This study aims to describe the problems in writing narrative text for class XI students of SMAN 1 Koto Kampar Hulu, describing the problems faced by students in write narrative texts, and provide solutions or ways to overcome problems faced by students. This study uses a qualitative description method. Technique data collection was obtained by using interview techniques and documentation, and the data obtained were analyzed using Triangulation data sources and method triangulation. The results showed that in writing narrative text, in class XI students of SMAN 1 Koto Kampar Hulu carried out based on 2013 curriculum, class XI English learning syllabus, and carried out according to the English lesson plan for narrative text teaching materials. The problems faced in writing narrative texts are: teacher teaching to students is not optimal, students' motivation is low in writing narrative text, How to overcome these difficulties is that teachers are given training and guidance regarding learning and students are given attention, motivation to be active in learning
本研究旨在描述SMAN 1 Koto Kampar Hulu 11班学生在叙事文本写作中存在的问题，描述学生在叙事文本写作中面临的问题，并提供解决学生面临问题的方法或方法。本研究采用定性描述方法。技术资料收集采用访谈法和文献法，数据收集采用三角剖分法和方法剖分法。叙事性文本写作面临的问题是:教师对学生的教学不优化，学生在叙事性文本写作中的动机较低，如何克服这些困难是教师在学习方面给予培训和指导，学生在学习方面给予关注，动机积极
{"title":"AN ANALYSIS ON STUDENTS’ WRITING MOTIVATION AT SMKN 1 BANGKINANG","authors":"Nurma Yunanda, Putri Asilestari, Vitri Angraini Hardi","doi":"10.22202/tus.2022.v9i2.6358","DOIUrl":"https://doi.org/10.22202/tus.2022.v9i2.6358","url":null,"abstract":"This study aims to describe the problems in writing narrative text for class XI students of SMAN 1 Koto Kampar Hulu, describing the problems faced by students in write narrative texts, and provide solutions or ways to overcome problems faced by students. This study uses a qualitative description method. Technique data collection was obtained by using interview techniques and documentation, and the data obtained were analyzed using Triangulation data sources and method triangulation. The results showed that in writing narrative text, in class XI students of SMAN 1 Koto Kampar Hulu carried out based on 2013 curriculum, class XI English learning syllabus, and carried out according to the English lesson plan for narrative text teaching materials. The problems faced in writing narrative texts are: teacher teaching to students is not optimal, students' motivation is low in writing narrative text, How to overcome these difficulties is that teachers are given training and guidance regarding learning and students are given attention, motivation to be active in learning","PeriodicalId":52932,"journal":{"name":"Tellus Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44847417","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 : 2023-03-31DOI: 10.22202/tus.2023.v9i1.6532
English teachers in rural schools face many challenges. The difficulties encountered in English learning in rural schools are related to the condition of the students, the environment, and the English teacher's competence. This study aims to explore the challenge that arises in English language learning in rural schools. This study used a qualitative method design with four English teachers from four different schools as respondents. The results of this study show that there are still many obstacles encountered in teaching English to young learners in rural schools. English language learning for young learners in rural areas needs to be improved for several reasons. Including low student interest in English lessons, lack of support for English learning, such as support from parents and the surrounding environment, and the quality of English teachers, who are considered low.
