This research aims at determining the similarities, dissimilarities, and possible learning difficulties faced by the students learning English and Indonesian copulative verbs, as well as the recommendations to TEFL. The descriptive research design was used. The documentation technique was applied to collect the data. To analyze the data, the researchers used a descriptive analysis. The results showed that there were two similarities between English and Indonesian copulative verbs in meanings and dynamic verb. The three dissimilarities were in grammatical structure, tense on subject-verb agreement and certain verbs. The possible learning difficulties faced by the students learning English and Indonesian copulative verbs was tense and subject-verb agreement. The recommendations of this research was as a fundamental teaching guidance in helping English teachers design a better teaching Grammar on copulative verbs, in terms of nonverbal copulative nominal, stative copulative nominal and dynamic copulative nominal.
{"title":"A CONTRASTIVE ANALYSIS BETWEEN ENGLISH AND INDONESIAN COPULATIVE VERBS","authors":"Masagus Sulaiman, Indawan Syahri, Kurnia Saputri","doi":"10.32502/ecj.v6i1.4342","DOIUrl":"https://doi.org/10.32502/ecj.v6i1.4342","url":null,"abstract":"This research aims at determining the similarities, dissimilarities, and possible learning difficulties faced by the students learning English and Indonesian copulative verbs, as well as the recommendations to TEFL. The descriptive research design was used. The documentation technique was applied to collect the data. To analyze the data, the researchers used a descriptive analysis. The results showed that there were two similarities between English and Indonesian copulative verbs in meanings and dynamic verb. The three dissimilarities were in grammatical structure, tense on subject-verb agreement and certain verbs. The possible learning difficulties faced by the students learning English and Indonesian copulative verbs was tense and subject-verb agreement. The recommendations of this research was as a fundamental teaching guidance in helping English teachers design a better teaching Grammar on copulative verbs, in terms of nonverbal copulative nominal, stative copulative nominal and dynamic copulative nominal.","PeriodicalId":53085,"journal":{"name":"English Community Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48523631","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 COVID 19 pandemic has affected living systems around the world; one of them is in the education system. It has led to the complete closure of schools, universities and colleges around the world. In response to this situation, many schools, universities and colleges are encouraged to use distance learning programs and open education applications and platforms in which schools and teachers can use these platforms to reach students remotely and limit educational interruptions. In this research, the website (www.er-central.com) was used as one of the distance learning programs for extensive listening by EFL students. This research aims to determine whether there is an effect of websites used by English language learners on the global spread of the COVID 19 pandemic. In this research, the reserchers used quantitative research in pre-experimental method design using one group of pre-tests and post-tests.. In pre-experimental research design, the researcher used concept one group Pre-test and Post-test for the third semester in university. The result of the data analysis indicated that there was significant difference of student’ test before and after being taught by using website. It can be said that there is a significant difference of student’s score after the treatment. It means that the website used is effective and can be used as a distance learning program for extensive listening in pandemic situations.
