scholarly journals Snowball Throwing in Teaching Grammar

2018 ◽  
Vol 5 (1) ◽  
pp. 52
Author(s):  
Yanuarti Apsari
Keyword(s):  
Teaching And Learning ◽  
Classroom Observation ◽  
Teaching Material ◽  
English Department ◽  
English Grammar ◽  
Speaking Skill ◽  
The Subject ◽  
Material Forming ◽  
Teaching Grammar ◽  
Answering Questions

The aims of this study were to describe the implementation of snowball throwing in teaching grammar and to investigate the benefits of applying snowball throwing. The research was conducted at STKIP Siliwangi Bandung. This study employed qualitative research involving one class consisting of second semester students in English department who were taking the subject of foundation of English grammar. The data were obtained from classroom observation and students’ interview. The findings showed that there are seven stages in implementing snowball throwing in teaching grammar. The stages consist of preparing teaching material, forming group, re-explaining the material to the member of the group, formulating question, tossing the ball, answering questions and evaluating teaching and learning process. In addition, the findings also revealed that there are some benefits from applying snowball throwing in teaching grammar such as improving of students’ comprehension in learning grammar, creating enjoyable learning’s atmosphere, increasing students’ vocabulary mastery, developing students’ speaking skill, developing of students’ cooperation skill and increasing of students’ participation in the class.   Keywords: Snowball throwing; benefits; grammar.

scholarly journals Developing Online Learning Assessment Instrument for English Sentence Structure Course during Covid-19 Pandemic

2021 ◽  
Vol 7 (2) ◽  
pp. 170
Author(s):  
Emy Sudarwati ◽  
Fatimah Fatimah ◽  
Yuni Astuti ◽  
M. Faruq Ubaidillah
Keyword(s):  
Undergraduate Students ◽  
Teaching And Learning ◽  
Assessment Instrument ◽  
Learning Assessment ◽  
Test Time ◽  
English Department ◽  
Sentence Structure ◽  
English Sentence ◽  
Design Based Research ◽  
English Grammar

Anchored by the need for constructing an online assessment which is mediated by honesty as the character value for grammar mastery among undergraduate students during Covid-19 pandemic, in the present study we developed a test of English Sentence Structure (ESS) situated in an English department of a public university in Malang, East Java, Indonesia. To enact such a purpose, Design-based Research (DBR) was carried out in the study. Findings from the study showcase that the test was valid and reliable, giving it accessible portion for use in the English department. Aside from that, students also opined positively toward the use of the test in measuring their English grammar mastery. Despite these, we found that students’ score in the tryout phase is low affected by their lack of test preparation, inappropriate situated test time, and ineffective teaching and learning enactment. The paper ends with recommendation for future researchers.

scholarly journals English Meeting Club: Students’ Perception and Their Speaking Skill

2021 ◽  
Vol 5 (2) ◽  
pp. 171-176
Author(s):  
Hijrah Hijrah ◽  
Nurul Hikmah Umar
Keyword(s):  
Qualitative Method ◽  
English Department ◽  
Positive Perception ◽  
Research Instrument ◽  
Speaking Skill ◽  
The Subject

This study aims to find out students’ perception of English meeting club to support their speaking skill. English meeting club was a club or group of humans with common ambitions or interests in English. This study focused on the students’ perception of English meeting club to support their speaking skill. The subject of this study are 10 students of English department as participants. This study used a qualitative method, this study used interview as research instrument. The result of interviews, the majority of the students had positive perception about joined in English club. The student absolutely believes if English club could support them to speak English fluently. The student also had a perception through an English meeting club as a media to develop skills particularly in speaking, it could be one of the alternatives for those who need to learn and practice more about how to speak English well and it can also enhance their ability to speak English fluently.

