scholarly journals Utilizing Sulawesi Folktales Into The Teaching Of Reading Comprehension

2018 ◽  
Vol 1 (1) ◽  
pp. 37-41
Author(s):  
Rahmawati Upa ◽  
Heryanto Mangalik
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Language Education ◽  
English Language Education ◽  
Study Program ◽  
Teaching Of Reading ◽  
Efl Teachers ◽  
Post Test ◽  
The Mean ◽  
Test Treatment

Utilizing local wisdom into the teaching process has been a national agenda in Indonesia Curriculum today but it commonly pay less attention by the teacher including EFL teachers. Meanwhile Indonesia is well known for its diversity of local wisdom. Local wisdom in this case included folktales. This research was done in order to find out whether or not the utilization of Sulawesi folktales into the teaching of reading comprehension is effective. This research applied quantitative method obtained through pre-test – treatment – post-test. The subjects of this research were the fourth semester students of English Language Education Study Program of Universitas Cokroaminoto Palopo. After having data analysis, then the researcher come to the conclusion that the utilization of Sulawesi folktales into the teaching of reading comprehension  is effective to improve the students’ reading comprehension. It is proofed through the mean score of the pretest (5.05) and the mean score of the posttest (7.30). The standard deviation of pretest is 1.27 and the posttest is 0.97, while t-test is 0.001, (α) = 0.05.

scholarly journals PROJECTS BASED LEARNING ACTIVITIES IN A CALL CLASSROOM: LET’S SEE AND TRY!

2016 ◽  
Vol 1 (3) ◽  
pp. 233
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Language Education ◽  
Study Program ◽  
Efl Teachers

This paper discusses three main projects and their related activities that students do in a Computer Assisted Language Learning (CALL) classroom at English Language Education Study Program, Dunia University Indonesia. The practical discussions in this paper will be an interest of English as a Foreign Language (EFL) teachers in Indonesia who look for practical ideas to teach the use of CALL in EFL classrooms, feel interested in integrating CALL into their classroom practices, and wish to explore ideas about how their students can benefit from technology. At the end of the paper, I address voices to support the use of CALL in teaching and learning in Indonesia.  

scholarly journals COMBINATION OF POWER AND KWL STRATEGIES TO TEACH WRITING

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Ichsanira Purwandari ◽  
Sri Wiyanah
Keyword(s):  
English Language ◽  
Alternative Hypothesis ◽  
Language Education ◽  
Research Problem ◽  
Homogeneity Test ◽  
English Language Education ◽  
Study Program ◽  
Normality Test ◽  
Post Test ◽  
The University

The aim of the study was to identify the effectiveness of using the combination of POWER and KWL to teach writing of fourth semester students at English Language Education Study Program in the University of PGRI Yogyakarta. It is based on the research problem that the students got difficulties on writing because they used ineffective strategy. The research used experimental research design. This research was conducted in 3 stages: data collection, action and data analysis. The data were collected through test, observation, and questionnaire. The data were analyzed using the steps of: normality test, homogeneity test, inferential analysis, determining hypothesis testing, and conclusion.The hypothesis is determined into the Null hypothesis (H0) and Alternative Hypothesis (Ha). H0 is accepted if the significance value >0.05 and Ha is rejected. The result of this research presented that the combination of POWER and KWL strategy was effective to teach writing at the university level. The control group’s mean score on the pre-test was 56,22 increased to 57,88 in post-test with gained point 1,59. The experiment group’s mean score on pre-test was 57,33 increased to 60,89 on post-test with gained point 3,66.

scholarly journals THE APPLICATION OF THINK-PAIR-SHARE STRATEGY IN IMPROVING STUDENTS’ SPEAKING ABILITY

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Supraba Ardhy
Keyword(s):  
English Language ◽  
Language Education ◽  
Sampling Technique ◽  
Nonparametric Test ◽  
English Language Education ◽  
Study Program ◽  
Training And Education ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

The aims of this research were to find out (1) the extent to which Think-Pair-Share strategy improves speaking ability of the fourth semester students of Cokroaminoto Palopo University; (2) the students’ perceptions on the application of Think-Pair-Share strategy in speaking activities. This research was carried out in the fourth semester students of English Language Education Study Program, Faculty of Teacher Training and Education, Cokroaminoto Palopo University. The method used was quasi-experimental research with pre-test, ten meetings of treatment, and post-test. The sample was selected through purposive sampling technique. The data were collected through speaking test, questionnaire, and recorder instruments, and were analyzed with nonparametric test and frequency test. The result of Mann-Whitney U test and the students’ score on post-test was p < 0.05. It means that, there is a significant difference between the students taught with Think-Pair-Share strategy and without Think-Pair-Share strategy. The mean score of experimental group on pretest was 2.16, and increased to be 4.02 on posttest. The analysis of questionnaire indicated that the students’ perceptions on the application of Think-Pair-Share strategy were very positive. Thus, it can be concluded that the application of Think-Pair-Share strategy could significantly improve the students’ speaking ability.