{"title":"TEACHING EXTENSIVE LISTENING IN EFL CLASSROOM USING WEBSITE WWW.ER-CENTRAL.COM","authors":"A. Rohim, Cut Fitariana","doi":"10.32502/ecj.v6i1.4382","DOIUrl":"https://doi.org/10.32502/ecj.v6i1.4382","url":null,"abstract":"The COVID 19 pandemic has affected living systems around the world; one of them is in the education system. It has led to the complete closure of schools, universities and colleges around the world. In response to this situation, many schools, universities and colleges are encouraged to use distance learning programs and open education applications and platforms in which schools and teachers can use these platforms to reach students remotely and limit educational interruptions. In this research, the website (www.er-central.com) was used as one of the distance learning programs for extensive listening by EFL students. This research aims to determine whether there is an effect of websites used by English language learners on the global spread of the COVID 19 pandemic. In this research, the reserchers used quantitative research in pre-experimental method design using one group of pre-tests and post-tests.. In pre-experimental research design, the researcher used concept one group Pre-test and Post-test for the third semester in university. The result of the data analysis indicated that there was significant difference of student’ test before and after being taught by using website. It can be said that there is a significant difference of student’s score after the treatment. It means that the website used is effective and can be used as a distance learning program for extensive listening in pandemic situations.","PeriodicalId":53085,"journal":{"name":"English Community Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46624339","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 study aimed to present the investigation of utilizing YouTube as learning media for students to access speaking videos and posting those speaking videos on social media in promoting students’ speaking skill in virtual instruction. A mixed-method of qualitative and quantitative approaches is applied in this study. In collecting the data, three instruments were used, namely observation, interview and documents of students’ speaking test results. The class observation revealed that the students learned more in understanding how to perform speaking better from the speaking videos they had watched from YouTube. The average score the students gained from their videos uploading on Instagram after the course (4.12) was higher than that in the pre-test (2.40). These scores were assessed based on speaking scoring rubric of Brown’s (2001). From the uploaded videos observation (watching) of the students, it could be seen that their speaking performance improved from their initial videos to the second ones in which they were more confident, accurate, fluent and comprehensive. From the interview to the lecturer, it was understood that the students enjoyed watching the videos and they became more motivated to learn and practice their speaking skill. Besides, in order to post their best speaking videos, they put their best efforts to perform well since they realized that their videos would be watched by myriad numbers of people. Therefore, this research work confirmed that utilizing YouTube as media and posting videos on social media as activities applied in virtual speaking class promoted students’ speaking skill.
{"title":"PROMOTING STUDENTS’ SPEAKING SKILL IN VIRTUAL LEARNING: UTILIZING YOUTUBE AS MEDIA AND VIDEO POSTING","authors":"Z. Zaitun, Rana Salsabila","doi":"10.32502/ecj.v6i1.4339","DOIUrl":"https://doi.org/10.32502/ecj.v6i1.4339","url":null,"abstract":"This research study aimed to present the investigation of utilizing YouTube as learning media for students to access speaking videos and posting those speaking videos on social media in promoting students’ speaking skill in virtual instruction. A mixed-method of qualitative and quantitative approaches is applied in this study. In collecting the data, three instruments were used, namely observation, interview and documents of students’ speaking test results. The class observation revealed that the students learned more in understanding how to perform speaking better from the speaking videos they had watched from YouTube. The average score the students gained from their videos uploading on Instagram after the course (4.12) was higher than that in the pre-test (2.40). These scores were assessed based on speaking scoring rubric of Brown’s (2001). From the uploaded videos observation (watching) of the students, it could be seen that their speaking performance improved from their initial videos to the second ones in which they were more confident, accurate, fluent and comprehensive. From the interview to the lecturer, it was understood that the students enjoyed watching the videos and they became more motivated to learn and practice their speaking skill. Besides, in order to post their best speaking videos, they put their best efforts to perform well since they realized that their videos would be watched by myriad numbers of people. Therefore, this research work confirmed that utilizing YouTube as media and posting videos on social media as activities applied in virtual speaking class promoted students’ speaking skill. ","PeriodicalId":53085,"journal":{"name":"English Community Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48517461","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 objective of this study was to evaluate the teacher supervision program based on the CIPP model that consists of context, input, process and product at SDN 35 Talang Kelapa, Banyuasin regency. Determining the effectiveness of the program supervision evaluation process is seen from the level of achievement of the program evaluation objectives that have been determined by the school. This research was a qualitative study that used the CIPP model by evaluating each component: context, input, process and product to achieve an effective supervision program evaluation process. Sources of research data are teachers at SDN 35 Talang Kelapa, Banyuasin Regency. Collecting the research data by using instruments, those were interview and questionnaire. From the results of the study, it showed that the implementation of the teacher supervision program based on the CIPP model (context, input, process and product) was declared that good and effective.
