Nur Annisa, Arifiatun Arifiatun, Fitrotul Mufaridah
Communication is necessary in human life. Therefore, language is being very important to be learnt or even to be mastered by people. As better language people has as better the other people understand about the purpose. Discussing a language, English is common-known as the universal language in this world. This research was aimed to find out the implementation of Think – Pair – Share Technique in teaching speaking skill. This research was conducted by using Classroom Action Research. The subject of the research was the tenth grade students of SMAN 1 Jember in academic year 2022/2023 which consisted of 36 students. The objective of this research was to find out the improvement of students’ speaking skill through the implementation of Think – Pair – Share Technique. This research was conducted in two cycles which each consists of planning, acting, observing, and reflecting. The data were gathered through quantitative and qualitative data. The result of the research showed that there was an increasing of students’ speaking skill. It can be proven by the enhancement of students’ fluency, pronunciation and courage in speaking. Based on that data, the think – pair – share technique was successfully way to improve students’ ability in speaking. Students’ score was significantly increased.
{"title":"The Implementation of Think – Pair – Share Technique to Improve Students’ Ability in Speaking English at Tenth Grade of Senior High School 1 Jember","authors":"Nur Annisa, Arifiatun Arifiatun, Fitrotul Mufaridah","doi":"10.47134/jpbi.v1i2.53","DOIUrl":"https://doi.org/10.47134/jpbi.v1i2.53","url":null,"abstract":"Communication is necessary in human life. Therefore, language is being very important to be learnt or even to be mastered by people. As better language people has as better the other people understand about the purpose. Discussing a language, English is common-known as the universal language in this world. This research was aimed to find out the implementation of Think – Pair – Share Technique in teaching speaking skill. This research was conducted by using Classroom Action Research. The subject of the research was the tenth grade students of SMAN 1 Jember in academic year 2022/2023 which consisted of 36 students. The objective of this research was to find out the improvement of students’ speaking skill through the implementation of Think – Pair – Share Technique. This research was conducted in two cycles which each consists of planning, acting, observing, and reflecting. The data were gathered through quantitative and qualitative data. The result of the research showed that there was an increasing of students’ speaking skill. It can be proven by the enhancement of students’ fluency, pronunciation and courage in speaking. Based on that data, the think – pair – share technique was successfully way to improve students’ ability in speaking. Students’ score was significantly increased.","PeriodicalId":500838,"journal":{"name":"Pubmedia Jurnal Pendidikan Bahasa Inggris","volume":"85 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135619880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aims to analyze the semantics meaning of You Are the Reason song by Calum Scott. The song tells of guilt and regret of past actions that he did to harm the lover, and he wishes to make it up by showing his eagerness and willingness to change for the better. The object of this study is to analyze the semantics meaning and to categorize the meaning into one of 7 types of semantics meaning. In theory, the researcher wishes to develop theoretical knowledge of literature and linguistics related to semantics and importance of songs. Practically, this research is useful as a reference for readers who will carry out similar research, especially in terms of linguistics and semantics, especially in songs lyrics. This research is included in the type of literary criticism, because the writer interprets and analyzes a literary work, especially songs. The data in this study were taken directly through lines of lyrics from the song, as well as from various other sources. The results of this study shows that the most dominant semantics type present in this song is the affected type, followed by conceptual type and the least is social type, which is non-existent in the song.
