Pub Date : 2020-05-19DOI: 10.32332/pedagogy.v8i1.1953
R. A. Siregar
As teaching is considered as a lifelong process, teachers should always intend to develop themselves to be able to effectively conduct the teaching and learning process. This study aimed at exploring the view of pre-service English teachers towards the effective 21st-century teachers’ pedagogical competence and how they develop their pedagogical competence for their future teaching. The data were obtained through interviews and questionnaires. The study was qualitatively conducted as a case study by involving 12 pre-service English teachers purposively chosen due to their familiarity with the study issue. The results indicated that in terms of 21st-century education, the participants perceived that the pedagogical competence focused on teachers’ capability of integrating the technology in classrooms and teachers’ ability to exploit adjusted methods and materials which furnish students with skills appropriate to their future real-life careers. Further, there were eight very crucial traits of effective 21st-century pedagogical competence perceived by the participants. They were extended to; facilitating and inspiring students to learn creatively, utilizing, designin
{"title":"The Effective 21st-century Pedagogical Competence as Perceived by Pre-service English Teachers","authors":"R. A. Siregar","doi":"10.32332/pedagogy.v8i1.1953","DOIUrl":"https://doi.org/10.32332/pedagogy.v8i1.1953","url":null,"abstract":"As teaching is considered as a lifelong process, teachers should always intend to develop themselves to be able to effectively conduct the teaching and learning process. This study aimed at exploring the view of pre-service English teachers towards the effective 21st-century teachers’ pedagogical competence and how they develop their pedagogical competence for their future teaching. The data were obtained through interviews and questionnaires. The study was qualitatively conducted as a case study by involving 12 pre-service English teachers purposively chosen due to their familiarity with the study issue. The results indicated that in terms of 21st-century education, the participants perceived that the pedagogical competence focused on teachers’ capability of integrating the technology in classrooms and teachers’ ability to exploit adjusted methods and materials which furnish students with skills appropriate to their future real-life careers. Further, there were eight very crucial traits of effective 21st-century pedagogical competence perceived by the participants. They were extended to; facilitating and inspiring students to learn creatively, utilizing, designin","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133120231","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-02-10DOI: 10.32332/pedagogy.v7i2.1647
Hamza Alshenqeeti
This research represents the importance of culture in English as Foreign Language (EFL) Textbooks and learners' preference in the English classrooms. The study analyzes the cultural representation in three types of culture: source, target, and international of English as a foreign language (EFL) textbooks used in English classrooms at public universities in Saudi Arabia. Through the method of content analysis, it was discovered that a cultural representation balance was not maintained, indeed, as the contents were skewed toward target culture representation. Analyses of the study data, including a survey taken by EFL learners (N= 120), showed that source culture was the least interesting for these participants. The analyses also showed that skill development and target and international cultural training were prioritized by the study subjects. The findings of the current study suggest the need for thoroughness in developing rigorous frameworks for EFL textbooks' cultural integration, and for future experimental trials focusing on culture and foreign language research.