{"title":"TEACHING ENGLISH TO YOUNG LEARNERS IN RURAL AREAS: TEACHERS’ CHALLENGES","authors":"","doi":"10.22202/tus.2023.v9i1.6532","DOIUrl":"https://doi.org/10.22202/tus.2023.v9i1.6532","url":null,"abstract":"English teachers in rural schools face many challenges. The difficulties encountered in English learning in rural schools are related to the condition of the students, the environment, and the English teacher's competence. This study aims to explore the challenge that arises in English language learning in rural schools. This study used a qualitative method design with four English teachers from four different schools as respondents. The results of this study show that there are still many obstacles encountered in teaching English to young learners in rural schools. English language learning for young learners in rural areas needs to be improved for several reasons. Including low student interest in English lessons, lack of support for English learning, such as support from parents and the surrounding environment, and the quality of English teachers, who are considered low.","PeriodicalId":52932,"journal":{"name":"Tellus Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47166280","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 : 2023-03-31DOI: 10.22202/tus.2023.v9i1.6654
Nesibu Gudina Dinagde, Melaku Wakuma
The study aimed at measuring the extent to which EFL teachers provide assistance to their students in classroom interactions by writing lessons of Communicative English Language Skills II at the micro level of scaffolding. Case study design was used to achieve the objective of the study. Data was gathered from six English instructors of Wollega University who were selected purposively. The teachers were video recorded while teaching writing lessons. Then the data were transcribed into text. Next, interactional extracts were identified and coded for contingency using van de Poll's (2012) model of contingency shift framework (CSF) and the results were quantified by frequency and percentages. The finding indicated that the teachers began an interaction with high level of control in most interactions, which hinders them to identify their students’ actual knowledge level. Most of their interactions in the writing classroom became noncontingent and partially contingent. Dominantly, the study reviled that in longer interactions, which could help learners to construct knowledge, teachers were not able to adjust their interactional moves according to the students’ understanding level. Thus, it was concluded that EFL teachers were not properly scaffolding the development of students’ learning. This urges teachers to give attention to the concept of scaffolding in their teaching to provide proper assistance for their learners in classroom interactions.
本研究旨在衡量EFL教师通过在脚手架的微观层面上编写《交际英语语言技能II》课程，在课堂互动中为学生提供帮助的程度。采用案例研究设计来达到研究目的。数据是从Wollega大学的六名英语教师那里收集的，他们是有目的地被选中的。老师们在教授写作课时被录了下来。然后数据被转录成文本。接下来，使用van de Poll（2012）的权变转移框架（CSF）模型，对交互提取进行权变识别和编码，并通过频率和百分比对结果进行量化。研究结果表明，在大多数互动中，教师开始的互动具有高度的控制力，这阻碍了他们识别学生的实际知识水平。他们在写作课堂上的大多数互动都变得非接触式和部分偶然性。该研究主要指出，在可以帮助学习者构建知识的长时间互动中，教师无法根据学生的理解水平调整他们的互动动作。因此，得出的结论是，外语教师没有适当地支撑学生学习的发展。这促使教师在教学中注意脚手架的概念，以便在课堂互动中为学习者提供适当的帮助。
{"title":"EFL Instructors’ Micro-Scaffolding in Writing Classrooms: The Case of Wollega University, Ethiopia","authors":"Nesibu Gudina Dinagde, Melaku Wakuma","doi":"10.22202/tus.2023.v9i1.6654","DOIUrl":"https://doi.org/10.22202/tus.2023.v9i1.6654","url":null,"abstract":"The study aimed at measuring the extent to which EFL teachers provide assistance to their students in classroom interactions by writing lessons of Communicative English Language Skills II at the micro level of scaffolding. Case study design was used to achieve the objective of the study. Data was gathered from six English instructors of Wollega University who were selected purposively. The teachers were video recorded while teaching writing lessons. Then the data were transcribed into text. Next, interactional extracts were identified and coded for contingency using van de Poll's (2012) model of contingency shift framework (CSF) and the results were quantified by frequency and percentages. The finding indicated that the teachers began an interaction with high level of control in most interactions, which hinders them to identify their students’ actual knowledge level. Most of their interactions in the writing classroom became noncontingent and partially contingent. Dominantly, the study reviled that in longer interactions, which could help learners to construct knowledge, teachers were not able to adjust their interactional moves according to the students’ understanding level. Thus, it was concluded that EFL teachers were not properly scaffolding the development of students’ learning. This urges teachers to give attention to the concept of scaffolding in their teaching to provide proper assistance for their learners in classroom interactions.","PeriodicalId":52932,"journal":{"name":"Tellus Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48215825","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 : 2023-03-31DOI: 10.22202/tus.2023.v9i1.6682
Yelliza Yelliza, S. Siska
The objectives of this study were obviously to determine the most and least commonly used vocabulary learning strategies by the students. In addition, it was to identify the reasons behind their use of these strategies. An explanatory mixed-method research design was employed, with the population consisting 3 translation classes in English Department Students at Universitas PGRI Sumatera Barat in the odd semester, academic year 2019/2020. Data was collected through questionnaires and interviews, using the Vocabulary Learning Strategies Questionnaire which contained 40 statements. Descriptive statistics, such as means and standard deviation, were used for statistical analysis. The findings indicated that determination strategies (M=3.32) were the most frequently used vocabulary learning strategies by students, while social consolidation strategies (M=1.82) were the least used. Furthermore, the study explored the reasons behind the students' most and least used strategies. It was found that the students' preferred strategy of using dictionaries to find the meaning of new words was due to its ease and effectiveness, whereas the least used strategy of interacting with native speakers to find new words was limited by the availability of context and vocabulary knowledge.
