Improving Students’ Listening Skill Through Shadowing

Listening is the first part of language skills that everyone gets when learning a language. It comes before speaking, reading, and writing. Meanwhile, most of the students get difficulty to learn listening of a foreign language, especially English. That is why shadowing was applied in the listening class as one of the solutions to make the learners of English listening easy to understand what the speaker says. This collaborative classroom action research was generally to know whether or not shadowing could improve the students listening skill. It was also specifically to know: (1) the lecturer’s activities, (2) the students’ activities, and (3) the students’ responses during the implementation of shadowing in the listening class. The subjects were 18 students of the third semester of English department of education faculty of Hasyim Asy’ari university (UNHASY) Tebuireng Jombang in the academic year of 2016/2017. The data were obtained from the observations got from the notes written by the collaborator and the listening test. The students’ listening skill improved after the implementation of shadowing. It could be seen in the improvement of mean score, from 74.2 in cycle one to 75 in cycle two. Then, the precentage of students passing the minimum mastery criteria also improved, from 61% in cycle one to 77.8% in cycle two. Thus, it can be concluded that shadowing could improve students’ listening skill.

Download Full-text

Problem-Based Learning to Improve Students’ Grammar Competence

Register Journal ◽

10.18326/rgt.v10i1.875 ◽

2017 ◽

Vol 10 (1) ◽

pp. 48

Author(s):

Mukminatus Zuhriyah

Keyword(s):

Action Research ◽

Real Life ◽

Problem Based Learning ◽

General Purpose ◽

Collaborative Action Research ◽

Department Of Education ◽

English Department ◽

Collaborative Action ◽

Mastery Criteria ◽

Academic Year

Grammar becomes one of the subjects studied in all Indonesian English Department. It is because grammar has the important role in all English skills. Grammar makes those four English skills meaningful. Somebody can be said as a master of English when he or she also masters grammar. Unfortunately, learning grammar is not as easy as what we think. It needs the effective method that can make the learners motivated and active in learning as well as in applying the grammar in the real life. Problem-based learning applied in this research is one of the alternatives that can help the learners learn grammar easily. This research was a collaborative action research whose general purpose to know whether or not Problem-based learning could improve the students’ grammar competence. Meanwhile, the specific purposes were to know the lecturer’s activities, the students’ activities, and the students’ responses when problem-based learning was implemented in grammar class. Nine students of the fifth semester of English department of education faculty of Hasyim Asy’ari University (UNHASY) Tebuireng Jombang in the academic year of 2016/2017 became the subjects of this research. The data got was from the observation notes and the grammar test. There was an improvement on students’ grammar competence from cycle one to cycle two. It was proven by their mean score from 66.7 in cycle one to 72.8 in cycle two. Meanwhile, the percentage of students passing the minimum mastery criteria was from 44.4 in cycle one and 88.9 in cycle two. So that it can be concluded that problem-based learning could improve students’ grammar competence.

Download Full-text

Problem-Based Learning to Improve Students’ Grammar Competence

Register Journal ◽

10.18326/rgt.v10i1.48-61 ◽

2017 ◽

Vol 10 (1) ◽

pp. 48 ◽

Cited By ~ 1

Author(s):

Mukminatus Zuhriyah

Keyword(s):

Action Research ◽

Real Life ◽

Problem Based Learning ◽

General Purpose ◽

Collaborative Action Research ◽

Department Of Education ◽

English Department ◽

Collaborative Action ◽

Mastery Criteria ◽

Academic Year

Grammar becomes one of the subjects studied in all Indonesian English Department. It is because grammar has the important role in all English skills. Grammar makes those four English skills meaningful. Somebody can be said as a master of English when he or she also masters grammar. Unfortunately, learning grammar is not as easy as what we think. It needs the effective method that can make the learners motivated and active in learning as well as in applying the grammar in the real life. Problem-based learning applied in this research is one of the alternatives that can help the learners learn grammar easily. This research was a collaborative action research whose general purpose to know whether or not Problem-based learning could improve the students’ grammar competence. Meanwhile, the specific purposes were to know the lecturer’s activities, the students’ activities, and the students’ responses when problem-based learning was implemented in grammar class. Nine students of the fifth semester of English department of education faculty of Hasyim Asy’ari University (UNHASY) Tebuireng Jombang in the academic year of 2016/2017 became the subjects of this research. The data got was from the observation notes and the grammar test. There was an improvement on students’ grammar competence from cycle one to cycle two. It was proven by their mean score from 66.7 in cycle one to 72.8 in cycle two. Meanwhile, the percentage of students passing the minimum mastery criteria was from 44.4 in cycle one and 88.9 in cycle two. So that it can be concluded that problem-based learning could improve students’ grammar competence.