{"title":"Representation of Culture in EFL Textbooks and Learners’ Preference","authors":"Hamza Alshenqeeti","doi":"10.32332/pedagogy.v7i2.1647","DOIUrl":"https://doi.org/10.32332/pedagogy.v7i2.1647","url":null,"abstract":"This research represents the importance of culture in English as Foreign Language (EFL) Textbooks and learners' preference in the English classrooms. The study analyzes the cultural representation in three types of culture: source, target, and international of English as a foreign language (EFL) textbooks used in English classrooms at public universities in Saudi Arabia. Through the method of content analysis, it was discovered that a cultural representation balance was not maintained, indeed, as the contents were skewed toward target culture representation. Analyses of the study data, including a survey taken by EFL learners (N= 120), showed that source culture was the least interesting for these participants. The analyses also showed that skill development and target and international cultural training were prioritized by the study subjects. The findings of the current study suggest the need for thoroughness in developing rigorous frameworks for EFL textbooks' cultural integration, and for future experimental trials focusing on culture and foreign language research.","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"1006 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123324816","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 : 2019-12-25DOI: 10.32332/pedagogy.v7i2.1661
Bunga Ikasari, N. Drajati, S. Sumardi
This article provides a story of a teacher’s experience in using ICT-integrated multimodal texts to help heard-of-hearing learners develop or improve their literacy skills especially in mastering reading comprehension. Specifically, this study tried to investigate students’ engagement in classroom activities involving multimodal reading materials. In addition, their perceptions toward the use of multimodality were also portrayed. The study was carried out in a special need school. The research is a narrative inquiry study of an English teacher and three hard-of-hearing learners. The material consists of video observation, photographs, field notes, documents, and interviews with the teacher and the students. The findings showed that multimodal texts which were built with diverse modes of semiotic resources such as color, sound, motion, written text, and gesture could ease the teacher to help the students perform better in the area of reading comprehension. Moreover, the use of multimodal texts allowed students to participate more actively in classroom activities. I believe that the result of the study contributes to the body of knowledge regarding the use of texts for reading purposes.
{"title":"The Use of Multi-modal Texts in An English Classroom of Hard-of- Hearing Learners","authors":"Bunga Ikasari, N. Drajati, S. Sumardi","doi":"10.32332/pedagogy.v7i2.1661","DOIUrl":"https://doi.org/10.32332/pedagogy.v7i2.1661","url":null,"abstract":"This article provides a story of a teacher’s experience in using ICT-integrated multimodal texts to help heard-of-hearing learners develop or improve their literacy skills especially in mastering reading comprehension. Specifically, this study tried to investigate students’ engagement in classroom activities involving multimodal reading materials. In addition, their perceptions toward the use of multimodality were also portrayed. The study was carried out in a special need school. The research is a narrative inquiry study of an English teacher and three hard-of-hearing learners. The material consists of video observation, photographs, field notes, documents, and interviews with the teacher and the students. The findings showed that multimodal texts which were built with diverse modes of semiotic resources such as color, sound, motion, written text, and gesture could ease the teacher to help the students perform better in the area of reading comprehension. Moreover, the use of multimodal texts allowed students to participate more actively in classroom activities. I believe that the result of the study contributes to the body of knowledge regarding the use of texts for reading purposes.","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125074716","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 : 2019-12-23DOI: 10.32332/pedagogy.v7i2.1676
Intan Pradita, Safira Ardya Pelita Fadila
This paper is aimed at describing the students’ perception of the implementation of problem-based learning during the Materials Development course in the eve semester 2018. The participants were 58 students of English pre-service teachers. The data were collected through the 58 reflective writings at the end of the course, and the observation recording during the group discussion. Through qualitative analysis, there are five positive themes, and two negative themes found in the reflective writings. This study found that among three characteristics of Problem based learning, most of the students perceived positively in stimulating critical thinking and devoting authentic experiences. Whereas, there are also some students who perceived problem-based learning as challenging, especially in technical obstacles such as; the appearing of the lecturer’s stress during discussion session; not engaging friends in a group.