{"title":"UNLOCKING THE SECRETS OF VLSs ENGLISH DEPARTMENT STUDENTS AT UNIVERSITAS PGRI SUMATERA BARAT","authors":"Yelliza Yelliza, S. Siska","doi":"10.22202/tus.2023.v9i1.6682","DOIUrl":"https://doi.org/10.22202/tus.2023.v9i1.6682","url":null,"abstract":"The objectives of this study were obviously to determine the most and least commonly used vocabulary learning strategies by the students. In addition, it was to identify the reasons behind their use of these strategies. An explanatory mixed-method research design was employed, with the population consisting 3 translation classes in English Department Students at Universitas PGRI Sumatera Barat in the odd semester, academic year 2019/2020. Data was collected through questionnaires and interviews, using the Vocabulary Learning Strategies Questionnaire which contained 40 statements. Descriptive statistics, such as means and standard deviation, were used for statistical analysis. The findings indicated that determination strategies (M=3.32) were the most frequently used vocabulary learning strategies by students, while social consolidation strategies (M=1.82) were the least used. Furthermore, the study explored the reasons behind the students' most and least used strategies. It was found that the students' preferred strategy of using dictionaries to find the meaning of new words was due to its ease and effectiveness, whereas the least used strategy of interacting with native speakers to find new words was limited by the availability of context and vocabulary knowledge.","PeriodicalId":52932,"journal":{"name":"Tellus Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43447541","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 : 2023-03-31DOI: 10.22202/tus.2023.v9i1.6678
An important aspect that may hinder a foreign language learning is anxiety. This qualitative study attempts to examine the phenomena of speaking anxiety and clarify its causes and treatments. Thirty junior high school students of grade IX (nine) participated in this study. Interviews and Foreign Language Classroom Anxiety Scale (FLCAS) questionnaires were used to collect the data. The findings of this study reveal that the anxiety the students experience when speaking English falls into three distinct categories: low, moderate, and high, with the majority of the students had a high level of anxiety. Furthermore, it was also found that a lack of provisions and preparations to learn English, the fear of making pronunciation and grammatical errors, and feeling insecure around interlocutors who are more proficient in the language are the factors that cause students to feel anxious when speaking English.. In light of the findings of this study, students should continue to practice speaking English, attempt to reduce feelings of insecurity, maintain a positive outlook, and improve their drive to learn to speak English.
