scholarly journals USING ANIMATED CLIP FILM, BLENDED ON LEARNING AND DICTOGLOSS TECHNIQUE TO IMPROVE LISTENING SKILL OF STUDENTS ENGLISH EDUCATION DEPARTMENT

2017 ◽  
Author(s):  
Lusy Tunik Muharlisiani ◽  
Siti Azizah
Keyword(s):  
Teaching And Learning ◽  
English Education ◽  
Positive Response ◽  
Average Score ◽  
Education Department ◽  
Listening Skill ◽  
Listening Ability ◽  
Teaching Of Listening ◽  
Department Faculty ◽  
First Time

This research describes about using three of tools that are using animated clip film, blended on learning and dictogloss technique to improve students’ listening skill in the fourth semester English Education Department Faculty of Language and Science Wijaya Kusuma Surabaya University. The problems were the students who were not able to listen well, might get struggle when they tried to listen. They were confused what they had to listen to the first time. They were lack of vocabularies so they were passive and looked un-interested in teaching and learning process. The statement of the problem in this study 1) To describe whether using animated clip film, blended on learning and dictogloss technique can improve students listening ability, 2) To describe the application of teaching of listening skill using animated clip film, blended on learning and dictogloss technique learning for student. Based on the implementation of the study, the researcher found out that after being treated with using animated clip film, blended on learning and dictogloss technique as tools to improve students’ listening skill, the students had positive response and enjoyed the strategy when they practiced to post their listening using animated clip film, blended on learning and dictogloss technique with their friends Furthermore, they were able to cooperate in group, learn to make summary, give comment to their friends’ listening and even improve their listening skill. In conclusion, the result of this study showed that 1) Using animated clip film, blended on learning and dictogloss technique were able to improve the students listening ability. It was effective as it was able to attract the students and motivate them in listening skill and using animated clip film, blended on learning and dictogloss technique, the students were able to get enough stimuli. 2) The students were able to develop their idea, listen better, their spelling and grammar were better and the average score was>75.

scholarly journals Using Skype Messenger On Blended Learning, WEBLOG and E-Learning to Improve Students’ Writing Ability of Student Fourth Semester English Education Department

2017 ◽  
Author(s):  
Lusy Tunik Muharlisiani ◽  
Supeno
Keyword(s):  
Teaching And Learning ◽  
English Education ◽  
Teaching Writing ◽  
Average Score ◽  
Education Department ◽  
Writing Ability ◽  
E Learning ◽  
The Media ◽  
Department Faculty ◽  
First Time

This research describes about using three of tools that are blended on learning, weblog and e-learning to improve students’ writing ability in the fourth semester English Education Department Faculty of Language and Science Wijaya Kusuma Surabaya University. Those students have some problems in learning writing. They might get struggle when they try to write and were confused what they must write for the first time and they were lack of vocabularies, and they were passive and looked un-interested in teaching and learning writing process. Based on the implementation of the study, the researcher found out that after being treated with blended on learning, weblog and e-learning as a tool to improve students’ writing ability, the students had positive response and enjoyed the strategy when they practiced to post their writing through blended on learning, weblog and e-learning with their friends. Furthermore, they can cooperate in group, learn to make a draft, learn to give comment to their friends’ writing, learn to revise their writing, and learn to publish their writing. The objective of this study were 1) to describe the implementation of using blended on learning in ordering to can improve writing ability for students fourth semester English Education Department, 2) to understand application of the concept of writing through blended on learning, weblog and e-learning for students. The result of this study showed that 1) the implementation using blended on learning, weblog and e-learning in teaching writing ability is effective to use because it can attract the students and motivate them in writing and through blended on learning, weblog and e-learning the students can get enough stimuli. 2) The students could develop their idea in writing, they also can write better, their spelling and grammar become be better and the average score was 75. In conclusion, the implementation of using blended on learning, weblog and e-learning and the students’ ability in writing improved as the media

scholarly journals USING WEBLOG AND E - LEARNING TO IMPROVE WRITING SKILL OF STUDENTS SECOND SEMESTER ENGLISH EDUCATION DEPARTMENT

2017 ◽  
Author(s):  
Lusy Tunik Muharlisiani ◽  
Siti Azizah ◽  
Supeno
Keyword(s):  
Teaching And Learning ◽  
English Education ◽  
Learning Model ◽  
Teaching Writing ◽  
Education Department ◽  
Writing Test ◽  
Writing Skill ◽  
E Learning ◽  
Department Faculty ◽  
First Time