{"title":"Higher Education Students’ Voice in Experiencing Problem Based Learning","authors":"Intan Pradita, Safira Ardya Pelita Fadila","doi":"10.32332/pedagogy.v7i2.1676","DOIUrl":"https://doi.org/10.32332/pedagogy.v7i2.1676","url":null,"abstract":"This paper is aimed at describing the students’ perception of the implementation of problem-based learning during the Materials Development course in the eve semester 2018. The participants were 58 students of English pre-service teachers. The data were collected through the 58 reflective writings at the end of the course, and the observation recording during the group discussion. Through qualitative analysis, there are five positive themes, and two negative themes found in the reflective writings. This study found that among three characteristics of Problem based learning, most of the students perceived positively in stimulating critical thinking and devoting authentic experiences. Whereas, there are also some students who perceived problem-based learning as challenging, especially in technical obstacles such as; the appearing of the lecturer’s stress during discussion session; not engaging friends in a group.","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-12-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128125801","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 : 2019-08-19DOI: 10.32332/pedagogy.v7i1.1544
Y. Su, F. Fatmawati
Speaking in foreign language involves both cognitive and psychological process which eventually bring it as the most challenging skill to learn. However, many learners do not have adequate opportunities to practice speaking unless in the classroom, thus, teachers and students needed to developed various extensive speaking activities including utilizing technological features such as social media. This study is aimed at describing the students' perceptions about extending speaking activities in social media and how it impacts on the improvement of their skill as well as their self-confidence in speaking. It was a case study involving 5 students of English Department in Universitas Katolik Indonesia Santu Paulus Ruteng, East Nusa Tenggara as the participants. The data were collected by observing the participants’ English-Speaking videos posted on Facebook and Focus Group Discussion. The observation sheet and the discussion guidelines were used as the instruments of data collection. To analyze the data, the researchers used Miles and Huberman’s procedures of data analysis, comprising: data reduction, data displaying, and conclusion drawing. This study revealed that extending the speaking activities in social media had positively enhanced the students’ speaking ability as well as their self-esteem in speaking.
{"title":"Fostering Students' Self-Esteem in Speaking by Extending Speaking Activities in Social Media","authors":"Y. Su, F. Fatmawati","doi":"10.32332/pedagogy.v7i1.1544","DOIUrl":"https://doi.org/10.32332/pedagogy.v7i1.1544","url":null,"abstract":"Speaking in foreign language involves both cognitive and psychological process which eventually bring it as the most challenging skill to learn. However, many learners do not have adequate opportunities to practice speaking unless in the classroom, thus, teachers and students needed to developed various extensive speaking activities including utilizing technological features such as social media. This study is aimed at describing the students' perceptions about extending speaking activities in social media and how it impacts on the improvement of their skill as well as their self-confidence in speaking. It was a case study involving 5 students of English Department in Universitas Katolik Indonesia Santu Paulus Ruteng, East Nusa Tenggara as the participants. The data were collected by observing the participants’ English-Speaking videos posted on Facebook and Focus Group Discussion. The observation sheet and the discussion guidelines were used as the instruments of data collection. To analyze the data, the researchers used Miles and Huberman’s procedures of data analysis, comprising: data reduction, data displaying, and conclusion drawing. This study revealed that extending the speaking activities in social media had positively enhanced the students’ speaking ability as well as their self-esteem in speaking.","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"178 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132411127","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 : 2019-07-16DOI: 10.32332/PEDAGOGY.V7I1.1457
Agung Guritno
This study is conducted to describe the process of developing of android software system which contains the terms in the sharia economics field in three languages (Arabic, English, and Indonesia) for the students of Islamic Economics and Business Faculty. The study used to research and development methodology. The steps comprised: a preliminary study, making the product, validation of the product and try out the product. Before making the product, the researcher conducted a preliminary study to the students which the result was the students need a specific tool to ease them in learning the terms. After the product was made, the researcher then tried out the product to the students. To evaluate the product, the researcher then distributes the questionnaires through an online survey to the students to find out their opinion about the product. The result of the questionnaires showed that most of the students satisfied with the product. In conclusion, the android software is very promising to be used as supporting tooling learning.
