scholarly journals PENINGKATAN KETERAMPILAN BERBICARA BAHASA INGGRIS MELALUI PENDEKATAN KOMUNIKATIF MAHASISWA PROGRAM STUDI BAHASA INGGRIS UNISBA

2015 ◽  
Vol 12 (2) ◽  
pp. 211-221
Author(s):  
Dian Dian Fadhilawati
Keyword(s):  
Action Research ◽  
English Department ◽  
Speaking Proficiency ◽  
English Speaking ◽  
Communicative Approach ◽  
Classroom Action Research ◽  
Academic Year

This study aims at seeing process freshmen of English Department students at Balitar Islamic University improve their English speaking proficiency implementing communicative approach as the teaching teachniques. This study implemented classroom action research, and was conducted for one semester in the academic year 2014/2015. Improvements were focused on fluency, accuracy and cohesiveness involving 26 subjects.  Conducted in two cycles that succesviley involved research procedures on planning, acting, observing, and reflection, this study revealed the following findings.  First,  speaking fluency of the learners increases from 65% in the first cycle into 85% in the second cycle.  Second, speaking accuracy improves from 68% in the first cycle into 88% in the second cycle.  Third, cohesiveness of uttarences imoproves from 70% in the first cycle into 86% in the sevond cycle.

scholarly journals ENHANCING WRITING ABILITY THROUGH IDEA LISTING TECHNIQUE

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

scholarly journals PENERAPAN TEKNIK THINK PAIR SHARE UNTUK MENINGKATKAN KEMAMPUAN MEMBACA PADA MATA KULIAH READING COMPREHENSION

2015 ◽  
Vol 6 (2) ◽  
Author(s):  
Titik Hardewi Yani ◽  
Sesmiyanti Sesmiyanti
Keyword(s):  
Reading Comprehension ◽  
Action Research ◽  
Qualitative Data ◽  
Research Problem ◽  
English Department ◽  
Learning Material ◽  
Field Note ◽  
Classroom Action Research ◽  
English Program ◽  
Academic Year

This research problem comes from low of students’ score of reading comprehension at English program academic year 2012/2013. It could be seen from some students failed in reading comprehension I. In order to researcher would do classroom action research by applying Think Pair Share technique to improve students reading comprehension on reading II. Purpose of this research were to describe applying Think Pair Share technique on reading comprehension of English program and knowing how can Think Pair Share improve students’ reading comprehension. In collecting data, researcher used qualitative data that consist of observation sheet, field note, and interview. In quantitative data, she used tasks and tests. In making note about what happened in this research, she helped by collaborator who teach reading comprehension too in English Department. This classroom action research consisted of two cycles; each of cycles consisted of four meeting. Three meeting did treatments, and one meeting for test. Related to finding of this research, Think Pair Share technique could improve reading comprehension. In addition, the factor that influence students’ learning by applying this technique were interesting technique, interesting topic of learning material then lecturer guiding on students in understanding learning material. The improvement of students’ learning could be proved on students’ score in each cycles. Mean score students’ reading comprehension for the first cycle was 63.8, then second cycle was 73.3. This research can be concluded that classroom action research by applying Think Pair Share technique could improve students’ reading comprehension on Reading II course at English program STKIP PGRI Sumatera Barat.

scholarly journals GROUP WORK TO IMPROVE CLASSROOM INTERACTION AND STUDENTS’ SELF-ESTEEM OF STAIN GPA

2018 ◽  
Vol 1 (3) ◽  
pp. 187
Author(s):  
Sungkawati Kardi Wahyuningsih
Keyword(s):  
Action Research ◽  
Group Work ◽  
Classroom Interaction ◽  
Self Esteem ◽  
English Department ◽  
Purposive Sampling ◽  
Teacher Student ◽  
The Subject ◽  
Classroom Action Research ◽  
Academic Year

