Listening comprehension is one of the most difficult English language skills for learners. Since listening is an important part of communication, as foreign learners we should acquire listening skills. However, learning listening is lack motivation and most students find difficulties in learning listening. To support learners in learning listening is needed an appropriate medium that facilitates learners in improving their listening comprehension skills. This study aimed to investigate students' perceptions using audio-visual material as a media in listening class. A survey study using a quantitative approach was designed to collect the data. The researcher used a survey questionnaire with 20 Likert Scale questions and distributed them through Google Forms. The sample of this study is 9th-grade students from SMP Shalahuddin in total 109 students from classes A, B, C, and D. After collected the data, the researcher analyzes the data using SPSS. The result shows that students had positive experiences in using audio-visual material in listening class. Most of the students agree that audio visual is interesting, motivating, and entertaining them. Audio-visual also can help students to improve their listening comprehension. However, they find difficulties when the speaker speaks too fast, the speaker explains unfamiliar material or uses unfamiliar accents, and pronunciation.
{"title":"Investigating Students’ Perception Using Audio-Visual Material in Listening Class","authors":"Rahma Fitria, Iswahyuni Iswahyuni, Widya Caterine Perdhani","doi":"10.24256/ideas.v10i2.3052","DOIUrl":"https://doi.org/10.24256/ideas.v10i2.3052","url":null,"abstract":"Listening comprehension is one of the most difficult English language skills for learners. Since listening is an important part of communication, as foreign learners we should acquire listening skills. However, learning listening is lack motivation and most students find difficulties in learning listening. To support learners in learning listening is needed an appropriate medium that facilitates learners in improving their listening comprehension skills. This study aimed to investigate students' perceptions using audio-visual material as a media in listening class. A survey study using a quantitative approach was designed to collect the data. The researcher used a survey questionnaire with 20 Likert Scale questions and distributed them through Google Forms. The sample of this study is 9th-grade students from SMP Shalahuddin in total 109 students from classes A, B, C, and D. After collected the data, the researcher analyzes the data using SPSS. The result shows that students had positive experiences in using audio-visual material in listening class. Most of the students agree that audio visual is interesting, motivating, and entertaining them. Audio-visual also can help students to improve their listening comprehension. However, they find difficulties when the speaker speaks too fast, the speaker explains unfamiliar material or uses unfamiliar accents, and pronunciation. ","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129721705","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.24256/ideas.v10i2.2986
Sukma Septian Nasution, Ahmad Jamalulael, L. Kusumoriny, Nur Najibah Sukmawati, Setiana Sri Wahyuni Sitepu
The objective of the study is to investigate the improvement of the students' skills in writing descriptive text by using Genre-Based Approach in seventh-grade students at MTs Daarul Muttaqien, South Tangerang. This is a Classroom Action Research with students in VII grade consisting of 22 students as subjects of the study. The main instrument employed to collect the data is writing test supported by observation and interview to meet triangulation validity. The result showed there is an improvement in the students’ skills in writing descriptive text. It was shown from the test results where the mean score: the pre-test was 59.95 and only 22.7% of the students who passed the test. Then, it improved to 73.23 for the mean score of post test 1 that 59.1% of them passed the test. The improvement also occurred in post-test II where the mean score reaches 84.36 with a percentage of 95.5% of students who successfully did the test. The improvement was supported by the observation result that the students were active and enthusiastic in every step genre-based instruction offers. Most of the students also found it joyful and effective to improve their writing skill. In conclusion, Genre-Based Approach can improve the students’ writing skills, especially in writing descriptive text.