{"title":"IPP PROGRAM EVALUATION MODEL OF TEACHER SUPERVISION AT SDN 35 TALANG KELAPA, BANYUASIN REGENCY","authors":"Andriamella Elfarissyah, Muchlas Suseno, Syamsi Setiadi","doi":"10.32502/ecj.v6i1.4009","DOIUrl":"https://doi.org/10.32502/ecj.v6i1.4009","url":null,"abstract":"The objective of this study was to evaluate the teacher supervision program based on the CIPP model that consists of context, input, process and product at SDN 35 Talang Kelapa, Banyuasin regency. Determining the effectiveness of the program supervision evaluation process is seen from the level of achievement of the program evaluation objectives that have been determined by the school. This research was a qualitative study that used the CIPP model by evaluating each component: context, input, process and product to achieve an effective supervision program evaluation process. Sources of research data are teachers at SDN 35 Talang Kelapa, Banyuasin Regency. Collecting the research data by using instruments, those were interview and questionnaire. From the results of the study, it showed that the implementation of the teacher supervision program based on the CIPP model (context, input, process and product) was declared that good and effective.","PeriodicalId":53085,"journal":{"name":"English Community Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46831450","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 aimed to describe the language acquisition of a toddler at the age of 24 months, seen from the phonological aspects, such as consonants, vowels, and diphthongs. This research was conducted in Palembang, on November – December 2021. The method used in this research was qualitative method through case study approach. The data were obtained from a toddler whose initial name was “MSM” as the respondent. The techniques for collecting the data were through observation and recording. The results of the analysis showed that the respondent was able to pronounce various phonemes existed in Bahasa Indonesia and Bahasa Palembang (Indonesian and Palembang Language). These phonemes consisted of 14 consonants which were /p/, /b/, /m/, /t/, /d/, /s/, /n/, /l/, /?/, /t?/, /j/, /g/, /k/, and /?/. The respondent also has been able to produce the vowels phonemes such as /a/, /i/, /u/, /e/, /?/ and /?/ and some kinds of diphthongs which were /a?/, /e?/, /a?/, and /??/.
本研究旨在从语音方面，如辅音、元音和双元音，描述24个月大的幼儿的语言习得情况。这项研究于2021年11月至12月在巨港进行。本研究采用个案研究法的定性研究方法。数据来自一名初名为“MSM”的幼儿，作为被调查者。收集数据的技术是通过观察和记录。分析结果表明，被调查者能够读出印尼语和巨港语(印尼语和巨港语)中存在的各种音素。这些音素由14个辅音组成，分别是/p/、/b/、/m/、/t/、/d/、/s/、/n/、/l/、/?/, / t ?/、/j/、/g/、/k/、/?/。被调查者还能说出/a/、/i/、/u/、/e/、/?/和/?/和一些双元音是/a?/, / e ?/, / ?/和/??/。
{"title":"ACQUISITION OF EARLY CHILDHOOD PHONOLOGY : A CASE STUDY OF A 24 MONTHS TODDLER IN PALEMBANG","authors":"F. Aprilia","doi":"10.32502/ecj.v6i1.4081","DOIUrl":"https://doi.org/10.32502/ecj.v6i1.4081","url":null,"abstract":"This research aimed to describe the language acquisition of a toddler at the age of 24 months, seen from the phonological aspects, such as consonants, vowels, and diphthongs. This research was conducted in Palembang, on November – December 2021. The method used in this research was qualitative method through case study approach. The data were obtained from a toddler whose initial name was “MSM” as the respondent. The techniques for collecting the data were through observation and recording. The results of the analysis showed that the respondent was able to pronounce various phonemes existed in Bahasa Indonesia and Bahasa Palembang (Indonesian and Palembang Language). These phonemes consisted of 14 consonants which were /p/, /b/, /m/, /t/, /d/, /s/, /n/, /l/, /?/, /t?/, /j/, /g/, /k/, and /?/. The respondent also has been able to produce the vowels phonemes such as /a/, /i/, /u/, /e/, /?/ and /?/ and some kinds of diphthongs which were /a?/, /e?/, /a?/, and /??/. ","PeriodicalId":53085,"journal":{"name":"English Community Journal","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42405998","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}
Objective of this research was to find out significant difference of reading achievement between students who are taught using Small Group Discussion and those are taught using conventional method. The research used quantitative approach by applying quasi experimental design of nonequivalent group design. Population of this research was the grade eight students of SMP Negeri 2 Pasarwajo in school year of 2017/2018. Number of populations were 118 students. Samples of this research were class VIII.A as experimental class which consisted of 30 students and VIII.B as the control class which consisted of 29 students. Instrument of this research was test and it was analyzed using Independent Sample T Test. This research concludes that there was a significant difference of reading achievement between the class whom is taught by using Small Group Discussion method and the class whom is taught by using conventional method.