{"title":"The Developing an Android Software “Glossary of Sharia Economics”","authors":"Agung Guritno","doi":"10.32332/PEDAGOGY.V7I1.1457","DOIUrl":"https://doi.org/10.32332/PEDAGOGY.V7I1.1457","url":null,"abstract":"This study is conducted to describe the process of developing of android software system which contains the terms in the sharia economics field in three languages (Arabic, English, and Indonesia) for the students of Islamic Economics and Business Faculty. The study used to research and development methodology. The steps comprised: a preliminary study, making the product, validation of the product and try out the product. Before making the product, the researcher conducted a preliminary study to the students which the result was the students need a specific tool to ease them in learning the terms. After the product was made, the researcher then tried out the product to the students. To evaluate the product, the researcher then distributes the questionnaires through an online survey to the students to find out their opinion about the product. The result of the questionnaires showed that most of the students satisfied with the product. In conclusion, the android software is very promising to be used as supporting tooling learning.","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115422870","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 : 2019-07-11DOI: 10.32332/pedagogy.v7i1.1458
H. Setiowati
This study aims to identify the effect of type of students’learning styles in reading comprehension achievement. The design of the research was a descriptive quantitative research that used a case study design. A total of 20 students of reading class on the second semester of IAIN Metro was sample of this research. In collecting the data, the researcher used questionnaire of learning style and reading comprehension test. In the analysis of data, the writer classified the categorization of learning style from the questionnaire and the scores of reading comprehension tests. Then, the result was analyzed by comparing the mean score in test manually using by percentage correct. The finding of the research the students have three types of learning style, they are visual (45%), auditory (30%), and kinesthetic (25%), in which visual is the most dominant. whereas the result of reading comprehension test, the mean score of visual is 79.2, auditory is 70.8, and kinesthetic is 65. In conclusion, It showed that the students of reading class on second semester of IAIN Metro used three types of learning style, but visual learning style is the most dominant learning style the students have.
{"title":"Identifying Students' Learning Styles on Reading Comprehension Achievement","authors":"H. Setiowati","doi":"10.32332/pedagogy.v7i1.1458","DOIUrl":"https://doi.org/10.32332/pedagogy.v7i1.1458","url":null,"abstract":"This study aims to identify the effect of type of students’learning styles in reading comprehension achievement. The design of the research was a descriptive quantitative research that used a case study design. A total of 20 students of reading class on the second semester of IAIN Metro was sample of this research. In collecting the data, the researcher used questionnaire of learning style and reading comprehension test. In the analysis of data, the writer classified the categorization of learning style from the questionnaire and the scores of reading comprehension tests. Then, the result was analyzed by comparing the mean score in test manually using by percentage correct. The finding of the research the students have three types of learning style, they are visual (45%), auditory (30%), and kinesthetic (25%), in which visual is the most dominant. whereas the result of reading comprehension test, the mean score of visual is 79.2, auditory is 70.8, and kinesthetic is 65. In conclusion, It showed that the students of reading class on second semester of IAIN Metro used three types of learning style, but visual learning style is the most dominant learning style the students have.","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122394972","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 : 2019-07-09DOI: 10.32332/PEDAGOGY.V7I1.1431
D. Yulianto, W. Ninsiana, Ahmad Subhan Roza
This research concerned with the translation of intransitive phrasal verb in Brown’s Principle of Language Learning and Teaching from English into Indonesian. The type of this research was qualitative research which dealt with non-numerical data. This research was analyzed by using the techniques proposed by Cresswell. There are six steps, namely (1) preparing the data for analysis; (2) looking and reading all the data; (3) coding all the data; (4) using the coding to describe the setting; (5) making advanced description; and (6) making interpretation. The finding results show that the accuracy level and readability level in Brown’s Principle of Language Learning and Teaching from English into Indonesian are fair with average score 2.2. The total of intransitive phrasal verbs is 17 with details: 2 sentences of accurate translation (12%); 1 sentence of inaccurate translation (6%); 14 sentences of less accurate (82%) while the readability level shows that there is 0 of readable translation; 15 less readable sentences (88%); 2 sentences not readable translation (12%).