{"title":"Genre-Based Instruction: Improving the Students’ Skill in Writing Descriptive Text","authors":"Sukma Septian Nasution, Ahmad Jamalulael, L. Kusumoriny, Nur Najibah Sukmawati, Setiana Sri Wahyuni Sitepu","doi":"10.24256/ideas.v10i2.2986","DOIUrl":"https://doi.org/10.24256/ideas.v10i2.2986","url":null,"abstract":"The objective of the study is to investigate the improvement of the students' skills in writing descriptive text by using Genre-Based Approach in seventh-grade students at MTs Daarul Muttaqien, South Tangerang. This is a Classroom Action Research with students in VII grade consisting of 22 students as subjects of the study. The main instrument employed to collect the data is writing test supported by observation and interview to meet triangulation validity. The result showed there is an improvement in the students’ skills in writing descriptive text. It was shown from the test results where the mean score: the pre-test was 59.95 and only 22.7% of the students who passed the test. Then, it improved to 73.23 for the mean score of post test 1 that 59.1% of them passed the test. The improvement also occurred in post-test II where the mean score reaches 84.36 with a percentage of 95.5% of students who successfully did the test. The improvement was supported by the observation result that the students were active and enthusiastic in every step genre-based instruction offers. Most of the students also found it joyful and effective to improve their writing skill. In conclusion, Genre-Based Approach can improve the students’ writing skills, especially in writing descriptive text.","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130899823","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.24256/ideas.v10i2.3100
Muh. Agus Wijaya, S. Mulyani, Nurwahida Nurwahida
This research aimed to (1) find out whether or not the Four Square Writing Method is able to advance students’ essay writing skill, and (2) find out the students’ perceptions of the application of this method. This research was quantitative with pre-experimental design. The participants were nineteen students of the fifth-semester of the English Education Department at Institut Parahikma Indonesia. Based on the statistical analysis of the tests, the average of pre-test was 43.15, and the average of post-test was 62.57. The significant value of the tests was .000 < .05. It indicated that there was a significant difference between the scores of the tests in students’ essay writing before and after treatment. Furthermore, t-count was higher than t-table, 10.47 > 2.101. It implied that students’ essay writing was improved after doing treatment by using this method. This research also revealed students’ perceptions of the use of FSWM. 63.2% of the students claimed that it was interesting to be implemented in teaching writing, and 57.9% of them agreed that this method was effective to be implemented in writing an essay, but 10.5% of them stated that it was slightly helpful to improve their writing. Besides, when asked about obstacles in the implementation of this method, 26.3% of the students agreed that it was difficult to use; 21.1% of them said that it required too many steps to write, and 5.3% of them stated that they could not focus on writing when using it. Interestingly, 47.7% of them agreed that there were no obstacles in using it. Therefore, it can be concluded that this method could assist students in improving students’ essay writing skill. Based on the findings of this research, it is recommended that the teacher consider to use Four Square Writing Method as one of methods in teaching writing.
{"title":"Utilizing Four Square Writing Method in Improving Students’ Essay Writing Skill","authors":"Muh. Agus Wijaya, S. Mulyani, Nurwahida Nurwahida","doi":"10.24256/ideas.v10i2.3100","DOIUrl":"https://doi.org/10.24256/ideas.v10i2.3100","url":null,"abstract":"This research aimed to (1) find out whether or not the Four Square Writing Method is able to advance students’ essay writing skill, and (2) find out the students’ perceptions of the application of this method. This research was quantitative with pre-experimental design. The participants were nineteen students of the fifth-semester of the English Education Department at Institut Parahikma Indonesia. Based on the statistical analysis of the tests, the average of pre-test was 43.15, and the average of post-test was 62.57. The significant value of the tests was .000 < .05. It indicated that there was a significant difference between the scores of the tests in students’ essay writing before and after treatment. Furthermore, t-count was higher than t-table, 10.47 > 2.101. It implied that students’ essay writing was improved after doing treatment by using this method. This research also revealed students’ perceptions of the use of FSWM. 63.2% of the students claimed that it was interesting to be implemented in teaching writing, and 57.9% of them agreed that this method was effective to be implemented in writing an essay, but 10.5% of them stated that it was slightly helpful to improve their writing. Besides, when asked about obstacles in the implementation of this method, 26.3% of the students agreed that it was difficult to use; 21.1% of them said that it required too many steps to write, and 5.3% of them stated that they could not focus on writing when using it. Interestingly, 47.7% of them agreed that there were no obstacles in using it. Therefore, it can be concluded that this method could assist students in improving students’ essay writing skill. Based on the findings of this research, it is recommended that the teacher consider to use Four Square Writing Method as one of methods in teaching writing. ","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128721527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.24256/ideas.v10i2.2814
Susi Astiantih
AbstractThe researcher discovered that the second-grade students at SMPN 1 Watopute struggled with vocabulary mastering. The teacher reported that several words were not understood by the students during teaching-learning exercises. They were also unable to communicate in English, both orally and in writing, due to a lack of vocabulary competence. As a result, the researcher advised working with the instructor to fix the problem using the Engage, Study, Activate (ESA) strategy. The research topic was "How can the ESA (Engage, Stimulate, Action) strategy increase students' vocabulary acquisition in the second grade of SMPN2Ranteangin?" This was a classroom action research that included the following steps: basic research, planning, action, observing, analyzing, and reflecting in each cycle. The goal of this study is to help students enhance their vocabulary mastery. This study was divided into two rounds. The first cycle was a failure since only 60.8 percent of the students achieved the required score (75). After the second round, 86.9 percent of the students were able to pass the minimal score, indicating that the research was effective. Furthermore, the students demonstrated behavioral gains. They were more engaged in learning and ready to inquire and answer to the teacher. Consequently, the researcher decided to end the research.Keywords: ESA method; improving; mastery; vocabulary.