{"title":"ENGLISH SPEAKING ANXIETY AMONG INDONESIAN JUNIOR HIGH SCHOOL STUDENTS: UNVEILING CAUSES AND SOLUTIONS","authors":"","doi":"10.22202/tus.2023.v9i1.6678","DOIUrl":"https://doi.org/10.22202/tus.2023.v9i1.6678","url":null,"abstract":"An important aspect that may hinder a foreign language learning is anxiety. This qualitative study attempts to examine the phenomena of speaking anxiety and clarify its causes and treatments. Thirty junior high school students of grade IX (nine) participated in this study. Interviews and Foreign Language Classroom Anxiety Scale (FLCAS) questionnaires were used to collect the data. The findings of this study reveal that the anxiety the students experience when speaking English falls into three distinct categories: low, moderate, and high, with the majority of the students had a high level of anxiety. Furthermore, it was also found that a lack of provisions and preparations to learn English, the fear of making pronunciation and grammatical errors, and feeling insecure around interlocutors who are more proficient in the language are the factors that cause students to feel anxious when speaking English.. In light of the findings of this study, students should continue to practice speaking English, attempt to reduce feelings of insecurity, maintain a positive outlook, and improve their drive to learn to speak English.","PeriodicalId":52932,"journal":{"name":"Tellus Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46217808","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 : 2023-03-31DOI: 10.22202/tus.2023.v9i1.6672
Juliance Primurizki, D. Suherdi
Using English as a classroom language is widely acknowledged as the most effective means to encourage students to get used to English. The more often they are exposed to English, the more proficient they will be. However, teachers' awareness of the role of classroom language as a means to maximize student proficiency remains vague. Studies reveal that EFL teachers tend to use their own language in the classroom rather than the target language, English. Furthermore, teachers are susceptible to code-switching, which is the use of two or more languages in a single sentence or phrase. Despite the growing attention of studies exploring classroom language used by EFL teachers, studies focusing on novice EFL teachers with less than five years of teaching experience are considered limited. Accordingly, this descriptive qualitative study aims to investigate the implementation of classroom language used by two EFL novice teachers based on Sallaberri's framework from the English Classrooms Handbook: Classroom Language (1995). The data were gathered through a questionnaire and semi-structured interviews. The study's findings revealed that two EFL novice teachers use Bahasa Indonesia as their primary classroom language, including code-switching. Besides, using English as a classroom language became teachers’ dilemma since the students' proficiency levels and their experience in teaching are strongly affected their actions. Some recommendations and potential future practices and research are also discussed thoroughly.
{"title":"EXPLORING CLASSROOM LANGUAGE IMPLEMENTED BY NOVICE ENGLISH TEACHERS AT JUNIOR HIGH SCHOOLS","authors":"Juliance Primurizki, D. Suherdi","doi":"10.22202/tus.2023.v9i1.6672","DOIUrl":"https://doi.org/10.22202/tus.2023.v9i1.6672","url":null,"abstract":"Using English as a classroom language is widely acknowledged as the most effective means to encourage students to get used to English. The more often they are exposed to English, the more proficient they will be. However, teachers' awareness of the role of classroom language as a means to maximize student proficiency remains vague. Studies reveal that EFL teachers tend to use their own language in the classroom rather than the target language, English. Furthermore, teachers are susceptible to code-switching, which is the use of two or more languages in a single sentence or phrase. Despite the growing attention of studies exploring classroom language used by EFL teachers, studies focusing on novice EFL teachers with less than five years of teaching experience are considered limited. Accordingly, this descriptive qualitative study aims to investigate the implementation of classroom language used by two EFL novice teachers based on Sallaberri's framework from the English Classrooms Handbook: Classroom Language (1995). The data were gathered through a questionnaire and semi-structured interviews. The study's findings revealed that two EFL novice teachers use Bahasa Indonesia as their primary classroom language, including code-switching. Besides, using English as a classroom language became teachers’ dilemma since the students' proficiency levels and their experience in teaching are strongly affected their actions. Some recommendations and potential future practices and research are also discussed thoroughly.","PeriodicalId":52932,"journal":{"name":"Tellus Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43269258","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 : 2023-03-31DOI: 10.22202/tus.2023.v9i1.6659
Ummi Aisah Nasution, S. Daulay
The aim of this research article is to find out some language disorders in speaking English especially at Islamic boarding school. The researcher uses a descriptive qualitative method. The researcher also uses observation in the female students' dormitory environment regarding how to use English as their daily language and interviews to find answers about the factors of female students’ English speaking problems as data collection techniques to 4 female students at Darul ‘Adaalah Islamic boarding school dormitory. The result of this research is students got some difficulties in their speaking English which consist of linguistic problems and psychological problems. In linguistic problems, students have difficulty in lack of pronunciation and vocabulary. In psychological problems, students have difficulty in lack of confidence, anxiety and shyness.