{"title":"Investigating English-Indonesian Translation of Intransitive Phrasal Verbs in Brown’s Principle of Language Learning and Teaching","authors":"D. Yulianto, W. Ninsiana, Ahmad Subhan Roza","doi":"10.32332/PEDAGOGY.V7I1.1431","DOIUrl":"https://doi.org/10.32332/PEDAGOGY.V7I1.1431","url":null,"abstract":"This research concerned with the translation of intransitive phrasal verb in Brown’s Principle of Language Learning and Teaching from English into Indonesian. The type of this research was qualitative research which dealt with non-numerical data. This research was analyzed by using the techniques proposed by Cresswell. There are six steps, namely (1) preparing the data for analysis; (2) looking and reading all the data; (3) coding all the data; (4) using the coding to describe the setting; (5) making advanced description; and (6) making interpretation. The finding results show that the accuracy level and readability level in Brown’s Principle of Language Learning and Teaching from English into Indonesian are fair with average score 2.2. The total of intransitive phrasal verbs is 17 with details: 2 sentences of accurate translation (12%); 1 sentence of inaccurate translation (6%); 14 sentences of less accurate (82%) while the readability level shows that there is 0 of readable translation; 15 less readable sentences (88%); 2 sentences not readable translation (12%).","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"73 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121315611","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 : 2019-07-08DOI: 10.32332/PEDAGOGY.V7I1.1451
Aulia Hanifah Qomar, Maysara Devilia Sari
In reading comprehension has some factors that influence the skill. One of the factors is vocabulary mastery. The objective of this research is to know whether there is any correlation between vocabulary mastery and reading comprehension and the degree of correlation. The total of the participants of this research was 30 students in VII A of the seventh grade students of SMPN 7 Metro. Cluster random sampling technique was used to get the sample. A correlatinal analysis was employed to know the relationship between scores in the reading comprehension and vocabulary mastery test. Based on the research calculation by using correlation product moment, it was obtained that is 0,462, and is 0,367 in significant 5% and 0,470 in significant 1%. The average of vocabulary mastery was 61,6. The finding also indicate that the students’ achievement in the vocabulary was poor. The average score of reading comprehension was 62,4. It means that the students’ achivement in the reading comprehension was fair. Therefore, the findings provide that there was a positive correlation between vocabuary mastery and reading comprehension of the seventh grade students of SMP N 7 Metro.
{"title":"The Relationship Between Vocabulary Mastery and Reading Comprehension: An Assessment Prespective","authors":"Aulia Hanifah Qomar, Maysara Devilia Sari","doi":"10.32332/PEDAGOGY.V7I1.1451","DOIUrl":"https://doi.org/10.32332/PEDAGOGY.V7I1.1451","url":null,"abstract":"In reading comprehension has some factors that influence the skill. One of the factors is vocabulary mastery. The objective of this research is to know whether there is any correlation between vocabulary mastery and reading comprehension and the degree of correlation. The total of the participants of this research was 30 students in VII A of the seventh grade students of SMPN 7 Metro. Cluster random sampling technique was used to get the sample. A correlatinal analysis was employed to know the relationship between scores in the reading comprehension and vocabulary mastery test. Based on the research calculation by using correlation product moment, it was obtained that is 0,462, and is 0,367 in significant 5% and 0,470 in significant 1%. The average of vocabulary mastery was 61,6. The finding also indicate that the students’ achievement in the vocabulary was poor. The average score of reading comprehension was 62,4. It means that the students’ achivement in the reading comprehension was fair. Therefore, the findings provide that there was a positive correlation between vocabuary mastery and reading comprehension of the seventh grade students of SMP N 7 Metro.","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134274984","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 : 2019-07-04DOI: 10.32332/pedagogy.v7i1.1452
Dian Hapsari, M. Wijaya
The students’ reading comprehension of SMA Negeri 2 Tumijajar is still low especially in reading personal recount text. To solve the problem, the researcher applied Buzz Group. The objective of this research is to know whether there is a significant influence of using buzz group towards students’ reading comprehension on personal recount text at the eleventh grade of SMA Negeri 2 Tumijajar in the academic 2018/2019. The research methodology was quasi experimental design. In this research, the population was the eleventh grade of SMA Negeri 2 Tumijajar. The sample of this research was two classes consisting of 33 students for experimental class and 33 students for control class. In the experimental class, the researcher used buzz group and in the control class the teacher used think pair share. The treatments were held in 3 meetings in which 2 x 45 minutes for each class. In collecting data, the researcher used instrument in the form of multiple choice questions which had been tried out prior to the treatments. The instrument was given in pre-test and post-test. The researcher analyzed the data using SPSS to compute independent sample t-test. From the data analysis computed by SPSS, it was obtained that Sig. = 0.002 and α = 0.05. It means Ha is accepted because Sig. < α = 0.002 < 0.05. Therefore, there is a significant influence of using buzz group towards students’ reading comprehension on personal recount text at the eleventh grade of SMA Negeri 2 Tumijajar in the academic year 2018/2019.
