THE EFFECTIVENESS OF GALERY WALK TECHNIQUE TOWARD GRAMMAR COMPETENCE OF ENGLISH DEPARTMENT STUDENTS OF UNHASY

Almost all of the students who learn English assume that learning grammar of English is not so important. They often think that their English is already acceptable in every condition without good grammar. This assumption makes their care on how important grammar is for their English less. It causes their grammar competence becomes low. Besides, the lecturer’s way of teaching which is not interesting also gives contribution to this low competence. This pre-experimental research was done by implementing gallery walk technique which is believed as an interesting and challenging teaching technique in intermediate English grammar class. The objectives of this research were to know: (1) the students’ grammar competence before the implementation of gallery walk technique, (2) the students’ competence on grammar after being taught by using GWT and (3) the effectiveness of GWT towards students’ grammar competence. The population of this study was two classes of the third semester students of English language eduacation department of UNHASY in the academic year of 2019/2020. The sample was class B comprising of 19 students by using purposive sampling. The students’ average score of grammar before GWT was applied was 67. After GWT was implemented, their mean score of grammar became 73. Because the value of sig. (2-tailed) was lower than 0.05, it showed that the improvement of the average results of pretest and posttest was significantly different. Then, it came to the conclusion that GWT was effective for teaching grammar.

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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

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PENERAPAN MODEL BELAJAR COOPERATIVE SNOWBALL THROWING DALAM PEMBELAJARAN TEMATIK KELAS 1

Educreative : Jurnal Pendidikan Kreativitas Anak ◽

10.37530/edu.v5i2.24 ◽

2020 ◽

Vol 5 (2) ◽

pp. 258-268

Author(s):

Nur Laely

Keyword(s):

Learning Outcomes ◽

Learning Model ◽

Average Score ◽

Test Results ◽

Average Value ◽

The Third ◽

Class 1 ◽

Learning Test ◽

Thematic Learning ◽

Academic Year

Thepurpose of this study was to determine the Application of Cooperative Snowball Throwing Learning Model in Thematic Learning Class 1 at MIN 3 Banyumas Academic Year 2019-2020. The type of research data used in this study is a quantitative-qualitative approach (mexing method). The subjects of this study were class I MIN 3 Banyumas Lessons in 2019-2020 totaling 33 students. The techniques used in data collection are interview, documentation, observation and test techniques. The results showed that the application of the Cooperative Snowball Throwing Learning Model could improve the thematic learning outcomes at MIN 3 Banyumas in 2019-2020. This can be proven by the learning outcomes for each cycle. In cycle I, the average score of student learning test results was 67.73, the lowest score was 45.00 and the highest score was 90.00. This is known by comparing the pre-cycle value with the value of Cycle I, the test results where the value of Cycle I is greater than the pre-cycle of the average value, namely: 67.73> 55.30. Whereas in the second cycle, the average test score was 75.91, while the lowest score was 55.00 and the highest score was 95.00. this can be known by comparing the value of the first cycle with the second cycle, the test results in which the value of the second cycle test is greater than the first cycle with an average value of 75.91> 67.73. And in the third cycle it can be seen that the average value of the test results is 83.79, while the lowest value is 65.00 and the highest value is 100.00.

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Penerapan Model Pembelajaran Inkuiri Berbantuan Media Konkret Untuk Meningkatkan Hasil Belajar Muatan Pelajaran Matematika

Journal of Education Action Research ◽

10.23887/jear.v2i4.16319 ◽

2018 ◽

Vol 2 (4) ◽

pp. 295

Author(s):

N. P. Sefnita Eka Sutarti ◽

I M Citra Wibawa

Keyword(s):