本研究的目的是找出使用小组讨论教学法和传统教学法的学生在阅读成绩上的显著差异。本研究采用定量方法，采用非等价群设计的拟实验设计。本研究的人群是2017/2018学年SMP Negeri 2 Pasarwajo的八年级学生。人口为118名学生。这项研究的样本属于VIII类。一个由30名学生和八年级学生组成的实验班。B作为对照班，共有29名学生。本研究的工具是测试，并使用独立样本T检验进行分析。本研究发现，小组讨论教学法与传统教学法在阅读成绩上存在显著差异。
{"title":"USING SMALL GROUP DISCUSSION TO IMPROVE STUDENTS’ READING ACHIEVEMENT ON NARRATIVE TEXT","authors":"Rizal Arisman, Irda Sriyanti Haryanti","doi":"10.32502/ECJ.V3I1.1698","DOIUrl":"https://doi.org/10.32502/ECJ.V3I1.1698","url":null,"abstract":"Objective of this research was to find out significant difference of reading achievement between students who are taught using Small Group Discussion and those are taught using conventional method. The research used quantitative approach by applying quasi experimental design of nonequivalent group design. Population of this research was the grade eight students of SMP Negeri 2 Pasarwajo in school year of 2017/2018. Number of populations were 118 students. Samples of this research were class VIII.A as experimental class which consisted of 30 students and VIII.B as the control class which consisted of 29 students. Instrument of this research was test and it was analyzed using Independent Sample T Test. This research concludes that there was a significant difference of reading achievement between the class whom is taught by using Small Group Discussion method and the class whom is taught by using conventional method.","PeriodicalId":53085,"journal":{"name":"English Community Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44319904","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}
Objective of this research was to find out significant difference of reading achievement between students The objective of this study was to find out whether or not there was a significant improvement in students' skill in writing narrative texts after they were taught by using Genre-Based Approach. The method of this study was experimental design. The experimental group received a genre-based approach while the control group received the conventional method. The population was the eleventh-grade students of SMA Ethika Palembang. The sample was 60 students which was selected by cluster random technique . The data collection was a writing test. The data were analyzed by using paired sample t-test and independent sample t-test. It indicated that there was a significant difference in writing skill between the students who were taught using GBA and those who were not. Based on the result of data, it was interpreted that all aspects of writing are increased after taught by using GBA Approach. The best-achieved writing aspect was style and quality expression. It assumed the use of words: phrases, sentences, and paragraphs in expressing the ideas were clear and effective in writing style. Further, the study provided evidence for the effectiveness of using the genre-based approach in improving the students' writing skill in narrative text.