学生对SMA Negeri 2 Tumijajar的阅读理解仍然较低，特别是在阅读个人叙述文本时。为了解决这个问题，研究者使用了Buzz Group。本研究的目的是了解在2018/2019学年度SMA Negeri 2 Tumijajar高中11年级的个人叙述文本中，使用buzz group对学生的阅读理解是否有显著影响。研究方法为准实验设计。在本研究中，种群为SMA Negeri 2 Tumijajar的11年级。本研究样本为两个班，实验班33名学生，对照组33名学生。在实验班中，研究者采用了buzz group，在控制班中，教师采用了think pair share。治疗分3次会议进行，每次2 x 45分钟。在收集数据时，研究人员使用了多项选择题形式的工具，这在治疗之前已经尝试过了。给出了仪器的前测和后测。研究者使用SPSS对数据进行分析，计算独立样本t检验。用SPSS软件对数据进行分析，得到Sig = 0.002， α = 0.05。因为Sig < α = 0.002 < 0.05，所以可以接受Ha。因此，在2018/2019学年度的SMA Negeri 2 Tumijajar高中11年级，使用buzz group对学生阅读理解个人叙述文本有显著的影响。
{"title":"Comprehending Personal Experience: Implementing Buzz Group in Teaching Reading","authors":"Dian Hapsari, M. Wijaya","doi":"10.32332/pedagogy.v7i1.1452","DOIUrl":"https://doi.org/10.32332/pedagogy.v7i1.1452","url":null,"abstract":"The students’ reading comprehension of SMA Negeri 2 Tumijajar is still low especially in reading personal recount text. To solve the problem, the researcher applied Buzz Group. The objective of this research is to know whether there is a significant influence of using buzz group towards students’ reading comprehension on personal recount text at the eleventh grade of SMA Negeri 2 Tumijajar in the academic 2018/2019. The research methodology was quasi experimental design. In this research, the population was the eleventh grade of SMA Negeri 2 Tumijajar. The sample of this research was two classes consisting of 33 students for experimental class and 33 students for control class. In the experimental class, the researcher used buzz group and in the control class the teacher used think pair share. The treatments were held in 3 meetings in which 2 x 45 minutes for each class. In collecting data, the researcher used instrument in the form of multiple choice questions which had been tried out prior to the treatments. The instrument was given in pre-test and post-test. The researcher analyzed the data using SPSS to compute independent sample t-test. From the data analysis computed by SPSS, it was obtained that Sig. = 0.002 and α = 0.05. It means Ha is accepted because Sig. < α = 0.002 < 0.05. Therefore, there is a significant influence of using buzz group towards students’ reading comprehension on personal recount text at the eleventh grade of SMA Negeri 2 Tumijajar in the academic year 2018/2019.","PeriodicalId":443442,"journal":{"name":"Pedagogy : Journal of English Language Teaching","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129736265","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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