This research describes using two of tools that are weblog and e-learning model to improve students’ writing skills in the second semester English Education Department Faculty of Language and Science Wijaya Kusuma Surabaya University. Those students have some problems in learning writing. They were confused what they must write for the first time and they were lack of vocabularies, and they were passive and looked uninterested in teaching and learning writing process. Based on the implementation of the study, the researcher found out that after being treated with weblog and e-learning model as a tool to improve students’ writing skill, the students had positive response and enjoyed the strategy when they practiced to post their writing through weblog and e-learning with their friends. Weblog and e-learning model facilitated the students to express their ideas in writing. Furthermore, they can cooperate in group, learn to make a draft, learn to give comment to their friends’ writing, learn to revise their writing, and learn to publish their writing. Weblog and e-learning model provides opportunities for students to like writing. Teaching writing using weblog and e-learning model can help teacher to improve the students’ writing skill through drafting, posting, giving the comment, revising, and publishing. Furthermore, the research also shows the result of students’ writing skill that in pre-test there were just 5 students out of 18 students or 28 % students who got the standard score 75. And the result of cycle, the researcher found improvement of the students’ writing skill. There were 14 out of 18 students or 77, 77 % students who achieved the success indicator in the cycle I. So, in this cycle, the students’ score improved. Based on the data, the result of writing test had fulfilled the criteria of success that was ≥70 %.

scholarly journals The Effort to Increase the Students’ Achievement in Poetry Mastery through Semiotic Method

2017 ◽  
Vol 8 (1) ◽  
pp. 104
Author(s):  
I Wy. Dirgeyasa
Keyword(s):  
Action Research ◽  
Research Method ◽  
Teaching And Learning ◽  
English Education ◽  
Descriptive Analysis ◽  
Average Score ◽  
State University ◽  
Education Department ◽  
Classroom Action Research ◽  
Academic Year

The obejectives of this research are to know the improvement  of the students’ achievement in poetry mastery and their perception regarding to the semiotic method in teaching and learning poetry in  English Education Department, Languages and Art Faculty of State University of Medan. The research method used is the Classroom Action Research (CAR). The subjects of the research are the fifth semester of 37 students of 2013/2014 academic year. The data are collected by test in order to know the students’ achievment in poetry mastery. The students’ perception toward the implementation of the semiotic method for teaching and learning poetry is collected by questionaire. The data are analyzed by descriptive analysis. The result of research shows that (1) the average score of the students’ achievement of poetry mastery is (71.75) or it increases (11,59) point from pre-test (60.16) and (2) in general, the students’ perception toward the semiotic method for teaching and learning poetry are good and positive.

scholarly journals Analysis of Students’ Ability in Writing a Research Proposal

ELT-Lectura ◽  
2015 ◽  
Vol 2 (2) ◽  
Author(s):  
M. Fadhly Farhy Abbas
Keyword(s):  
Survey Research ◽  
Research Finding ◽  
Qualitative Method ◽  
English Education ◽  
Research Proposal ◽  
Average Score ◽  
Education Department ◽  
Training And Education ◽  
Teachers Training ◽  
Department Faculty

This research is based on the needs to investigate the students’ ability in writing a research proposalfor the fourth year students at English Education Department Faculty of Teachers Training and EducationUniversity of Lancang Kuning. This research aims at analyzing the students’ ability of the fourth year students at English Education Department Faculty of Teachers Training and Education University of Lancang Kuning in writing a research proposal. The method employed in this research is qualitative method with survey research design. The total number of population in this research were 132 students. The sample elected were 20 students. Based on the data which have been collected and analyzed, it were found that the students’ ability in writing a research proposal categorized into “middle”. The average score achieved was 67.1. It was categorized into middle. Based on the research finding above, it can be concluded that the students’ ability in writing a research proposal is categorized into middle. This result is in line with the analysis of writing a research proposal using scoring rubric available in this research.

scholarly journals IMPROVING SPEAKING ABILITY ON PUBLIC SPEAKING CLASS BY USING ROLE-PLAYING TECHNIQUE OF ENGLISH EDUCATION DEPARTMENT STUDENTS