scholarly journals Analyzing Speaking Problems Faced by Efl Colleges Learners

2020 ◽  
Vol 2 (1) ◽  
pp. 11
Author(s):  
Anita Suciati Rahayu ◽  
Erika Ayu Anggraeni ◽  
Irfan Saputra ◽  
Novia Umi Astari ◽  
Vegi Mahlul Betiya ◽  
...  
Keyword(s):  
Qualitative Research ◽  
English Department ◽  
Self Confidence ◽  
Speaking Skill ◽  
The Subject

The purpose of this qualitative research is to examine what problems are faced by EFL Colleges Learners in speaking English especially at IAIN Metro, Lampung. The researcher took the fourth semester at English Department of IAIN Metro as the subject. The total numbers of the subjects were ten (10) students.  The researcher interviewed the students to find out about the EFL collages learners difficulties in speaking skill. The findings showed that there are four important themes which emerged in this study, namely (1) the students are lack of Vocabularies, (2) The grammar is not well mastered by the students, (3) the students are afraid of negative responses from others, and (4) the students have low self-confidence in speaking English.

scholarly journals A pilot study of the flipped classroom approach in higher education

2020 ◽  
pp. 7-30
Author(s):  
Encarnación Almazán Ruiz ◽  
Raquel Fuentes Martínez
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Direct Consequence ◽  
Teaching Model ◽  
Teaching English ◽  
English Grammar ◽  
Class Time ◽  
English Classroom ◽  
The One ◽  
Teaching Grammar

Teaching and learning grammar have become arduous tasks in the English classroom. On the one hand, students feel they are studying the same topics repeatedly. Teachers, on the other one, think students are not able to acquire the grammatical contents of the syllabus. As a direct consequence, it can be assumed it is high time to change the traditional methodology and introduce new approaches which allow us to involve students in their learning process. This paper is aimed at demonstrating the effectiveness of using the flipped classroom approach when teaching grammar. As it is a learner-centred model, students actively expose to contents at home and the in-class time is used to do tasks related to the previously worked contents. The instrument employed for this study is a questionnaire designed to know students’ opinion about a flipped experience implemented in the English classroom. The results show that this teaching model can be a good option to avoid students’ demotivation when teaching English grammar.

scholarly journals The Implementation of Contextual Teaching and Learning on English Grammar Competence

2019 ◽  
Vol 2 (2) ◽  
pp. 67-95
Author(s):  
Imam Nur Aziz ◽  
Yuli Ani Setyo Dewi
Keyword(s):  
Junior High School ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Average Score ◽  
Control Group ◽  
English Grammar ◽  
Contextual Teaching ◽  
Level Of Significance ◽  
Teaching Grammar ◽  
Experimental Group

The research was aimed to the effectiveness of Contextual Teaching and Learning (CTL) in teaching grammar. Experimental study of pretest-posttest was used in this research. Non-randomize sampling was used as sampling technique. The validity test was calculated using point biserial correlation, and reliability test was 0.848 which was calculated by using K-R 21 formula. In analyzing the data, researcher used ANCOVA. The result shows that average score of pretest was 60,95 for experimental group and 60,00 for control group. The average score of posttest was 85,95 for experimental group and 78,9 for control group. The calculation of ANCOVA found that the value of F is 8.7 and F critical with df 76 at 0.01 level of significance 6.96. it means that F value was higher the F critical. From the result of data analysis showed that Contextual Teaching and Learning (CTL) gave effect on teaching grammar for 7th grade students of junior high school.