本研究旨在分析Calum Scott的《You Are the Reason》这首歌的语义意义。这首歌讲述了他对过去伤害爱人的行为的内疚和后悔，他希望通过表现出他的渴望和意愿来弥补。本研究的目的是分析语义学意义，并将语义学意义分为七种类型之一。理论上，研究者希望发展与语义和歌曲重要性相关的文学和语言学理论知识。在实践上，本研究对今后进行类似研究的读者，特别是在语言学和语义学方面，特别是在歌曲歌词方面，具有一定的参考价值。本研究属于文学批评类型，因为作者对文学作品，尤其是歌曲进行解读和分析。这项研究的数据直接来自歌曲的歌词，以及其他各种来源。本研究结果表明，该歌曲中最主要的语义类型是影响类型，其次是概念类型，最少的是社会类型，在歌曲中不存在。
{"title":"Semantics Meaning Lyric in You Are The Reason Song by Calum Scott","authors":"Nisha Ramadya Nesti, Paramita Kusumawati","doi":"10.47134/jpbi.v1i1.18","DOIUrl":"https://doi.org/10.47134/jpbi.v1i1.18","url":null,"abstract":"This research aims to analyze the semantics meaning of You Are the Reason song by Calum Scott. The song tells of guilt and regret of past actions that he did to harm the lover, and he wishes to make it up by showing his eagerness and willingness to change for the better. The object of this study is to analyze the semantics meaning and to categorize the meaning into one of 7 types of semantics meaning. In theory, the researcher wishes to develop theoretical knowledge of literature and linguistics related to semantics and importance of songs. Practically, this research is useful as a reference for readers who will carry out similar research, especially in terms of linguistics and semantics, especially in songs lyrics. This research is included in the type of literary criticism, because the writer interprets and analyzes a literary work, especially songs. The data in this study were taken directly through lines of lyrics from the song, as well as from various other sources. The results of this study shows that the most dominant semantics type present in this song is the affected type, followed by conceptual type and the least is social type, which is non-existent in the song.","PeriodicalId":500838,"journal":{"name":"Pubmedia Jurnal Pendidikan Bahasa Inggris","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135148501","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 importance of reading comprehension is rising in the field of education. For students to read proficiently, instruction and practise are necessary. Making meaning of a text is a component of reading comprehension. Consequently, rather of focusing on understanding a particular phrase or word, readers should aim to gain a comprehensive knowledge of the material presented in the book. One of method that could improve students reading ability is reciprocal method. this study aims to investigate how reciprocal teaching can enhance students' reading comprehension of descriptive texts. A quantitative method was used to summarize the data that was obtained from the outcome. Students from SMP 1 Muhammadiyah Jember are the participant for this research. 8 grade B as the experimental class while 8 grade A as control class. These students have studied descriptive text. The class 8 B was experimental group which was taught reading text using reciprocal method. The class 8 A was control group that was taugh reading only based on the text book. The data that have been collected then analyzed using spss to find if there is any significat effect in using reciprocal method in students reading comprehension.the result of the independent sample t-test on SPSS program, The value of sig (2-tailed) was 0.001 and it was less than 0.05. It could be revealed that there was a significant difference between the experimental group and the control group after. In other words, there was a significant effect of using reciprocal on the eighth-grade students’ reading score at SMP 1 Muhammadiyah Jember.
{"title":"The Influence of Reciprocal Teaching on Reading Ability Achievement","authors":"Fahmi Rido Wargadinata, Hanafi Hanafi, Widya Oktarini","doi":"10.47134/jpbi.v1i1.16","DOIUrl":"https://doi.org/10.47134/jpbi.v1i1.16","url":null,"abstract":"The importance of reading comprehension is rising in the field of education. For students to read proficiently, instruction and practise are necessary. Making meaning of a text is a component of reading comprehension. Consequently, rather of focusing on understanding a particular phrase or word, readers should aim to gain a comprehensive knowledge of the material presented in the book. One of method that could improve students reading ability is reciprocal method. this study aims to investigate how reciprocal teaching can enhance students' reading comprehension of descriptive texts. A quantitative method was used to summarize the data that was obtained from the outcome. Students from SMP 1 Muhammadiyah Jember are the participant for this research. 8 grade B as the experimental class while 8 grade A as control class. These students have studied descriptive text. The class 8 B was experimental group which was taught reading text using reciprocal method. The class 8 A was control group that was taugh reading only based on the text book. The data that have been collected then analyzed using spss to find if there is any significat effect in using reciprocal method in students reading comprehension.the result of the independent sample t-test on SPSS program, The value of sig (2-tailed) was 0.001 and it was less than 0.05. It could be revealed that there was a significant difference between the experimental group and the control group after. In other words, there was a significant effect of using reciprocal on the eighth-grade students’ reading score at SMP 1 Muhammadiyah Jember.","PeriodicalId":500838,"journal":{"name":"Pubmedia Jurnal Pendidikan Bahasa Inggris","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134946199","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 article explores the integration of culture-responsive teaching in English learning within the context of the new paradigm in education. As education systems become increasingly diverse and multicultural, there is a growing recognition of the importance of incorporating students' cultural backgrounds and experiences into the learning process. The new paradigm in education emphasizes a student-centered approach, where the focus is on promoting inclusivity, equity, and cultural competence in the classroom. Through a qualitative research design, this study examines the implementation of culture-responsive teaching in English language classrooms in a secondary school setting. Data were collected through classroom observations and interviews with teachers. The research aimed to understand how culture-responsive teaching practices are incorporated into English language instruction and the impact on student engagement and language proficiency. The findings indicate that the integration of culture-responsive teaching in English learning enhances student motivation and fosters a positive learning environment. By incorporating culturally relevant content and instructional strategies, teachers can create meaningful connections between students' cultural backgrounds and the language they are learning. This approach promotes a deeper understanding of language concepts and fosters a sense of belonging among students from diverse cultural backgrounds.