{"title":"Using “Engage, Study, Activate\" (ESA) Method in Improving Students’ Vocabulary","authors":"Susi Astiantih","doi":"10.24256/ideas.v10i2.2814","DOIUrl":"https://doi.org/10.24256/ideas.v10i2.2814","url":null,"abstract":"AbstractThe researcher discovered that the second-grade students at SMPN 1 Watopute struggled with vocabulary mastering. The teacher reported that several words were not understood by the students during teaching-learning exercises. They were also unable to communicate in English, both orally and in writing, due to a lack of vocabulary competence. As a result, the researcher advised working with the instructor to fix the problem using the Engage, Study, Activate (ESA) strategy. The research topic was \"How can the ESA (Engage, Stimulate, Action) strategy increase students' vocabulary acquisition in the second grade of SMPN2Ranteangin?\" This was a classroom action research that included the following steps: basic research, planning, action, observing, analyzing, and reflecting in each cycle. The goal of this study is to help students enhance their vocabulary mastery. This study was divided into two rounds. The first cycle was a failure since only 60.8 percent of the students achieved the required score (75). After the second round, 86.9 percent of the students were able to pass the minimal score, indicating that the research was effective. Furthermore, the students demonstrated behavioral gains. They were more engaged in learning and ready to inquire and answer to the teacher. Consequently, the researcher decided to end the research.Keywords: ESA method; improving; mastery; vocabulary.","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127630937","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.24256/ideas.v10i2.3098
Farida Repelita Waty Kembaren, Indi Vira Patmala
This study was conducted to analyze how the brainstorming learning strategy on students in writing descriptive text with the aim of describing how the brainstorming learning strategy on students in writing descriptive text. This study uses a case study in qualitative research. The participants in this study were students of grade 8-b MTs Munawwarah Amal Bhakti Kec. Ujung Padang Kab. Simalungun, totaling 26 students consisting of 16 male students and 10 female students. Data collection was carried out using class observation, interviews with teachers and students and documentation. The findings of this study state that the brainstorming learning strategy in writing descriptive text for grade 8-b students makes students actively think to express their opinions through writing, Students can learn to think quickly and, Students feel comfortable and satisfied, Teach students to be disciplined, Increase vocabulary understanding in English. Based on the findings, the researcher gives suggestions as teachers should continue to apply brainstorming learning strategies in writing descriptive text, because in addition to training students to write, they also train students to think. Teachers can use audio-visual media such as in focus in explaining learning materials so that learning is more interesting. Teachers should require students to bring a dictionary in English lessons, in order to improve vocabulary comprehension. Schools must provide or facilitate media in teaching, so that learning becomes interesting and students can understand the lesson well.