{"title":"THE USE OF GENRE-BASED APPROACH TO IMPROVE WRITING SKILL IN NARRATIVE TEXT AT THE ELEVENTH GRADE STUDENTS OF SMA ETHIKA PALEMBANG","authors":"Haryanti Haryanti, Farnia Sari","doi":"10.32502/ECJ.V3I1.1693","DOIUrl":"https://doi.org/10.32502/ECJ.V3I1.1693","url":null,"abstract":"Objective of this research was to find out significant difference of reading achievement between students The objective of this study was to find out whether or not there was a significant improvement in students' skill in writing narrative texts after they were taught by using Genre-Based Approach. The method of this study was experimental design. The experimental group received a genre-based approach while the control group received the conventional method. The population was the eleventh-grade students of SMA Ethika Palembang. The sample was 60 students which was selected by cluster random technique . The data collection was a writing test. The data were analyzed by using paired sample t-test and independent sample t-test. It indicated that there was a significant difference in writing skill between the students who were taught using GBA and those who were not. Based on the result of data, it was interpreted that all aspects of writing are increased after taught by using GBA Approach. The best-achieved writing aspect was style and quality expression. It assumed the use of words: phrases, sentences, and paragraphs in expressing the ideas were clear and effective in writing style. Further, the study provided evidence for the effectiveness of using the genre-based approach in improving the students' writing skill in narrative text. ","PeriodicalId":53085,"journal":{"name":"English Community Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47076153","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 paper attempts to offer some efforts that can be applied or employed by teachers in teaching learning activities to shape self-directed learners. It encompasses some theories about roles of teachers, roles of learners, the definition and characteristics of self-directed learners,the advantages of self-directed learning, and some possible tips of shaping self-directed learners. Some roles of teachers are discussed in this paper to highlight that teachers do not only teach and give some materials to be learned by their learners but have great tasks, like to be a monitor of students learning, motivator, organizer, and controller of pupil behaviour,provider of accurate language models,counselor and friend, needs analyst,material developer, and evaluator (Richard :1990:4). Hence, a teacher must encourage learners to take on greater degree of responsibility for their own successful learning (Hedge, 2000:34) and a teacher must motivate and help the learners to gain and develop the executive control of their learning strategies especially metacognitive strategies to teach them how to learn (Joyce,etal: 2009:16).Thus, some roles of learners become important to be included in this paper to assert that the burden of learning cannot be merely puored on the teacher but the learners have some roles need to be contemplated for the success of teaching and learning. Therefore, the integration of teacher - learner awareness toward their roles in teaching learning process can be effectively shaped to generate self-directed learners.
{"title":"MAXIMAZING TEACHER ROLES IN SHAPING SELF-DIRECTED LEARNERS","authors":"Indah Windra Dwie Agustiani","doi":"10.32502/ECJ.V3I1.1694","DOIUrl":"https://doi.org/10.32502/ECJ.V3I1.1694","url":null,"abstract":"This paper attempts to offer some efforts that can be applied or employed by teachers in teaching learning activities to shape self-directed learners. It encompasses some theories about roles of teachers, roles of learners, the definition and characteristics of self-directed learners,the advantages of self-directed learning, and some possible tips of shaping self-directed learners. Some roles of teachers are discussed in this paper to highlight that teachers do not only teach and give some materials to be learned by their learners but have great tasks, like to be a monitor of students learning, motivator, organizer, and controller of pupil behaviour,provider of accurate language models,counselor and friend, needs analyst,material developer, and evaluator (Richard :1990:4). Hence, a teacher must encourage learners to take on greater degree of responsibility for their own successful learning (Hedge, 2000:34) and a teacher must motivate and help the learners to gain and develop the executive control of their learning strategies especially metacognitive strategies to teach them how to learn (Joyce,etal: 2009:16).Thus, some roles of learners become important to be included in this paper to assert that the burden of learning cannot be merely puored on the teacher but the learners have some roles need to be contemplated for the success of teaching and learning. Therefore, the integration of teacher - learner awareness toward their roles in teaching learning process can be effectively shaped to generate self-directed learners.","PeriodicalId":53085,"journal":{"name":"English Community Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45710391","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study is aimed at upgrading the students’ writing skill by employing Dictogloss technique as the teaching technique in writing class. The setting and participants were the eleventh grade students totally 20 students at MA Sunan Giri Gondang. The design of this research is a classroom action research consisting 4 steps, such as planning, acting, observing, and reflecting. The data collection methods were writing test, interview to teacher and student, observation, field notes, and questionnaire. The findings show that the students’ writing skill got improvement after being taught using Dictogloss technique. The score mean increased from 66,9 (preliminary study) to 74,3 (Cycle 1) to 77,6 (Cycle 2). It can be concluded that the implementation of Dictogloss technique can improve the students’ writing skill.