{"title":"Integration of Culturally-Responsive Teaching in English Learning","authors":"Shinta Yuliantari, Tanzil Huda","doi":"10.47134/jpbi.v1i1.17","DOIUrl":"https://doi.org/10.47134/jpbi.v1i1.17","url":null,"abstract":"This article explores the integration of culture-responsive teaching in English learning within the context of the new paradigm in education. As education systems become increasingly diverse and multicultural, there is a growing recognition of the importance of incorporating students' cultural backgrounds and experiences into the learning process. The new paradigm in education emphasizes a student-centered approach, where the focus is on promoting inclusivity, equity, and cultural competence in the classroom. Through a qualitative research design, this study examines the implementation of culture-responsive teaching in English language classrooms in a secondary school setting. Data were collected through classroom observations and interviews with teachers. The research aimed to understand how culture-responsive teaching practices are incorporated into English language instruction and the impact on student engagement and language proficiency. The findings indicate that the integration of culture-responsive teaching in English learning enhances student motivation and fosters a positive learning environment. By incorporating culturally relevant content and instructional strategies, teachers can create meaningful connections between students' cultural backgrounds and the language they are learning. This approach promotes a deeper understanding of language concepts and fosters a sense of belonging among students from diverse cultural backgrounds.","PeriodicalId":500838,"journal":{"name":"Pubmedia Jurnal Pendidikan Bahasa Inggris","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134946198","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}
Feby Tri Lestari, Indri Astutik, Indah Werdiningsih
Cohesive devices are linguistic elements or techniques used to establish connections and create coherence within a text. They serve to link ideas, sentences, and paragraphs, making the overall discourse more cohesive and facilitating the smooth flow of information. Cohesive devices contribute to the logical organization and understanding of a written or spoken text. By employing cohesive devices effectively, writers can enhance the coherence and cohesion of their texts, allowing readers to follow and understand the information more easily. This study aims to examine how cohesive devices are utilized in recount paragraphs written by students as well as to identify the challenges and underlying reasons for their difficulties in using such devices. The research involved 20 tenth-grade students from MAN 2 Jember and adopted a qualitative analysis research design. The data collection process encompassed documentation, observations, and student interviews. The analysis focused on two aspects of cohesion: lexical cohesion (reiteration and collocation) and grammatical cohesion (reference, substitution, ellipsis, and conjunction). The findings reveal the following: (a) Students employed five types of cohesive devices in their recount paragraph writing, with reference (31.29%) and conjunction (28.75%) being the most frequent, followed by substitution (12.72%), ellipsis (1.78%), as well as reiteration (13.48%) and collocation (11.95%); (b) Students exhibited varying levels of familiarity and competence with different cohesive devices. The study highlights the importance of comprehensive instruction and support to enhance students' proficiency in using cohesive devices. To address the identified challenges, pedagogical interventions are recommended.