本研究旨在分析头脑风暴学习策略对学生写作描述性文本的影响，旨在描述头脑风暴学习策略对学生写作描述性文本的影响。本研究采用定性研究中的个案研究方法。本研究的参与者是MTs Munawwarah Amal Bhakti Kec的8-b年级学生。Ujung Padang Kab。该校共有26名学生，其中男学生16名，女学生10名。数据收集采用课堂观察法、师生访谈法和文献法。本研究结果表明，在8-b年级学生写作描述性课文中采用头脑风暴学习策略，使学生积极思考，通过写作表达自己的观点，使学生学会快速思考，使学生感到舒适和满足，使学生有纪律，增加英语词汇的理解。基于研究结果，研究者提出建议，教师应该继续运用头脑风暴学习策略在写作描述性文本，因为除了训练学生的写作，他们也训练学生的思考。教师可以利用聚焦等视听媒体讲解学习材料，使学习更加有趣。老师应该要求学生在英语课上带字典，以提高词汇理解能力。学校必须在教学中提供或促进媒体，使学习变得有趣，学生可以很好地理解课程。
{"title":"An Analysis of Brainstorming Learning Strategy on the Students’ Writing Descriptive Text in Junior High School","authors":"Farida Repelita Waty Kembaren, Indi Vira Patmala","doi":"10.24256/ideas.v10i2.3098","DOIUrl":"https://doi.org/10.24256/ideas.v10i2.3098","url":null,"abstract":"This study was conducted to analyze how the brainstorming learning strategy on students in writing descriptive text with the aim of describing how the brainstorming learning strategy on students in writing descriptive text. This study uses a case study in qualitative research. The participants in this study were students of grade 8-b MTs Munawwarah Amal Bhakti Kec. Ujung Padang Kab. Simalungun, totaling 26 students consisting of 16 male students and 10 female students. Data collection was carried out using class observation, interviews with teachers and students and documentation. The findings of this study state that the brainstorming learning strategy in writing descriptive text for grade 8-b students makes students actively think to express their opinions through writing, Students can learn to think quickly and, Students feel comfortable and satisfied, Teach students to be disciplined, Increase vocabulary understanding in English. Based on the findings, the researcher gives suggestions as teachers should continue to apply brainstorming learning strategies in writing descriptive text, because in addition to training students to write, they also train students to think. Teachers can use audio-visual media such as in focus in explaining learning materials so that learning is more interesting. Teachers should require students to bring a dictionary in English lessons, in order to improve vocabulary comprehension. Schools must provide or facilitate media in teaching, so that learning becomes interesting and students can understand the lesson well.","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122577510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.24256/ideas.v10i2.3277
Muhammad Zein Hardiansyah, A. Dewi, Sriati Usman
This research aims to find out the translation methods that are mostly used by students of the English Education Study Program. Kind of this research is qualitative research. The subjects in this research were 10 students of Tadulako University specifically in English Education Study Program who had enrolled in the Translation and Interpretation course and selected using the snowball technique. The instrument in this research is the translation test. In analyzing the data, the researcher used the Newmark translation method theory. The results of this research indicate that there are only five translation methods applied by students in translating a text. The translation method that is mostly used by students is free translation method. The second is communicative translation method. The third is idiomatic translation method. Then, the fourth is literal translation method.The last position is faithful translation method. Meanwhile, it was also identified methods that were not applied by students, including word-for-word translation method, semantic translation method, and adaptation translation method. So it can be concluded the free translation method is a translation method that is mostly applied by English education students at Tadulako University. The results of this research also indicate that the students applied more than one method in translating a text dan they tend to apply translation methods that emphasize the target language
{"title":"Narrative Text Translation by the Students of English Education Study Program","authors":"Muhammad Zein Hardiansyah, A. Dewi, Sriati Usman","doi":"10.24256/ideas.v10i2.3277","DOIUrl":"https://doi.org/10.24256/ideas.v10i2.3277","url":null,"abstract":"This research aims to find out the translation methods that are mostly used by students of the English Education Study Program. Kind of this research is qualitative research. The subjects in this research were 10 students of Tadulako University specifically in English Education Study Program who had enrolled in the Translation and Interpretation course and selected using the snowball technique. The instrument in this research is the translation test. In analyzing the data, the researcher used the Newmark translation method theory. The results of this research indicate that there are only five translation methods applied by students in translating a text. The translation method that is mostly used by students is free translation method. The second is communicative translation method. The third is idiomatic translation method. Then, the fourth is literal translation method.The last position is faithful translation method. Meanwhile, it was also identified methods that were not applied by students, including word-for-word translation method, semantic translation method, and adaptation translation method. So it can be concluded the free translation method is a translation method that is mostly applied by English education students at Tadulako University. The results of this research also indicate that the students applied more than one method in translating a text dan they tend to apply translation methods that emphasize the target language","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130869533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.24256/ideas.v10i2.3065
Wendy Wendy, Gaguk Rudianto
This research is using pragmatic study to observe the types of negative impoliteness based on the talk show "Ellen DeGeneres" hosted by Ellen DeGeneres. The function of this research was to find out the types of negative impoliteness that occurred in the talk show. Then, the utterances were discovered and collected by taking the theory of Culpeper (2011) to the data source. The object for this research was the negative impoliteness. The data source uttered by both speaker and hearer from the talk show "Ellen DeGeneres". To provide the research aftermath, the research design used was the descriptive qualitative. The method of collecting data technique was using the nonparticipator observation Sugiyono (2010). Why technic of collecting data in this research as follow. Firstly, the researchers watched the interview on the "Ellen DeGeneres" talk show. Secondly, the researchers read the transcript and search the context for analysis. Finally, the researchers found out all the issues related to the impoliteness from the negative politeness in the "Ellen DeGeneres" talk show. The method of analysis the data was categorization proposed by Sugiyono (2010) method was completed by analyzing "Ellen DeGeneres" talk show. There were 20 negative impoliteness utterances uttered by both speaker and hearer in the talk show and the researchers analyzed it all. The types of negative impoliteness uttered by both speaker and hearer were 5 affective, 3 coercive, and 12 entertaining.