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Nafisah Endahati
Keyword(s):  
Teacher Training ◽  
Teaching And Learning ◽  
English Education ◽  
Action Observation ◽  
Role Playing ◽  
Education Department ◽  
Training And Education ◽  
Department Faculty ◽  
Academic Year ◽  
Research Show

This research aims to improve speaking ability on speaking for specific purposes class of class A1 students of English Education Department students, Faculty of Teacher Training and Education, PGRI University of Yogyakarta in the academic year of 2012/2013. The effort which was done is using role-playing as a technique in teaching and learning activities. This collaborative and participative action research consisted of three cycles, with plan, action, observation, and reflection in each cycle. The participants were the students of class A1 of English Education Department, Faculty of Teacher Training and Education, PGRI University of Yogyakarta. The data were collected by means of interviewing, recording technique, observing, and assessing. The qualitative data were analyzed through data reduction, data display and conclusion drawing, while the quantitative data was analyzed descriptively by counting the mean score and the score percentage of the result of the observation. The results of research show that using role-playing technique can improve students’ speaking ability on speaking for specific purposes class. It can be indicated by the improvement of the activity of speaking classroom English, the interaction between teacher and students, and the students and teacher’s attention. The improvement of speaking ability on classroom English is also supported by the improvement of students’ achievement in speaking performance to a mean score of 161,18 or 70,579% (cycle I), 176,31 or 76,956% (cycle II), and 198,16 or 85,797% (cycle III).

scholarly journals A Study on the Use of Songs to Improve Students’ Pronunciation and Listening Skill

2017 ◽  
Vol 2 (02) ◽  
Author(s):  
Fergina Lengkoan
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
English Education ◽  
Student Learning Outcomes ◽  
Learning Activity ◽  
Education Department ◽  
Oral Test ◽  
Listening Skill ◽  
Class B ◽  
Written Test

The aims of this research are to describe how is the process of teaching listening and pronunciation by using songs and to find out if the use of songs can help improve students’ pronunciation and listening skill at English education department. This study is a classroom action research. The population of this research was students of the second semester at English Education Department. The sample of this research was class B in Intermediate Listening subject and the total students involved  in this research were of 23 students. The instruments of this research were tests, in the form of oral test and written test, observation sheetsand documents. The implementation of this research was conducted in two cycles, every cycle consisted with the steps of planning, acting, observing, and reflecting. The findings in the analysis show that the action research was successfull, because the results of quantitative data obtained for the first cycle was 39.3 % of the total number of students declared not succeeded and the second cycle 86.9 % of the total number of students declared successful and the results of qualitative data through observation sheets and documents showed that the use of songs can improve students’ pronunciation and listening skill. There is an increase in student learning outcomes of intermediate listening subjects after using the songs in teaching and learning activities. Based on the findings it is concluded that the use of songs could improve students’ pronunciation and listening skill. Furthermore the use of songs is effective as a media to improve students’ pronunciation and listening skill. Thus this research may suggest that the use of songs should be used routinely in each learning activity because in the activity the students would be able to comprehend what they learn. It is recommended, the use of songs which are simple, enjoyable, pleasurable, comfortable, and easy to learn may help students’ learning. Key Words: Songs, English Foreign Language, Pronunciation, and Listening

scholarly journals A STUDY ON THE STUDENTS’ ABILITY IN USING PREPOSITION OF DIRECTION

ELT-Lectura ◽  
2017 ◽  
Vol 4 (2) ◽  
pp. 70-77
Author(s):  
Herdi Herdi ◽  
Nelisa Andriana
Keyword(s):  
English Education ◽  
Survey Design ◽  
Average Score ◽  
First Year ◽  
Education Department ◽  
First Year Students ◽  
Faculty Of Education ◽  
Teachers Training ◽  
Department Faculty ◽  
Academic Year

A few students might get confused which preposition could be properly used for certain conditions. In other word, they might be failed to distinguish the used of each preposition of direction appropriately because it has different application and meaning in sentences. Based on the syllabus of structure-one course, the students were expected to understand and to be able to use this kind of preposition correctly. Hence, the purpose of the research was to find out the students’ ability in using preposition of direction at the first year students of English Education Department, Faculty of Education and Teachers Training, Lancang Kuning University Pekanbaru for Academic Year 2016/2017. Therefore, the researcher conducted survey design to identify whether the students have understood this subject or not. Finally, the result of the study showed that the average score of students’ ability in using prepositions of direction was 66.47. In conclusion, the students’ ability in using preposition of direction was categorized into “fair” category.

