Foreign Language Classroom Anxiety survey adapted from Horwitz, Horwitz and Cope (1986) was administered to a group of 150 students randomly selected from 5 programs at a private university in the Philippines to identify students’ anxiety level in terms of fear of negative evaluation, communication apprehension, fear of test, and anxiety of English class and to determine which factor is most probable to cause anxiety among them.. The results indicated that the students expressed different levels of anxiety among the four factors as majority provided answers ranging from neutral to strongly agree. However, it was discovered that fear of negative evaluation and communication apprehension were the most probable to cause anxiety among them. The study offers practical implications as to how L2 teachers can help students overcome their English anxiety and thus be successful in the learning of the target language.
学习英语作为外语/第二语言从来都不是一个简单的过程。在这个过程中，可能会出现一些阻碍学生学习的限制因素。研究表明，第二语言学习者在英语课堂上的成功和失败取决于包括焦虑在内的各种心理和社会因素。本研究旨在探讨菲律宾大学生的英语学习焦虑。《外语课堂焦虑调查》改编自Horwitz, Horwitz and Cope(1986)，从菲律宾一所私立大学的5个课程中随机抽取150名学生进行调查，以确定学生在负面评价恐惧、沟通恐惧、考试恐惧和英语课堂焦虑方面的焦虑水平，并确定哪一个因素最可能引起他们的焦虑。结果表明，学生在四个因素中表现出不同程度的焦虑，大多数学生的回答从中性到非常同意。然而，研究发现，负面评价恐惧和沟通恐惧是最可能引起焦虑的因素。该研究为第二语言教师如何帮助学生克服英语焦虑，从而在目标语言学习中取得成功提供了实际意义。
{"title":"WHAT IS SO SCARY ABOUT LEARNING ENGLISH? INVESTIGATING LANGUAGE ANXIETY AMONG FILIPINO COLLEGE STUDENTS","authors":"A. R. G. Gatcho, Bonjovi Hassan Hajan","doi":"10.24127/pj.v8i2.2221","DOIUrl":"https://doi.org/10.24127/pj.v8i2.2221","url":null,"abstract":"Learning English as a foreign/second language is never a straightforward process. Several constraints may come along the way that tend to hinder students’ learning. Studies have shown that the successes and failures of L2 learners in an English language classroom are dependent upon various psychological and social factors including anxiety. This study examined the English language learning anxiety of Filipino college students. The Foreign Language Classroom Anxiety survey adapted from Horwitz, Horwitz and Cope (1986) was administered to a group of 150 students randomly selected from 5 programs at a private university in the Philippines to identify students’ anxiety level in terms of fear of negative evaluation, communication apprehension, fear of test, and anxiety of English class and to determine which factor is most probable to cause anxiety among them.. The results indicated that the students expressed different levels of anxiety among the four factors as majority provided answers ranging from neutral to strongly agree. However, it was discovered that fear of negative evaluation and communication apprehension were the most probable to cause anxiety among them. The study offers practical implications as to how L2 teachers can help students overcome their English anxiety and thus be successful in the learning of the target language.","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130851373","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}
Through social networking sites, many users or writers convey the strict message and statement in the platform of their twitter for whom those are addressed. This study was to analyze the use of language bias in worldwide twitter status; how its form and what is the underlying motive behind the words used. The researcher only focused on the “Trending Topic” from worldwide twitter status during February 2018 by taking up 25 twitter status as samples. The result of analysis obtained that there were six categories of language bias which are used in twitter statuses such as age, sex (gender), race, social class, and traits. Semiotically, all above upon deliver were visible strictly words, but all of the words subtle conveyed some important values for readers in terms of five categories above like to be an independent person, respect and not underestimate others. In short, by understanding the clues words of language bias in social media, readers can understand easily for whom the message or statement are addressed and not easy to give a negative response as users of social media.
{"title":"UNDERSTANDING THE MEANING OF LANGUAGE BIAS IN TWITTER STATUS","authors":"A. Suhadi","doi":"10.24127/PJ.V8I1.1935","DOIUrl":"https://doi.org/10.24127/PJ.V8I1.1935","url":null,"abstract":"Through social networking sites, many users or writers convey the strict message and statement in the platform of their twitter for whom those are addressed. This study was to analyze the use of language bias in worldwide twitter status; how its form and what is the underlying motive behind the words used. The researcher only focused on the “Trending Topic” from worldwide twitter status during February 2018 by taking up 25 twitter status as samples. The result of analysis obtained that there were six categories of language bias which are used in twitter statuses such as age, sex (gender), race, social class, and traits. Semiotically, all above upon deliver were visible strictly words, but all of the words subtle conveyed some important values for readers in terms of five categories above like to be an independent person, respect and not underestimate others. In short, by understanding the clues words of language bias in social media, readers can understand easily for whom the message or statement are addressed and not easy to give a negative response as users of social media. ","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123421037","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}
Many English teachers are not confident when they are required to examine their students essay although they have sufficient education and experience in assessing their students’ written works. Therefore, they need to be trained over a short period to rate their students’ writing. They are also required to improve their knowledge or cognitive in order to literate ESL writing assessment to focus their students on learning to write and to edit their writing. Their affective or attitude to the feedback of writing assessment for writing instruction, the importance of writing assessment, the competence to administer the assessment, time-consuming writing assessment, the confidence of good writing instructor affect their quality in writing assessment. Therefore, in real practice of assessing writing, experienced teachers mostly plan and do their assessment based on what they believe about the assessment. Thus, successful assessing students’ writing does not only constitute the major portion of second language writing teachers’ workloads but also quantifies teachers affective factors. In addition, in administering assessments, teachers as raters need to care their students' and their own affectiveness, so students will value what they learn and teachers will pay attention more to their students’ learning.