{"title":"USING DICTOGLOSS TECHNIQUE TO IMPROVE STUDENTS’ WRITING SKILL","authors":"Moh. Choirul Huda, Piping Rahadianto","doi":"10.32502/ECJ.V3I1.1696","DOIUrl":"https://doi.org/10.32502/ECJ.V3I1.1696","url":null,"abstract":"This study is aimed at upgrading the students’ writing skill by employing Dictogloss technique as the teaching technique in writing class. The setting and participants were the eleventh grade students totally 20 students at MA Sunan Giri Gondang. The design of this research is a classroom action research consisting 4 steps, such as planning, acting, observing, and reflecting. The data collection methods were writing test, interview to teacher and student, observation, field notes, and questionnaire. The findings show that the students’ writing skill got improvement after being taught using Dictogloss technique. The score mean increased from 66,9 (preliminary study) to 74,3 (Cycle 1) to 77,6 (Cycle 2). It can be concluded that the implementation of Dictogloss technique can improve the students’ writing skill.","PeriodicalId":53085,"journal":{"name":"English Community Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48365534","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}
Technology has been a new concept of learning in this digital era which brings positive response to students and lecturer. This current study focuses on the use of various social media that facilitate students to learn English. The aim of this research is to explore and to identify the use of Facebook in academic writing courses that perpetually developed to be a dynamic way of learning through a blended learning in terms of mobile learning. The 2nd semester students of 2017/2018 as the research subject who took Academic Paragraph Course. By utilizing mix-method through observation, documentation, questionnaire, and interview, this study explored and identified the language learning through social media. The result of the study was that the English learning especially academic writing could be categorized as a dynamic learning with exact rich connections in Facebook group account which was utilized both online and offline mode of learning with various learning models appropriate to the 21st century English learning where a dynamic interaction amongst lecturer and students happened by collaborating, communicating, thinking critically, and creating through self/peer assessment and a series of dynamic learning.
{"title":"EXPLORING AND IDENTIFYING TECHNOLOGY-BASED DYNAMIC LEARNING THROUGH SOCIAL MEDIA IN ACADEMIC WRITING","authors":"R. Inderawati, I. Petrus, Hariswan Putra Jaya","doi":"10.32502/ECJ.V3I1.1697","DOIUrl":"https://doi.org/10.32502/ECJ.V3I1.1697","url":null,"abstract":"Technology has been a new concept of learning in this digital era which brings positive response to students and lecturer. This current study focuses on the use of various social media that facilitate students to learn English. The aim of this research is to explore and to identify the use of Facebook in academic writing courses that perpetually developed to be a dynamic way of learning through a blended learning in terms of mobile learning. The 2nd semester students of 2017/2018 as the research subject who took Academic Paragraph Course. By utilizing mix-method through observation, documentation, questionnaire, and interview, this study explored and identified the language learning through social media. The result of the study was that the English learning especially academic writing could be categorized as a dynamic learning with exact rich connections in Facebook group account which was utilized both online and offline mode of learning with various learning models appropriate to the 21st century English learning where a dynamic interaction amongst lecturer and students happened by collaborating, communicating, thinking critically, and creating through self/peer assessment and a series of dynamic learning.","PeriodicalId":53085,"journal":{"name":"English Community Journal","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-07-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41742052","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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