scholarly journals IMPROVING LISTENING SKILL OF STUDENTS USING METACOGNITIVE INSTRUCTION

2016 ◽  
Vol 5 (2) ◽  
pp. 255-268
Author(s):  
Ida Nurhidayah ◽  
Nadiah Ma’mun
Keyword(s):  
Action Research ◽  
Listening Comprehension ◽  
English Education ◽  
Education Department ◽  
Metacognitive Instruction ◽  
Listening Skill ◽  
Listening Ability ◽  
Classroom Action Research ◽  
Academic Year ◽  
Test Result

This study is aimed to describe the implementation of metacognitive instruction and to improve students’ listening ability on TOEFL listening comprehension section by using metacognitive instruction at the second semester students of English Education Department of Walisongo State Islamic University Semarang in the academic year of 2015/2016 and to know the enhancement of students’ listening ability on TOEFL listening comprehension section after being taught using metacognitive instruction. The design of this study is classroom action research that was conducted in two cycles with four activities in each cycle, they are planning, acting, observing, reflecting. Pre-cycle was also done before this study was conducted. The result of this study showed that using metacognitive instruction could improve students’ listening ability on TOEFL listening comprehension section. This was proved by the enhancement of students’ test result that improved in every cycle. The result of the study also showed that metacognitive instruction could improve the students’ listening ability on TOEFL listening comprehension section.

Getting EFL Learners to Speak: Obstacles and Solutions

2016 ◽  
Vol 10 (01) ◽  
pp. 21
Author(s):  
Eulis Rahmawati
Keyword(s):  
Psychological Factors ◽  
Teaching And Learning ◽  
English Education ◽  
Language Skills ◽  
Education Department ◽  
Efl Learners ◽  
Qualitative Research Design ◽  
Research Problems ◽  
English Competence ◽  
Academic Year

This research investigates how process of speaking instruction takes place at IAIN SMH Banten. There are three main issues in the research problems: the process of teaching speaking, obstacles found in the teaching and learning process, and what efforts do they make to solve the obstacles in speaking. The process of teaching speaking discusses materials, preparation, procedures or steps in teaching speaking while obstacles and solutions discuss the speaking barriers that the students faced in speaking class and how they minimize the barriers. By applying descriptive qualitative research design to students of fourth semester in academic year 2014/2015, the result shows that the focus of speaking instruction at the fourth semester of English education department of IAIN SMH Banten seemed to let the students speak, without any language skills discussion as the feedback. At the same time, during the process of speaking instruction there are some problems faced by students. The first is  problem of limited English Competence dealt with students poor of vocabulary and the second is problems of psychological factors.

scholarly journals LANGUAGE LEARNING STRATEGIES: GENDER AND PROFICIENCY

2014 ◽  
Vol 13 (1) ◽  
pp. 104
Author(s):  
Idham Syahputra
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
Language Learning Strategies ◽  
Education Department ◽  
Classroom Activities ◽  
Cognitive Memory

This study described and examined on the current English language learning strategies used by Indonesian Students English Education Department enrolled at State Islamic University of Sultan SyarifKasim Riau in Indonesia. The subjects of the study were (99) male and female students still studying for their Undergraduate degree in English Education Department. The study investigates the frequency of strategies use among these students according to gender and proficiency variables. Proficiency is reflected by students’ learning level (i.e., sophomore, junior, senior), self-reported proficiency in English (i.e., the students’ university average in English courses) and language self-efficacy (i.e,. how good the students perceived themselves as English learners). The collecting data used Questionnaire adopted from Oxford (1990a), Mohammad Amin Embi (1996) danPolitzer (1993), interview lecturers about the language learning strategies used by students. The results of this study showed that State Islamic University of Sultan SyarifKasim, English Education Department used learning strategies with high to medium frequency, and that the highest rank (79.6%) was for Metacognitive strategies while the lowest (63%) was for compensation strategies and the others used cognitive, memory, affective and social. In general, the results showed that gender and proficiency had no significant differences on the use of strategies. Based on these findings, the researcher recommends that more training should be given in using Cognitive, Memory, Affective, social and Compensation strategies by embedding them into regular classroom activities or teaching and learning process

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