GRAMMATICAL DIFFICULTIES FACED BY SECOND LANGUAGE (L2) LEARNERS IN WRITING SENTENCES

2019 ◽  
Vol 10 (1) ◽  
pp. 71-80
Author(s):  
Khairun Nasir
Keyword(s):  
Teaching And Learning ◽  
Group Discussion ◽  
English Department ◽  
Research Subjects ◽  
English Writing ◽  
Grammar Teaching ◽  
English Grammar ◽  
Five Factors ◽  
L2 Learners ◽  
Cover Up

This research deals with the grammatical difficulties faced by students in their English writing sentences. It begins from L2 students that complains English Grammar as one of the complicated features in writing, especially the students from English Department of IAIN Lhokseumawe. Therefore, the objectives of this research were to find out any grammatical difficulties faced by the students in their English Writing Sentences and to cover up any reasonable factor occurs in using English Grammar to their English writing. Case study was adopted in this research by using descriptive qualitative approach. English Department students of IAIN Malikussaleh Lhokseumawe in the second semester (2017/2018 Academic Year) were taken purposively as research subjects. The data were student’s written sentence transferred as documentary evidence with retrospective interview transcription; and (2) Focus Group Discussion note. After analyzing the data qualitatively by Interactive Model Technique, it was found that students got some grammatical difficulties related to (1) problems of meaning complexity, (2) problems of form complexity, and (3) problems of form-meaning mapping relationship. Moreover, by five factors contribute to those difficulties, namely: (1) knowledge of syntactic constituents, (2) knowledge of semantics; (3) knowledge of pragmatics; (4) previous grammar teaching and learning; and (5) L1 knowledge. As the implication, it is suggested that L2 learners be aware of the grammatical difficulties that they are referring to and it is also important that lecturers develop some instructional approaches which focus exclusively on one aspect of language or another (e.g., form and meaning) in teaching the writing that associated with its genre.

TEACHING AND LEARNING MOTIVATION IN ENGLISH MASTERY FOR EARLY SEMESTER STUDENT OF ENGLISH DEPARTMENT

2018 ◽  
Vol 1 (2) ◽  
pp. 89-103
Author(s):  
Arjulayana Arjulayana ◽  
Cut Novita Srikandi
Keyword(s):  
Teaching And Learning ◽  
Field Research ◽  
Reading Skill ◽  
Qualitative Approach ◽  
Learning Motivation ◽  
English Department ◽  
Real Condition ◽  
Listening Skill ◽  
Writing Skill ◽  
Speaking Skill

Student can be said master the English if they can master four skills of language, there are speaking skill, writing skill, listening skill, and reading skill. Those skills are will be impossible to achieve if the student do not have motivation, both internal and external The aims of this research is to explain and describe what kinds of motivations that students required to support their expectable achievement related to four skills of language. This research uses qualitative approach, with field research scheme, because the data and instruments are implemented in real condition. The research instruments consist of observation, interview, script interview, and study document. The interview conducted to 10 English lecturers to find out the students’ problems and lecturers’ suggestion regarding to students’ motivation to support teaching and learning process in English department. The result of this research shows that Early semester students are having trouble in adapting English at their university, because of some problems, such as; unconfident in performing English as their instruction language in the classroom, because of their vocabulary limit, difficult in understanding lecturer’s English explanation, and difficult to interact among others in using English. Therefore, they need motivation, both internal and external.

scholarly journals TEACHING SPEAKING WITH READER’S THEATRE

JURNAL ELINK ◽  
2019 ◽  
Vol 6 (1) ◽  
pp. 127
Author(s):  
Muhammad Farhan Rafi
Keyword(s):  
Key Words ◽  
Learning Process ◽  
Research Method ◽  
English Department ◽  
Speaking Skill ◽  
The Subject ◽  
Reader's Theatre ◽  
Teaching Learning

The study aims to investigate the implementation of  the technique of Reader’s Theatre in the teaching learning process of speaking class at STKIP PGRI Jombang specially at subject of Speaking for Daily Communication. Since The objective of Speaking class is to improve and develop student’s speaking skill fluently, correctly and accurately, the technique of Reader’s Theatre is offered to help students to speak English very well. Students can speak with correct vocabulary, proper pronunciation and good grammar. The subject of the research is students of English department 2017 A and B. The research method isconducted by  describing all activities on speaking for daily communication by using Reader’s Theatre. To collect the data, the researcher uses the instrument by observing the condition of the class during the technique of reader’s theatre applied. The result of the research states that Reader’s Theatre can give a possitive activity to students involved in Speaking class. Students can have a good response toward the Reader’s Theatre technique. Key words: Reader’s theatre, Speaking class