Download Full-text

ENHANCING WRITING ABILITY THROUGH IDEA LISTING TECHNIQUE

JEELS (Journal of English Education and Linguistics Studies) ◽

10.30762/jeels.v2i1.44 ◽

2016 ◽

Vol 2 (1) ◽

Author(s):

M. Zaini Miftah

Keyword(s):

Action Research ◽

English Department ◽

Writing Ability ◽

The Third ◽

Classroom Action Research ◽

Academic Year

The study is aimed at developing the Idea Listing Technique (ILT) to enhance the students‟ writing ability. The Classroom Action Research was applied in this study. The subjects of the study were 31 students, the students taking the course of Writing II, of the third semester of English Department of one State Islamic College at Palangka Raya, Indonesia, in the 2012/2013 academic year. The findings show that the implementation of ILT can enhance the students‟ ability in writing expository paragraph. It is indicated by the enhancements of the percentage of the students achieving the score greater than or equal to C (60-69), and of the percentage of their involvement in the writing activities during the implementation of ILT in Cycle I and II. Thus, the enhancement of the students‟ ability in writing expository paragraph can be reached but it should follow the appropriate procedures of the implementation of ILT having been developed.Keywords: Idea Listing Technique, Writing Ability, Paragraph Writing, Expository Paragraph

Download Full-text

THE USE OF BLENDED LEARNING METHOD IN ENHACING STUDENTS’ LISTENING SKILL

ETERNAL (English Teaching Learning and Research Journal) ◽

10.24252/eternal.v51.2019.a1 ◽

2019 ◽

Vol 5 (1) ◽

pp. 1

Author(s):

Syamsuddin Syamsuddin ◽

Andi Azis Jimi

Keyword(s):

Action Research ◽

Blended Learning ◽

Average Score ◽

English Department ◽

Learning Method ◽

The Third ◽

Listening Skill ◽

Collecting Methods ◽

Department Faculty ◽

Comparative Manner

This research aims at finding out whether Blended Learning method was able to improve the students’ achievement and motivation in learning Listening. This research used Action Research design. The subjects of the research were the third semester students of English Department, Faculty of Letters, University of Sawerigading Makassar. This research applied Classroom Action research which consisted of two cycles, each cycle comprised of planning, implementation, observation, and reflection. The data-collecting methods were observation and test. The data were analyzed using descriptive comparative manner. The result of the research revealed that learning listening through blended learning method could improve the students’ achievement. The average score of the initial achievement was 42.07, while at the first cycle was 61.59, and finally, at the second cycle was 68.11. In addition, learning listening through Blended Learning method also increased the students’ learning motivation.

Download Full-text

TEACHING CRITICAL LISTENING TO YOUNG LEARNERS IN INDONESIAN EFL CONTEXT

Indonesian EFL Journal ◽

10.25134/ieflj.v1i1.612 ◽

2017 ◽

Vol 1 (1) ◽

pp. 41

Author(s):

Fetty Poerwita Sary

Keyword(s):

Foreign Language ◽

Language Skills ◽

The Other ◽

Listening Skills ◽

Reading And Writing ◽

Childhood Education ◽

Efl Context ◽

Young Learners ◽

Listening Skill ◽

Level 3

The teaching of English in Indonesia includes four skills�listening, speaking, reading, and writing, and two language components�vocabulary and grammar. Listening is one of the four language skills that have an important role in teaching of English in our country. In the context of early childhood education�including the teaching of English in elementary school�there has been a persistent misconception about how children learn�including learning a foreign language. To ensure success in learning a foreign language, children should have a great deal of exposure to, engagement in, and support for the language they are learning. Therefore, the aims of the study are to know the response of the young learners in learning listening skill through storytelling and whether they can apply the critical listening into the other language skills�speaking, reading, and writing. The subjects in this study are students of level 3 in one of English course in Bandung Indonesia. Their ages are around 9 -12 years old. The data are gathered from activities in the classroom, observation, and interviews. This reseach provides steps of critical listening activities. The results shows 1) the activities are sucessfully help the students to sharpen their listening skill and 2) most of the students can apply the listening skills to the other skills. In the end of this study, the pedagogical implications were provided.Keywords: critical listening, young learners, Indonesian EFL context.

Download Full-text

Listening Skill Requires a Further Look into Second/Foreign Language Learning

ISRN Education ◽

10.5402/2012/810129 ◽

2012 ◽

Vol 2012 ◽

pp. 1-10 ◽

Cited By ~ 8

Author(s):

Hossein Bozorgian

Keyword(s):

Foreign Language ◽

Language Learning ◽

Language Proficiency ◽

English Language ◽

Foreign Language Learning ◽

Strongly Correlated ◽

High Stakes ◽

Reading And Writing ◽

Listening Skill ◽

Reading History

Current English-as-a-second and foreign-language (ESL/EFL) research has encouraged to treat each communicative macroskill separately due to space constraint, but the interrelationship among these skills (listening, speaking, reading, and writing) is not paid due attention. This study attempts to examine first the existing relationship among the four dominant skills, second the potential impact of reading background on the overall language proficiency, and finally the relationship between listening and overall language proficiency as listening is considered an overlooked/passive skill in the pedagogy of the second/foreign language classroom. However, the literature in language learning has revealed that listening skill has salient importance in both first and second language learning. The purpose of this study is to investigate the role of each of four skills in EFL learning and their existing interrelationships in an EFL setting. The outcome of 701 Iranian applicants undertaking International English Language Testing System (IELTS) in Tehran demonstrates that all communicative macroskills have varied correlations from moderate (reading and writing) to high (listening and reading). The findings also show that the applicants’ reading history assisted them in better performing at high stakes tests, and what is more, listening skill was strongly correlated with the overall language proficiency.