{"title":"An Analysis on Cohesive Devices of Students’ Recount Paragraphs Writing","authors":"Feby Tri Lestari, Indri Astutik, Indah Werdiningsih","doi":"10.47134/jpbi.v1i1.14","DOIUrl":"https://doi.org/10.47134/jpbi.v1i1.14","url":null,"abstract":"Cohesive devices are linguistic elements or techniques used to establish connections and create coherence within a text. They serve to link ideas, sentences, and paragraphs, making the overall discourse more cohesive and facilitating the smooth flow of information. Cohesive devices contribute to the logical organization and understanding of a written or spoken text. By employing cohesive devices effectively, writers can enhance the coherence and cohesion of their texts, allowing readers to follow and understand the information more easily. This study aims to examine how cohesive devices are utilized in recount paragraphs written by students as well as to identify the challenges and underlying reasons for their difficulties in using such devices. The research involved 20 tenth-grade students from MAN 2 Jember and adopted a qualitative analysis research design. The data collection process encompassed documentation, observations, and student interviews. The analysis focused on two aspects of cohesion: lexical cohesion (reiteration and collocation) and grammatical cohesion (reference, substitution, ellipsis, and conjunction). The findings reveal the following: (a) Students employed five types of cohesive devices in their recount paragraph writing, with reference (31.29%) and conjunction (28.75%) being the most frequent, followed by substitution (12.72%), ellipsis (1.78%), as well as reiteration (13.48%) and collocation (11.95%); (b) Students exhibited varying levels of familiarity and competence with different cohesive devices. The study highlights the importance of comprehensive instruction and support to enhance students' proficiency in using cohesive devices. To address the identified challenges, pedagogical interventions are recommended.","PeriodicalId":500838,"journal":{"name":"Pubmedia Jurnal Pendidikan Bahasa Inggris","volume":"57 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134946197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Writing is the activity of expressing and communicating ideas in words. People write letters, text his messages, e-mails to communicate and may also express their feelings by writing diaries. By writing, people create and express their ideas in an organized process. The more they write, the better their thinking skill will be. This research is quantitative research using quasi-experimental design (post- test only). Re- searchers conducted research on students at MAN 02 Jember. There are two research variables, the independent variable is an outline technique, the dependent variable is writing skills. The researcher took two classes as samples, X Agama 1 consist of 25 students (experimental group) and X Agama 2 consist of 25 students (control group). The research instrument used in this method is essay questions. Based on the results, the average value of the experimental class for the post- test was 82.80. The average value of the experimental group is higher than the average value of the control group. The sig- nificance value based on the analysis on the test is 0.000 <0.05. The alternative hy- pothesis (Ha) is accepted because there is a significant difference in writing skill between students who are taught with an outline technique and students who are taught with teacher conventional method. From the results, can be concluded that there is a significant effect of the Outline Technique on Students' Writing Skills in Coherent Paragraphs at MAN 02 Jember in the 2022/2023 academic year.
写作是用文字表达和交流思想的活动。人们写信、发短信、发电子邮件来交流，也可能通过写日记来表达他们的感情。通过写作，人们在一个有组织的过程中创造和表达他们的想法。他们写得越多，他们的思维能力就越好。本研究采用准实验设计(仅限后测)进行定量研究。研究人员于11月2日对曼恩大学的学生进行了研究。研究变量有两个，自变量是提纲技巧，因变量是写作技巧。研究者以两个班级为样本，X Agama 1有25名学生(实验组)，X Agama 2有25名学生(对照组)。在这种方法中使用的研究工具是论文问题。结果表明，实验班的后测平均分为82.80分。实验组的平均值高于对照组的平均值。检验分析的显著性值为0.000 <0.05。另一种假设(Ha)是被接受的，因为用大纲法教学的学生和用传统方法教学的学生在写作技巧上有显著差异。从结果可以得出结论，大纲技巧对2022/2023学年曼02月学生的连贯段落写作技巧有显著的影响。
{"title":"The Effectiveness of Outline Technique on Students' Writing Skills in Coherent Paragraphs","authors":"Nabila Rizqiyani","doi":"10.47134/jpbi.v1i1.15","DOIUrl":"https://doi.org/10.47134/jpbi.v1i1.15","url":null,"abstract":"Writing is the activity of expressing and communicating ideas in words. People write letters, text his messages, e-mails to communicate and may also express their feelings by writing diaries. By writing, people create and express their ideas in an organized process. The more they write, the better their thinking skill will be. This research is quantitative research using quasi-experimental design (post- test only). Re- searchers conducted research on students at MAN 02 Jember. There are two research variables, the independent variable is an outline technique, the dependent variable is writing skills. The researcher took two classes as samples, X Agama 1 consist of 25 students (experimental group) and X Agama 2 consist of 25 students (control group). The research instrument used in this method is essay questions. Based on the results, the average value of the experimental class for the post- test was 82.80. The average value of the experimental group is higher than the average value of the control group. The sig- nificance value based on the analysis on the test is 0.000 <0.05. The alternative hy- pothesis (Ha) is accepted because there is a significant difference in writing skill between students who are taught with an outline technique and students who are taught with teacher conventional method. From the results, can be concluded that there is a significant effect of the Outline Technique on Students' Writing Skills in Coherent Paragraphs at MAN 02 Jember in the 2022/2023 academic year.","PeriodicalId":500838,"journal":{"name":"Pubmedia Jurnal Pendidikan Bahasa Inggris","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134946731","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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