scholarly journals REDUCING SOPHOMORE STUDENTS’ DILEMA IN CREATING AN APPEALING TEACHING MEDIUM THROUGH SLIDESGO USAGE

2020 ◽  
Vol 8 (2) ◽  
pp. 342
Author(s):  
Lulud Oktaviani ◽  
Fatimah Mulya Sari
Keyword(s):  
Teaching And Learning ◽  
English Literature ◽  
Material Design ◽  
Learning Activity ◽  
Teaching Material ◽  
English Teacher ◽  
Specific Knowledge ◽  
Learning Evaluation ◽  
The Subject ◽  
Additional Payment

Teachers is not only teaching or delivering materials in a class but also being a professional in all aspects of teaching. Teachers cannot ignore their students’ understanding or characteristics in every teaching and learning activity. Moreover, a teacher is considered as a professional job in Indonesia. Thus, they also get additional payment for being a professional as long as they have got a certificate of professionalism. As sophomore students of English Literature in Universitas Teknokrat Indonesia are having some pedagogical subjects which give them a choice to be an English teacher in the future, they take Teaching Material Design (TMD) in their fourth semester. The subject covers how to design a teaching set, prepare a material and media, and learning evaluation. Unfortunately, 86% students thought in preparing teaching media needed more time to prepare and a specific knowledge, especially which is interesting and takes less time in making. So, the researchers give an alternatives medium that has a template theme and interesting, slidesgo. It has many advantages, so they can use it in teaching and suit the theme with the material they are going to teach. In the end, most of the students were glad and thought that it made them easy to prepare teaching media and took less time.

scholarly journals STUDENTS’ PERCEPTION ON THE TEACHER’S NON-VERBAL COMMUNICATION IN TEACHING ENGLISH AT SMAN 14 BOMBANA

2020 ◽  
Vol 5 (3) ◽  
pp. 219
Author(s):  
Marianti Marianti ◽  
Firdaus Sale ◽  
Isnada Waris Tasrim
Keyword(s):  
Nonverbal Communication ◽  
Learning Process ◽  
Teaching And Learning ◽  
Classroom Observation ◽  
Structure Interview ◽  
Teaching English ◽  
Teaching Process ◽  
Semi Structure Interview ◽  
The Subject ◽  
Tone Of Voice

Many  teachers  understand  that  the  use  of  nonverbal  communication  in teaching process is a good way to support the students’ understanding. By this effort, students may reach good comprehension through their belief for every act of teaching  and  learning  process.  This  belief can  be scripted  to  picture their perception. The students’ perception is all the students’ mental images and feeling which happen during their activities in the school. This means that any activities where the students gain information, the perception exist there. In this thesis, the students’ perception determines the function of the teacher’s nonverbal communication. The aim of this research was to investigate the students’ perception on the teacher’s nonverbal communication in teaching English at SMAN 14 Bombana. The research used a qualitative design with the subject of the study was class X and XI IPA. The total numbers of these two classes were 47. The researcher used classroom observation sheet and semi-structure interview as the instrument of the research, the interview which was the questions were formulated but, in the field, the interviewer might modify the format or questions during the interview process. This process took place to both of the students and the teacher. After collecting data, the data was analyzed descriptively. The result showed that the students agreed that the use of nonverbal communication in the teaching and learning process works. All of the expected meaning behind the nonverbal communication could be understood by the students well. The entire teacher’s   nonverbal   communication   where   the   researcher   focused   namely gestures, eye contact, and tone of voice functioned well. Most of the students agreed that the teacher’s nonverbal communication made them motivated to learn, focused their attention, and made them eagerly to speak, and sometimes, it made the students proud

Sign in / Sign up

Export Citation Format

Share Document