Download Full-text

ERROR ANALYSIS IN PRONUNCIATION MADE BY THE ENGLISH DEPARTMENT STUDENTS AT IKIP BUDI UTOMO MALANG

JOURNEY (Journal of English Language and Pedagogy) ◽

10.33503/journey.v4i1.1256 ◽

2021 ◽

Vol 4 (1) ◽

pp. 29-34

Author(s):

Marzuki Marzuki

Keyword(s):

Data Analysis ◽

Foreign Language ◽

English Education ◽

English Department ◽

English Teacher ◽

Speech Sounds ◽

Education Department ◽

The Third ◽

Phonetic Features ◽

English Students

This research investigates and analyses pronunciation errors made by the students of English Education Department at IKIP Budi Utomo Malang. Errors in students’ pronunciation are crucial problems among foreign language teacher, especially English teacher. This research aims at investigating and finally finding out pronunciation errors made by the English students of S-1. The subjects of the study are the S-1 English students in academic period 2019/2020 that total 40 students who took dictation course in the third semester. The data of the study are a group of students’ pronunciation or speech sounds. Based on the description above, there are two important problems proposed in terms of kinds of pronunciation errors and causes of pronunciation errors. Of the data analysis carried out, it is found out that kinds and causes of pronunciation errors which are classified into significant and non-significant errors. There are four causes of pronunciation errors, namely (1) some differences of speech sounds between English and Indonesian; (2) the same phonetic features which have the different distribution between English and Indonesian; (3) interference of native language; and (4) lack of practices and exposures in English pronunciation.

Download Full-text

Lecturer Talks: Classroom Interaction’s Identifying

INTERNATIONAL JOURNAL OF LANGUAGE TEACHING AND EDUCATION ◽

10.22437/ijolte.v1i1.4597 ◽

2018 ◽

Vol 1 (1) ◽

pp. 45-49

Author(s):

Yunda Lestari

Keyword(s):

Foreign Language ◽

Student Behavior ◽

Classroom Interaction ◽

Sampling Technique ◽

English Department ◽

Classroom Activity ◽

Purposive Sampling ◽

Interaction System ◽

Descriptive Survey ◽

Academic Year

This study aimed to find out what category of lecturer talks applied by lecturers in classroom interaction. This study was a descriptive survey. The participants were chosen by using purposive sampling technique where there were four English lecturers who taught at Second Semester Class of English Department of Baturaja University in the academic year of 2016/2017. The data were taken through observation, questionnaire and interview. Camera recorder and checklist were the instruments used in this study. The data were identified by using FLINT (Foreign Language Interaction) system as developed by Moskowitz (1971). The result of the study showed that the total of frequencies the deals with feeling were 9 or 1.6%, praises or encourages were 57 or 9.9%, uses ideas of students were 42 or 7.3%, asks questions were 199 or 34.6%, gives information were 92 or 16%, gives directions were 151 or 26.3% and criticizes student behavior were 25 or 4.3%. In conclusion, the category of lecturer applied by lecturers was asks questions in classroom interaction that the best ways to develop their role as an initiator and strategies that promote interaction in classroom activity. Keywords: Classroom Interaction, Lecturer Talks, FLINT

Download Full-text

Using Powerpoint Media to Learning Outcomes Theme 4 Sub-theme 2 Learning 6 in Class III Students of SD Negeri 1 Karanganyar Academic Year 2020/2021

Social, Humanities, and Educational Studies (SHEs): Conference Series ◽

10.20961/shes.v3i3.46151 ◽

2020 ◽

Vol 3 (3) ◽

pp. 1016

Author(s):

Yuliana Yustina Pancawati

Keyword(s):

Elementary Schools ◽

Action Research ◽

Learning Outcomes ◽

Student Interest ◽

Class Iii ◽

The Third ◽

Post Test ◽

Classroom Action Research ◽

Academic Year ◽

Grade Iii

<p><em>The purpose of this research was to improve learning outcomes in theme 4 sub-theme 2 learning 6 grade III elementary schools with a powerpoint media. The research conducted was a Classroom Action Research (PTK) with three cycles, with each cycle consisting of two meetings. The stages of each cycle are planning, implementing, observing and reflecting. Each meeting is carried out a pre test and post test to determine the progress of students. In the first cycle the students who completed after carrying out the post test were 35%. In the second cycle students who completed after carrying out the post test were 60%. In the third cycle students who completed after carrying out the post test were 90%. These results indicate that powerpoint media can improve student interest and learning outcomes, especially grade III theme 4 sub-theme 2 learning 6 at SDN 1 Karanganyar.</em></p>

Download Full-text