{"title":"Negative Impoliteness in “Ellen DeGeneres” Talk Show: Pragmatic Approach","authors":"Wendy Wendy, Gaguk Rudianto","doi":"10.24256/ideas.v10i2.3065","DOIUrl":"https://doi.org/10.24256/ideas.v10i2.3065","url":null,"abstract":"This research is using pragmatic study to observe the types of negative impoliteness based on the talk show \"Ellen DeGeneres\" hosted by Ellen DeGeneres. The function of this research was to find out the types of negative impoliteness that occurred in the talk show. Then, the utterances were discovered and collected by taking the theory of Culpeper (2011) to the data source. The object for this research was the negative impoliteness. The data source uttered by both speaker and hearer from the talk show \"Ellen DeGeneres\". To provide the research aftermath, the research design used was the descriptive qualitative. The method of collecting data technique was using the nonparticipator observation Sugiyono (2010). Why technic of collecting data in this research as follow. Firstly, the researchers watched the interview on the \"Ellen DeGeneres\" talk show. Secondly, the researchers read the transcript and search the context for analysis. Finally, the researchers found out all the issues related to the impoliteness from the negative politeness in the \"Ellen DeGeneres\" talk show. The method of analysis the data was categorization proposed by Sugiyono (2010) method was completed by analyzing \"Ellen DeGeneres\" talk show. There were 20 negative impoliteness utterances uttered by both speaker and hearer in the talk show and the researchers analyzed it all. The types of negative impoliteness uttered by both speaker and hearer were 5 affective, 3 coercive, and 12 entertaining.","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122771292","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.24256/ideas.v10i2.2888
Muhammad Husnu, Muhadjir Efendi, Elda Silvianti
This research was carried out with the aim of expressing perceptions and improving students' English speaking skills to be more intense and active by using the communicating technique method. This study used an experimental method and an analysis of student cognition integrated with the quantitative and qualitative research methods using oral trials. The means of this study are pre-testing, treatment, post-testing, interviews, and observations. Analytical techniques used when processing data in Statistical Package for Social Sciences 22.0 for Windows. The test results before applying the communicating techniques were only 60% of students had the ability to speak English but after the application of the communicating technique. It increased to 90% of students’ ability to speak English. In analyzing student perceptions, the research result showed that the communicating techniques were effective in improving students’ ability in English. The application of the communicating techniques in learning English, especially in speaking skills, is the right strategy to improve students’ abilities because these techniques can turn abstract concepts into reality in the classroom.
{"title":"Communicating Technique in Teaching Speaking: Learning Opportunity and Students’ Perceptions","authors":"Muhammad Husnu, Muhadjir Efendi, Elda Silvianti","doi":"10.24256/ideas.v10i2.2888","DOIUrl":"https://doi.org/10.24256/ideas.v10i2.2888","url":null,"abstract":"This research was carried out with the aim of expressing perceptions and improving students' English speaking skills to be more intense and active by using the communicating technique method. This study used an experimental method and an analysis of student cognition integrated with the quantitative and qualitative research methods using oral trials. The means of this study are pre-testing, treatment, post-testing, interviews, and observations. Analytical techniques used when processing data in Statistical Package for Social Sciences 22.0 for Windows. The test results before applying the communicating techniques were only 60% of students had the ability to speak English but after the application of the communicating technique. It increased to 90% of students’ ability to speak English. In analyzing student perceptions, the research result showed that the communicating techniques were effective in improving students’ ability in English. The application of the communicating techniques in learning English, especially in speaking skills, is the right strategy to improve students’ abilities because these techniques can turn abstract concepts into reality in the classroom.","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128705127","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.24256/ideas.v10i2.3368
Fingky Sinthya, Dahnilsyah Dahnilsyah, Erni Erni
This research aims to analyze the types of metaphors used and contained meanings contained in a collection of poems by William Blake. A metaphor is a part of figurative language that compares one thing to another. The researcher used a descriptive employed in study qualitative method to identify a collection of classic poetry by William Blake. The researcher uses the theory of Lakoff, George, and Johnsen (2003) to analyze the conceptual metaphors that shape the reality of 'life' which is reflected in poetry. There are three steps in collecting research data: observation, selection, and classification. This research result shows that ninety-five metaphorical lyrics are contained in the ten of classic collections of poetry by William Blake. The data were gathered using a collection of poems from three types of conceptual metaphors: structural, orientational, and ontological. The types of metaphors found in this research are ontological metaphors. And in reverse, the meaning of each metaphor depends on the type used in the poem. In conclusion, the poems by William Blake have a high imagination based on experiences as well as advice to the readers.