{"title":"LANGUAGE DISORDER IN SPEAKING ENGLISH AT ISLAMIC BOARDING SCHOOL: PSYCHOLINGUISTIC ANALYSIS","authors":"Ummi Aisah Nasution, S. Daulay","doi":"10.22202/tus.2023.v9i1.6659","DOIUrl":"https://doi.org/10.22202/tus.2023.v9i1.6659","url":null,"abstract":"The aim of this research article is to find out some language disorders in speaking English especially at Islamic boarding school. The researcher uses a descriptive qualitative method. The researcher also uses observation in the female students' dormitory environment regarding how to use English as their daily language and interviews to find answers about the factors of female students’ English speaking problems as data collection techniques to 4 female students at Darul ‘Adaalah Islamic boarding school dormitory. The result of this research is students got some difficulties in their speaking English which consist of linguistic problems and psychological problems. In linguistic problems, students have difficulty in lack of pronunciation and vocabulary. In psychological problems, students have difficulty in lack of confidence, anxiety and shyness.","PeriodicalId":52932,"journal":{"name":"Tellus Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42206599","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 : 2023-03-31DOI: 10.22202/tus.2023.v9i1.6676
Moch Faqih, Waode Hamsia, Roifah Roifah
This study aims to determine the effectiveness of the usage of the Canva media utility to enhance students' writing abilties. Researchers used a quantitative method that's a pre-experimental research design by making use of pre-test and post-test. Written exams are used to gather scholar fulfillment as an tool of this studies. The researchers used two classes in the 9th grade of junior high school as research samples. Dedication of the sample of this have a look at the use of random sampling method. To investigate studies facts, researchers used the t-test. Primarily based at the studies evaluation, the common score of the students' writing take a look at for the remedy magnificence in the post-test changed into (85.25), and the pre-test turned into (65.50). For the non-treatment class (61.00) for the pre-test at consequences. For the post-test only got (61.25). The effects also show that the T-test fee (9.185) is better than desk (1.824), at a significance degree of 5%. If the t-test a look at consequences are better than the t-desk. It suggests that the alternative hypothesis (Ha) was accepted and (Ho) was rejected. Primarily based at the consequences of t-test calculations, it has a look at can be concluded that the Canva utility is an powerful medium for facilitating students in improving their writing performance of descriptive text. For similarly examine, English teacher can apply as the basic principle in this study as a attention for teaching writing capabilities. And will be a benefit later for the future.
{"title":"THE EFFECTIVNESS OF CANVA IN PROJECT BASED LEARNING TO INCREASE STUDENT WRITING SKILL","authors":"Moch Faqih, Waode Hamsia, Roifah Roifah","doi":"10.22202/tus.2023.v9i1.6676","DOIUrl":"https://doi.org/10.22202/tus.2023.v9i1.6676","url":null,"abstract":"This study aims to determine the effectiveness of the usage of the Canva media utility to enhance students' writing abilties. Researchers used a quantitative method that's a pre-experimental research design by making use of pre-test and post-test. Written exams are used to gather scholar fulfillment as an tool of this studies. The researchers used two classes in the 9th grade of junior high school as research samples. Dedication of the sample of this have a look at the use of random sampling method. To investigate studies facts, researchers used the t-test. Primarily based at the studies evaluation, the common score of the students' writing take a look at for the remedy magnificence in the post-test changed into (85.25), and the pre-test turned into (65.50). For the non-treatment class (61.00) for the pre-test at consequences. For the post-test only got (61.25). The effects also show that the T-test fee (9.185) is better than desk (1.824), at a significance degree of 5%. If the t-test a look at consequences are better than the t-desk. It suggests that the alternative hypothesis (Ha) was accepted and (Ho) was rejected. Primarily based at the consequences of t-test calculations, it has a look at can be concluded that the Canva utility is an powerful medium for facilitating students in improving their writing performance of descriptive text. For similarly examine, English teacher can apply as the basic principle in this study as a attention for teaching writing capabilities. And will be a benefit later for the future.","PeriodicalId":52932,"journal":{"name":"Tellus Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48666923","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 : 2023-03-31DOI: 10.22202/tus.2023.v9i1.6684
S. Wahono
Learning English cannot be separated from reading skills. Explanatory text is one type of English text in reading skills. This text introduces students to natural events or phenomena that are often studied by students of natural science programs. The purpose of this study is to improve the students' ability to read explanatory texts with a scientific approach using video. This study used classroom action research with cycle stages consisting of planning, implementation, observation, and reflection. The data collection techniques used were observation with field notes, documents, and written tests. Findings suggest that the scientific approach using video improved the students' skills to read explanatory texts. It was proved that the average result of the pre-cycle was 70 and the average result of the first cycle was 75.