scholarly journals THE EFFECTS OF IMPLICIT VERSUS EXPLICIT INSTRUCTIONS TO TEACH REFUSAL STRATEGIES ON STUDENTS’ SOCIOPRAGMATIC AND PRAGMALINGUISTIC COMPETENCE

2020 ◽  
Vol 4 (1) ◽  
pp. 195-210
Author(s):  
Trifita Handayani
Keyword(s):  
Quantitative Research ◽  
English Language ◽  
Language Education ◽  
Study Program ◽  
Implicit Instruction ◽  
Post Test ◽  
The Mean ◽  
The Difference ◽  
Implicit And Explicit ◽  
Refusal Strategies

Abstract The purposes of the study were to explain the effects of implicit instruction on student’s sociopragmatic competences, implicit instructions on students’ pragmalinguistic competences, explicit instructions on students’ sociopragmatic competences, explicit instructions on students’ pragmalinguistic competences, the differences between implicit and explicit instructions on students’ sociopragmatic competences, the differences between implicit and explicit instructions on student’s pragmalinguistic competences, and the interaction between instructions with the students’ sociopragmatic and pragmalinguistic competences. The study used a quantitative research by using experimental factorial design 2x2. The data were taken from 80 second semester students at English Language Education Study Program at STAIN. The result of the study revealed that the mean score of post-test in implicit instruction on students’ sociopragmatic was 80.000 while explicit 92.550. Meanwhile, the mean score of post-test in implicit instruction on students’ pragmalinguistic was 83.000 while explicit 95.5000. It could be concluded that explicit has better effect to teach refusal strategies than implicit instruction on students’ sociopragmatic and pragmalinguistic competence based on the difference between the means score on implicit and explicit.  

scholarly journals Understanding Figurative languageat the Eighth Semester Students of English Language Education Study Program

2019 ◽  
Vol 4 (2) ◽  
pp. 61-69
Author(s):  
Fibri Indira Lisanty
Keyword(s):  
Research Design ◽  
English Language ◽  
Figurative Language ◽  
Language Education ◽  
English Language Education ◽  
Study Program ◽  
Education Study ◽  
The Mean ◽  
Quantitative Descriptive ◽  
Descriptive Method

The aim of this research is to know the Students’ Abilityin understanding Figurative language at the eight year students of English language education study program of UNCP. This study focuses on figurative testing specially in metaphor test. Quantitative descriptive method is the research design that the researcher used in this research. The population in this research was the eight year students of English Language Education Study Program,and sample in this research was 30 students. The ability of students is verypoor that the mean score was 32.67 which is classified into “low level” score category.

scholarly journals THE EFFECTIVENESS OF STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) IN TEACHING READING COMPREHENSION OF THE FIRST SEMESTER STUDENTS OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

2018 ◽  
Vol 3 (2) ◽  
pp. 41-48
Author(s):  
Yusniasri Primasari
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Teaching Strategy ◽  
Language Education ◽  
Teaching Reading ◽  
English Language Education ◽  
Study Program ◽  
First Semester ◽  
Education Study ◽  
Student Reading

Strategy plays the important role to make students understand reading materials. Teachers should be able to choose right teaching strategy in order to make the students interested more in learning beacause they enjoy learning and reading the given material. This study was conducted to find out whether the use of STAD in teaching of reading comprehension is effective to improve the student reading comprehension achievement. The design of the study was experimental reasearch. The study was conducted in Islamic University of Balitar. the researcher takes one class of the first semester students of english language education study program in the islamic university of balitar blitar in the academic year 2016/2017. and in analyzing the data, the researcher used the statistical procedures namely dependent T-test. The finding of this study is the score that students got after treatment increased. It means that the hypothesis alternative is accepted and the null hypothesis is rejected. By those facts, Ho hypothesis is rejected and H1 hypothesis is accepted. Thus, it can be concluded that using STAD method in teaching reading comprehension proved to be effective in increasing teh students’ reading comprehension achievement. 

scholarly journals THE EFFECTIVENESS OF STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) IN TEACHING READING COMPREHENSION OF THE FIRST SEMESTER STUDENTS OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

2018 ◽  
Vol 3 (2) ◽  
pp. 41-48
Author(s):  
Yusniasri Primasari
Keyword(s):  
Reading Comprehension ◽  
English Language ◽  
Teaching Strategy ◽  
Language Education ◽  
Teaching Reading ◽  
English Language Education ◽  
Study Program ◽  
First Semester ◽  
Education Study ◽  
Student Reading