This research aimed at observing and describing the process and the results of the action implemented in improving the classroom interaction and the students’ self-esteem of STAIN GPA. This research was a classroom action research. The subject of the study is the semester 6 students of English department in the academic year of 2014/2015. The purposive sampling was used in this study. This research consists of three steps, namely: input, transformation, and output. The finding of the research is that the implementation of group work is able to improve the classroom interaction, as they: interaction between student and student, student and teacher, student and learning sources, and student and the environment. In relation to the students’ self-esteem, the implementation of group work was able to improve: feeling of competence, feeling to be respected, feeling to be loved, feeling to have a chance for success, and feeling of confidence.

scholarly journals Utilizing Classroom Action Research in Indonesian Tertiary Students’ English Speaking Class

JET ADI BUANA ◽  
2020 ◽  
Vol 5 (01) ◽  
pp. 17-30
Author(s):  
Imelda Gozali
Keyword(s):  
Action Research ◽  
Error Analysis ◽  
Research Methodology ◽  
Corrective Feedback ◽  
Spontaneous Speech ◽  
English Department ◽  
Learning To Read ◽  
Different Types ◽  
English Speaking ◽  
Classroom Action Research

Proficiency in productive skills, most notably speaking, has been commonly regarded as a gauge of success in learning English. It is of no surprise that many non-English department colleges include English speaking classes, apart from general, grammar-based lessons, in the list of their general basic subjects (mata kuliah dasar umum). The writer has been teaching such English speaking class for three years in a tertiary institute in Indonesia. In the course of it, she noted several frequently-committed errors of her students, and was therefore interested in analyzing them and to study the most appropriate way to address them. There has been scant literature available on Error Analysis (EA) on spontaneous English speech of Indonesian students, let alone the ways to improve the speech through Corrective Feedback (CF). To address this gap, the writer used Error Analysis to group and classify the errors committed, and then gave Corrective Feedback during free, spontaneous speech of the students, in order to try to remedy the errors committed during the speaking classes. The CF was further divided into peer- and teacher-correction, who in turn used different types of feedback (recast, repetition, direct and indirect). The study was carried out using Classroom Action Research methodology, with 80 students as the subjects. The ‘plan’ stage comprised the EA execution, and the CF constituted the ‘act’ stage. In the ‘observe’ and ‘result’ stage, the writer concluded that teaching Basic Phonics, which is usually taught to children when learning to read, might be necessary to improve students’ pronunciation. Students were also receptive to CF from the teacher and could retain some feedback given by their peers.

scholarly journals IMPLEMENTING ICT-BASED PHONOLOGY LEARNING MATERIAL USING BLENDSPACE THROUGH CLASSROOM ACTION RESEARCH

Aksara ◽  
2018 ◽  
Vol 30 (2) ◽  
pp. 319
Author(s):  
Ni Luh Putu Sri Adnyani ◽  
Rima Andriani Sari ◽  
Putu Eka Dambayana Suputra ◽  
I Wayan Pastika ◽  
I Nyoman Suparwa
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Material ◽  
English Department ◽  
Learning Material ◽  
Second Stage ◽  
Classroom Action Research ◽  
Two Stages ◽  
Academic Year

This study reports the implementation of ICT-based learning materials using Blendspace in phonology classes. The ICT-based learning material was developed in the academic year of 2016/2017. The study was conducted in two stages. The rst stage was the validation of the teaching material by two expert judges. The second stage was trying out of the teaching material in the classroom using classroom action research. The learning material developed has been validated by experts using a checklist as an instrument, which has been analysed using the Gregory formula. The expert judges showed that the content validity of the learning material is 90.9%, which means very valid. In order to test the effectiveness of the learning material, it has been implemented in phonology classes joined by the second-semester Diploma III students of the English Department of Universitas Pendidikan Ganesha, using classroom action research. Based on the teaching and learning process using the material, more than 70% of the students obtained scores between 76 and 100. Fewer than 30% of the students had scores below 75. Therefore, the learning material is considered effective for learning phonology. 