{"title":"The Portrait of Scientific Approach Assisted by Video in EFL Reading: Participatory Action Research","authors":"S. Wahono","doi":"10.22202/tus.2023.v9i1.6684","DOIUrl":"https://doi.org/10.22202/tus.2023.v9i1.6684","url":null,"abstract":"Learning English cannot be separated from reading skills. Explanatory text is one type of English text in reading skills. This text introduces students to natural events or phenomena that are often studied by students of natural science programs. The purpose of this study is to improve the students' ability to read explanatory texts with a scientific approach using video. This study used classroom action research with cycle stages consisting of planning, implementation, observation, and reflection. The data collection techniques used were observation with field notes, documents, and written tests. Findings suggest that the scientific approach using video improved the students' skills to read explanatory texts. It was proved that the average result of the pre-cycle was 70 and the average result of the first cycle was 75.","PeriodicalId":52932,"journal":{"name":"Tellus Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44239188","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}
Vocabulary is one of the crucial aspects of learning English. However, knowing and remembering the vocabulary is difficult because there are many words in the language. The goal of this research is to know which platform will help students to improve their vocabulary more quickly. This study also seeks to answer to the research questions: 1. What is students’ perception of improving vocabulary from songs, social media, and games? 2. Which platform do students like and enjoy using to improve their vocabulary? 3. Which gender prefers to use songs, social media, and games to improve their vocabulary? 4. From songs, social media, and games. Which one that students struggle with or do not like using it? The research is designed with interview and questionnaire design. 100 students of grade 10 senior high schools from four island in Indonesia. The questionnaire was distributed online to the students and a followed up interview. The findings of this study indicate that learning through song, games, and social media can help students improve vocabulary.
{"title":"THE USE OF SONG, SOCIAL MEDIA, AND GAMES IN IMPROVING VOCABULARY: STUDENTS’ PERCEPTION","authors":"Rimanuella Sabathiana Kelendonu, Carolina Victorine Katermba","doi":"10.22202/tus.2023.v9i1.6663","DOIUrl":"https://doi.org/10.22202/tus.2023.v9i1.6663","url":null,"abstract":"Vocabulary is one of the crucial aspects of learning English. However, knowing and remembering the vocabulary is difficult because there are many words in the language. The goal of this research is to know which platform will help students to improve their vocabulary more quickly. This study also seeks to answer to the research questions: 1. What is students’ perception of improving vocabulary from songs, social media, and games? 2. Which platform do students like and enjoy using to improve their vocabulary? 3. Which gender prefers to use songs, social media, and games to improve their vocabulary? 4. From songs, social media, and games. Which one that students struggle with or do not like using it? The research is designed with interview and questionnaire design. 100 students of grade 10 senior high schools from four island in Indonesia. The questionnaire was distributed online to the students and a followed up interview. The findings of this study indicate that learning through song, games, and social media can help students improve vocabulary.","PeriodicalId":52932,"journal":{"name":"Tellus Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48991870","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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