Strategy plays the important role to make students understand reading materials. Teachers should be able to choose right teaching strategy in order to make the students interested more in learning beacause they enjoy learning and reading the given material. This study was conducted to find out whether the use of STAD in teaching of reading comprehension is effective to improve the student reading comprehension achievement. The design of the study was experimental reasearch. The study was conducted in Islamic University of Balitar. the researcher takes one class of the first semester students of english language education study program in the islamic university of balitar blitar in the academic year 2016/2017. and in analyzing the data, the researcher used the statistical procedures namely dependent T-test. The finding of this study is the score that students got after treatment increased. It means that the hypothesis alternative is accepted and the null hypothesis is rejected. By those facts, Ho hypothesis is rejected and H1 hypothesis is accepted. Thus, it can be concluded that using STAD method in teaching reading comprehension proved to be effective in increasing teh students ’ reading comprehension achievement.

scholarly journals IMPROVING STUDENTS’ LISTENING SKILL USING PODCASTS

2021 ◽  
Vol 4 (01) ◽  
pp. 51-61
Author(s):  
Khairiah Syahabuddin ◽  
Khaira Rizqa
Keyword(s):  
Experimental Technique ◽  
English Language ◽  
Language Education ◽  
Listening Skills ◽  
English Language Education ◽  
Quantitative Technique ◽  
Listening Skill ◽  
Post Test ◽  
The Mean ◽  
Banda Aceh

The purpose of this study is to discover the use of podcasts in improving students’ listening skills. The quantitative technique was used in this research: the data obtained from the pre-experimental technique. This research was conducted to find out the information about the improvement of students listening skills on using podcasts. This study involved 15 students in the fourth semester in the Department of English Language Education of Universitas Islam Negeri Ar-Raniry Banda Aceh. The sample was chosen by using purposive sampling who are qualified the certain criteria; sixth semester-students in Department of English Language Education of Universitas Islam Negeri Ar-Raniry Banda Aceh, and The students who have passed Basic Listening subject, Intermediate Listening subject, and Advanced Listening subject. However, the students faced difficulties in comprehending audio at the first meeting, after giving a treatment by using podcasts, the finding revealed that podcasts help students to improve their listening skills. It was proven by the improvement of the mean score of students’ pre-test and post-test (36.3 to 63.3). Overall, this study suggests that developing English listening skills can be boosted with Podcasts

THE USE OF E-BOOK TO IMPROVE READING COMPREHENSION AMONG YEAR 4 PUPILS

2018 ◽  
Vol 3 (1) ◽  
pp. 23-32
Author(s):  
Yee Bee Choo ◽  
Nurul Syazana Zainuddin
Keyword(s):  
Reading Comprehension ◽  
Primary Schools ◽  
Reading Skills ◽  
Reflective Journal ◽  
Research Participants ◽  
Teaching Of Reading ◽  
Post Test ◽  
The Mean ◽  
Level Of Understanding ◽  
Level Of Motivation

This is an Action Research of using the Story Jumper as an E-book to improve the reading comprehension among Year 4 pupils in one of the primary schools in Malaysia. The participants involved were twenty pupils consisting of seven males and thirteen females. Three data collection methods employed were pre-test and post-test, pupils’ work and teacher’s reflective journal. The findings showed that the use of E-book had increased the level of understanding in reading comprehension among the research participants. The mean for the pre-test and post-test had increased from 45.83 to 93.33. The pupils’ work indicated positive improvements in terms of their level of understanding and responses in reading. It was also found from the reflective journal that the research participants had participated actively in the learning process and their level of motivation was also increased. The implication is to use E-book in the teaching of reading skills among the primary school learners.

How Gaming Applications of CALL influence inputs of English Grammar: كيف تؤثر تطبيقات ألعاب الكمبيوتر المساعدة في تعليم اللغة على مدخلات قواعد اللغة الإنجليزية

2020 ◽  
Vol 4 (47) ◽  
Author(s):  
Atif Obaid M Alsuhaymi
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Language Education ◽  
Full Sample ◽  
English Grammar ◽  
Before And After ◽  
Post Test

The present study aims to research the influences of games through Computer-Assisted Language Learning (CALL) compared to Teacher-Centered Instruction (TCI) on teenagers' achievement in English language education in Saudi Arabia. Two groups of students tested, before and after instruction, so to determine success of the application of pedagogies. The full sample consisted of 22 teenagers, divided randomly, into two equal groups. The first group was the control (TDI) group, which used a school textbook. The second group was the experimental group (CALL), which given a CALL application, based on the game ‘Kahoot.’ Two types of tests were conducted, a pre-test and a post-test, at each of two periods for each group. The pre-test administered before instruction, and the post-test taken after the instructional period. Findings indicate that both groups increased their proficiencies with English object pronouns. However, performance on the post-test by the experimental (CALL) group significantly exceeded that of the control (TCI) group.

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