scholarly journals The Use of Podcast to Improve Students’ Speaking Competency of Tenth Grade Students of SMA Negeri 1 Amlapura in Academic Year 2015/2016

2018 ◽  
Vol 23 (2) ◽  
pp. 34
Author(s):  
A S Daniati ◽  
Asril Mardjohan ◽  
K S Piscayanti
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
English Teaching ◽  
Tenth Grade ◽  
Minimum Score ◽  
English Speaking ◽  
The Subject ◽  
Classroom Action Research ◽  
Academic Year

The objective of this research was to improve students’ English speaking competency by using podcast in teaching and learning. This research was conducted in SMA Negeri 1 Amlapura, as the subject of the research was the tenth grade students of SMA Negeri 1 Amlapura, i.e. X MIA 1 class. The object of research was English speaking competency of X MIA 1 students. The method used in this study was Classroom Action Research minimum score. It can be concluded that the English competency of the X MIA 1 students could be improved by using podcast in English teaching and learning. In addition, the result of the questionnaire and observation in the classroom showed that the students were more motivated to learn by using podcast.

scholarly journals USING SONGS IN THE SPEAKING CLASS: Improving Students’ Abilities in a Relaxing Way.

ELT-Lectura ◽  
2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Dahler Dahler
Keyword(s):  
Action Research ◽  
English Department ◽  
Fluency And Comprehension ◽  
Speaking Skill ◽  
Classroom Action Research ◽  
Academic Year

This Classroom Action Research (CAR) aimed to find out whether students’ activities through song can be used as media for improving the students speaking skill. The participants of this study were 21 students of English department, Lancang Kuning University academic year 2012/2013. This present study conducted in two cycles, and each of the cycle had four meetings during April - Mei 2012. After analyzing the data, it was found that the activities through song improved the students’ speaking skill and influenced all indicators of speaking skill in term of accent, grammar, vocabulary, fluency, and comprehension. Furthermore, it built up the students’ confidence and participation in class. The researcher concluded that the students’ activities through song can improve the students’ speaking skill.

scholarly journals THE EFFECTIVENESS OF TWO-STAY TWO STRAY IN ENHANCING STUDENTS’ SPEAKING ABILITY

2020 ◽  
Vol 3 (1) ◽  
pp. 36
Author(s):  
Andri Iswanto ◽  
Sela Anugrah
Keyword(s):  
Action Research ◽  
Research Design ◽  
Research Result ◽  
Average Score ◽  
English Department ◽  
Speaking Test ◽  
Speaking Skill ◽  
Classroom Action Research ◽  
Academic Year

The study is aimed at describing the effectiveness of two stay and two stray in enhancing students’speaking ability. The paper is derived from the research result conducted among 30 students of SMK Budi Bakti Utama Padalarang. Classroom action research design with 2 cycles was applied to encourage students’ speaking skill. Observation checklist, fieldnote and speaking test instruments were used to catch on students’ progress (reflection and evaluation) . Observation was finished to see how clear the strategy was understood and performed by the leraners. Fieldnote aimed at jotting down success and restraint of the strategy usage and tes instrument was managed to assess the grading and scoring development whole the first and second cycles. Reflecting and evaluating were organized at the end of every cycle. Based on observation and fieldnote that the students’participation were getting upgraded in every cycle. Besides, the average score and grade at the end of 2 cycles were getting improved. Mean score of cycle 1 was 59.00, and cycle 2 was 65.00. It could be concluded that two stay and two stray strategy boosted speaking ability for English department students of SMK Budi Bakti Utama Padalarang in academic year 2018/2019.

scholarly journals MENINGKATKAN KECAKAPANAN BERBAHASA INGGRIS MELALUI PRESENTASI ORAL

2015 ◽  
pp. 326-333
Author(s):  
Zaitun Zaitun ◽  
Mutiarani Mutiarani
Keyword(s):  
Oral Presentation ◽  
English Teachers ◽  
English Department ◽  
Test Results ◽  
Teaching English ◽  
Speaking Proficiency ◽  
Delivery Technique ◽  
Post Test ◽  
English Speaking ◽  
Academic Year