{"title":"An Analysis of Conceptual Metaphor in the Poems Entitled “Classic Poetry Series” by William Blake","authors":"Fingky Sinthya, Dahnilsyah Dahnilsyah, Erni Erni","doi":"10.24256/ideas.v10i2.3368","DOIUrl":"https://doi.org/10.24256/ideas.v10i2.3368","url":null,"abstract":"This research aims to analyze the types of metaphors used and contained meanings contained in a collection of poems by William Blake. A metaphor is a part of figurative language that compares one thing to another. The researcher used a descriptive employed in study qualitative method to identify a collection of classic poetry by William Blake. The researcher uses the theory of Lakoff, George, and Johnsen (2003) to analyze the conceptual metaphors that shape the reality of 'life' which is reflected in poetry. There are three steps in collecting research data: observation, selection, and classification. This research result shows that ninety-five metaphorical lyrics are contained in the ten of classic collections of poetry by William Blake. The data were gathered using a collection of poems from three types of conceptual metaphors: structural, orientational, and ontological. The types of metaphors found in this research are ontological metaphors. And in reverse, the meaning of each metaphor depends on the type used in the poem. In conclusion, the poems by William Blake have a high imagination based on experiences as well as advice to the readers. ","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"89 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123688190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-31DOI: 10.24256/ideas.v10i2.3221
Nur Alfin Karimah, Trishna Nanda Barianty
Culture is an inseparable aspect when an individual learns a target language. English textbook, one of the teaching-learning media, keeps a lot of hidden cultural value inside. There is a limited study investigating the representation of cultural values in an English textbook for autism students. Thus, this study is addressed to investigate both cultural representation and cultural values inside the Indonesian autism EFL textbook published by the Ministry of Education and Culture. The analysis adopted the four dimensions of culture or 4Ps as the framework. The 4Ps refer to Product, Practice, Perspective, and People. The findings of this study underscore the multicultural values represented in the autism English textbook. Those cultural values are as follows: (1) respecting the diversity of a religious group; (2) respecting the Indonesian national cultural traits; (3) respecting the diversity of ethnic groups; (4) respecting democracy; (5) having good manners; and (6) having gratitude. Recommendation for teacher or professional researcher of research and development closes the section of this study and deepened on the semiotics contained in the English textbook for children with autism and the potential theoretical which can be obtained through the analysis of the intercultural language used in the English textbook.
{"title":"The Cultural Values as Represented in the Indonesian Autism EFL Textbook: Critial Discourse Analysis","authors":"Nur Alfin Karimah, Trishna Nanda Barianty","doi":"10.24256/ideas.v10i2.3221","DOIUrl":"https://doi.org/10.24256/ideas.v10i2.3221","url":null,"abstract":"Culture is an inseparable aspect when an individual learns a target language. English textbook, one of the teaching-learning media, keeps a lot of hidden cultural value inside. There is a limited study investigating the representation of cultural values in an English textbook for autism students. Thus, this study is addressed to investigate both cultural representation and cultural values inside the Indonesian autism EFL textbook published by the Ministry of Education and Culture. The analysis adopted the four dimensions of culture or 4Ps as the framework. The 4Ps refer to Product, Practice, Perspective, and People. The findings of this study underscore the multicultural values represented in the autism English textbook. Those cultural values are as follows: (1) respecting the diversity of a religious group; (2) respecting the Indonesian national cultural traits; (3) respecting the diversity of ethnic groups; (4) respecting democracy; (5) having good manners; and (6) having gratitude. Recommendation for teacher or professional researcher of research and development closes the section of this study and deepened on the semiotics contained in the English textbook for children with autism and the potential theoretical which can be obtained through the analysis of the intercultural language used in the English textbook.","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127700774","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：