{"title":"TEACHER’S COGNITIVE AND AFFECTIVE VERSUS TEACHERS’ WRITING ASSESSMENT","authors":"Endang Mastuti Rahayu, Endah Yulia Rahayu","doi":"10.24127/PJ.V8I1.1936","DOIUrl":"https://doi.org/10.24127/PJ.V8I1.1936","url":null,"abstract":"Many English teachers are not confident when they are required to examine their students essay although they have sufficient education and experience in assessing their students’ written works. Therefore, they need to be trained over a short period to rate their students’ writing. They are also required to improve their knowledge or cognitive in order to literate ESL writing assessment to focus their students on learning to write and to edit their writing. Their affective or attitude to the feedback of writing assessment for writing instruction, the importance of writing assessment, the competence to administer the assessment, time-consuming writing assessment, the confidence of good writing instructor affect their quality in writing assessment. Therefore, in real practice of assessing writing, experienced teachers mostly plan and do their assessment based on what they believe about the assessment. Thus, successful assessing students’ writing does not only constitute the major portion of second language writing teachers’ workloads but also quantifies teachers affective factors. In addition, in administering assessments, teachers as raters need to care their students' and their own affectiveness, so students will value what they learn and teachers will pay attention more to their students’ learning. ","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"44 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116632638","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 aims of this article are to analysis onomatopoeia with use some poems of Lee Emmett. There are five poems that have been analyzed: running water, Bake a Cake, wind and rain, the gentle sound of rain, and See the Skater. These articles, Authors apply observation method and note taking technique. The process of this article covers several steps such as read the poems, identify, and make a table to collect Onomatopoeia word. From five poems that have been analyzed, there are two types of onomatopoeia word; primary onomatopoeia (PR) and secondary onomatopoeia (SC). Onomatopoeia found as many as 21 words. From 21words, the dominant types and meaning that used in five poems are secondary onomatopoeia; 15 words. This article is to help readers easier to understand the meaning of sound trough poems by Lee Emmet.
{"title":"ANALYSIS ONOMATOPOEIA IN SELECTED POEMS BY LEE EMMETT","authors":"Walen Carera, Anjas Anjas, Ivan Ahmad Nurcholis","doi":"10.24127/PJ.V8I1.1929","DOIUrl":"https://doi.org/10.24127/PJ.V8I1.1929","url":null,"abstract":"The aims of this article are to analysis onomatopoeia with use some poems of Lee Emmett. There are five poems that have been analyzed: running water, Bake a Cake, wind and rain, the gentle sound of rain, and See the Skater. These articles, Authors apply observation method and note taking technique. The process of this article covers several steps such as read the poems, identify, and make a table to collect Onomatopoeia word. From five poems that have been analyzed, there are two types of onomatopoeia word; primary onomatopoeia (PR) and secondary onomatopoeia (SC). Onomatopoeia found as many as 21 words. From 21words, the dominant types and meaning that used in five poems are secondary onomatopoeia; 15 words. This article is to help readers easier to understand the meaning of sound trough poems by Lee Emmet. ","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125709991","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 aim of this research is to know if there are effects of teaching method and vocabulary mastery on student’s speaking skill at private senior high schools in Teluk Betung, Bandar Lampung. The sample of this research is 60 students. This research is experimental research with two factors, teaching method using Communicative Language Teaching (CLT) and Conventional Method and Vocabulary Mastery. The data about vocabulary mastery and speaking skills are taken through tests which their validity and reliability have been tested. The researcher used SPSS Program 20 to analyze the data. The results are: experimental class (A1) has to mean score 68, it is more than a control class (A2) that has to mean score 59,97. Testing of three hypotheses used ANOVA (analysis on variants), it has got a sig. score 0,000 in communicative language teaching and vocabulary mastery got sig 0,002. It means the first hypothesis, there is a significant effect of CLT on students’ speaking skill is accepted. The second hypothesis, there is a significant effect of vocabulary mastery on students’ speaking skill is also accepted. While the third hypothesis, there are the effects of teaching method using CLT and vocabulary mastery on students’ speaking skill is rejected.
{"title":"TEACHING METHOD AND VOCABULARY MASTERY INFLUENCE TOWARD STUDENT’S SPEAKING SKILL","authors":"A. Syafiq, Bambang Eko Siagiyanto","doi":"10.24127/PJ.V8I1.1931","DOIUrl":"https://doi.org/10.24127/PJ.V8I1.1931","url":null,"abstract":"The aim of this research is to know if there are effects of teaching method and vocabulary mastery on student’s speaking skill at private senior high schools in Teluk Betung, Bandar Lampung. The sample of this research is 60 students. This research is experimental research with two factors, teaching method using Communicative Language Teaching (CLT) and Conventional Method and Vocabulary Mastery. The data about vocabulary mastery and speaking skills are taken through tests which their validity and reliability have been tested. The researcher used SPSS Program 20 to analyze the data. The results are: experimental class (A1) has to mean score 68, it is more than a control class (A2) that has to mean score 59,97. Testing of three hypotheses used ANOVA (analysis on variants), it has got a sig. score 0,000 in communicative language teaching and vocabulary mastery got sig 0,002. It means the first hypothesis, there is a significant effect of CLT on students’ speaking skill is accepted. The second hypothesis, there is a significant effect of vocabulary mastery on students’ speaking skill is also accepted. While the third hypothesis, there are the effects of teaching method using CLT and vocabulary mastery on students’ speaking skill is rejected. ","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131685412","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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