Abstrak:Kecakapan berbicara bahasa Inggris guru bahasa Inggris berperan penting dalam membantu peserta didik untuk mencapai tujuan pembelajaran bahasa tersebut. Teknik yang tepat untuk meningkatkan kecakapan ini harus diperhatikan oleh mahasiswa Program Pendidikan Bahasa Inggris Fakultas Ilmu Pendidikan, dimana mahasiswa calon guru-guru bahasa Inggris. Penelitian ini bertujuan untuk mengkaji apakah oral presentasi efektif untuk pembelajaran kecakapan berbicara bahasa Inggris. Penelitian ini menggunakan metode eksperimen dengan desain pretest/posttest dengan sampel 52 orang mahasiswa semester II Program Studi Pendidikan Bahasa Inggris Fakultas Ilmu Pendidikan, Universitas Muhammadiyah Jakarta tahun akademik 2012/2013. Data dari hasil penelitian ini dianalisis secara kuantitatif dan dideskripsikan dalam bentuk persentase. Hasil penelitian ini menunjukkan bahwa oral presentasi efektif dalam pembelajaran berbahasa Inggris, karena hasil post-test baik dari segi isi materi paparan (content) maupun cara penyajian materi (delivery) lebih tinggi nilainya dibandingkan hasil pretestnya. Oleh karena itu, teknik oral presentasi ini menjadi alternatif pilihan teknik pembelajaran yang dapat digunakan oleh guru bahasa Inggris pada pembelajaran berbicara bahasa Inggris.Kata kunci: berbicara, kecakapan berbicara, oral presentasi. Abstract:English teachers’ proficiency in speaking English plays a major role to help students achieve the objectives of learning English. The appropriate method to improve this proficiency should be taken into consideration by students in English department where they are prepared to become English teachers. This study is aimed to examine the effectiveness of oral presentation to improve students’ proficiency in speaking English. An experimental method applied in this study in which 52 students of second semester from English department in Muhammadiyah University of Jakarta in the academic year of 2012-2013 were chosen as the sample. The results of the study were quantitavely analyzed and described in percentages. The findings of the study show that students’ post-test results both in the content and delivery technique of the presentation were higher than those in the pre-test. It is hoped that this oral presentation is potential as an alternative technique for English teachers in teaching English speaking skill.Keywords: speaking, proficiency, oral presentation

scholarly journals IMPLEMENTING ICT-BASED PHONOLOGY LEARNING MATERIAL USING BLENDSPACE THROUGH CLASSROOM ACTION RESEARCH

Aksara ◽  
2018 ◽  
Vol 30 (2) ◽  
pp. 319
Author(s):  
Ni Luh Putu Sri Adnyani ◽  
Rima Andriani Sari ◽  
Putu Eka Dambayana Suputra ◽  
I Wayan Pastika ◽  
I Nyoman Suparwa
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Material ◽  
English Department ◽  
Learning Material ◽  
Second Stage ◽  
Classroom Action Research ◽  
Two Stages ◽  
Academic Year

This study reports the implementation of ICT-based learning materials using Blendspace in phonology classes. The ICT-based learning material was developed in the academic year of 2016/2017. The study was conducted in two stages. The rst stage was the validation of the teaching material by two expert judges. The second stage was trying out of the teaching material in the classroom using classroom action research. The learning material developed has been validated by experts using a checklist as an instrument, which has been analysed using the Gregory formula. The expert judges showed that the content validity of the learning material is 90.9%, which means very valid. In order to test the effectiveness of the learning material, it has been implemented in phonology classes joined by the second-semester Diploma III students of the English Department of Universitas Pendidikan Ganesha, using classroom action research. Based on the teaching and learning process using the material, more than 70% of the students obtained scores between 76 and 100. Fewer than 30% of the students had scores below 75. Therefore, the learning material is considered effective for learning phonology. 

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