Learning Outcomes ◽

Mathematics Learning ◽

Inquiry Learning ◽

Learning Model ◽

Test Method ◽

Third Grade ◽

Average Score ◽

Student Activity ◽

The Third ◽

Academic Year

This study aims to know the improvement of mathematics learning outcomes by applying the concrete media-based inquiry learning model in the third grade students of SD N 4 Kaliuntu in the academic year 2017/2018. This type of research was Classroom Action Research (PTK) which was implemented in two cycles. The subjects of this study were 39 students in the third grade of SD N 4 Kaliuntu in the academic year of 2017/2018. The objects of this research were the concrete media-based inquiry learning model and the learning result of Mathematics. The data in this study were collected by the test method. Data were analyzed by quantitative and qualitative analysis method. The results showed that there was an increase on the students' mathematics learning outcomes. Based on the observation result, the average value of teacher activity was 23 with good category and the average score of student activity was 51 with enough category in cycle I and there was improvement in cycle II with the average of teacher activity iof 27,5 with very category good and average student activity score of 78,5 with very good category. In addition, based on data analysis, the average percentage of students' learning achievement in cycle I was 66,67% (medium category), increasing to 85% (high category) in cycle II. Based on the results of this study, it can be concluded that the implementation of inquiry learning model in concrete media can improve the learning outcomes of Mathematics students of third grade in SD N 4 Kaliuntu in the academic year of 2017/2018.

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THE EFFECTIVENESS OF USING PECHA KUCHA TECHNIQUE TO PROMOTE STUDENTS’ SPEAKING SKILL

Intensive Journal ◽

10.31602/intensive.v4i1.4751 ◽

2021 ◽

Vol 4 (1) ◽

pp. 37

Author(s):

Eva Faliyanti ◽

Devi May Ratih

Keyword(s):

Average Score ◽

Control Group ◽

English Department ◽

Oral Test ◽

Post Test ◽

Speaking Skill ◽

And Control ◽

Academic Year ◽

Experimental Group ◽

Better Than

The aimed of this research is to test the effectiveness of using Pecha Kucha Technique in students’ speaking performance at fourth semester of English Department in Muhammadiyah University of Metro. Pecha Kucha is a presentation form of 20 pictures for 20 seconds and it is also called 20x20 presentations.The entire presentation always lasts for exactly 6 minutes and 40 seconds. The research method used in this research is an experimental research. The subjects of this research are the students at fourth semester of English Department in Muhammadiyah University of Metro academic year 2020. There are 21 students of control group and 21 students of experimental group. The research instrument used to collect the data in this research is an oral test. From the two classes, the experimental and control group, the measurement shows that increasing line of the speaking ability of the experimental group is higher than the control group. The result of pre-test score shows that the average score of the experimental group and the control group are 52.38 and 56.19. From the score of both groups, the result shows that the control group is better than experimental group. Then, the result of the post test of the experimental group is higher than control group; the average scores are 70,71 for experimental group and 62.38 for control group. It can be concluded that there is significant influence of using Pecha Kucha Technique in students’ speaking skill.

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H.S. Harris' Commentary on Hegel's Phenomenology: A Review

Hegel Bulletin ◽

10.1017/s0263523200001580 ◽

2001 ◽

Vol 22 (1-2) ◽

pp. 44-51

Author(s):

Howard Kainz

Keyword(s):

Graduate Student ◽

Conflict Of Interest ◽

English Language ◽

Phenomenology Of Spirit ◽

Personal Support ◽

Long Line ◽

Almost All ◽

Time And Energy ◽

Academic Year ◽

Robert Williams

Like Henry Harris, I began doing intensive research on Hegel's Phenomenology of Spirit in the mid-sixties. I recall going through all the chapters as a graduate student during one academic year, and looking around for commentaries. The only English-language commentary available was Loewenberg's Hegel's Phenomenology: Dialogues in the Life of Mind, which was suggestive of the dialectic taking place in the book, but not much help in getting over the “rough spots”. This gave me an incentive to work through Jean Hyppolite's commentary, not yet translated into English, with my basic reading-knowledge of French. My 1976 Hegel's Phenomenology, Part I: Analysis and Commentary was one of the first in a long line of Anglophone commentaries. Harris in his introduction to Vol. I. mentions this effort at “analysis”, along with Findlay's “analysis” accompanying the 1977 Miller translation of the Phenomenology, as incentives for the inclusion of his own improved running analysis in the present commentary.I have included discussions of numerous partial or complete commentaries on Hegel's Phenomenology in review articles published in 1971 in the American Philosophical Quarterly and (in Spanish) Teorema, in 1979 in the American Philosophical Quarterly, and in 1981 in Hegel-Studien. Harris has the advantage of producing the most recent of all these commentaries, and in a way offers us a compendium of everything that has been done on the Phenomenology. His analysis and commentary includes a survey of the literature, in which almost all previous laborers in the field can find themselves commended or criticized in the endnotes. Thus I find comments like “Kainz has completely misunderstood the argument here” (I, 312), “This is a point which Kainz has grasped more definitely than most commentators” (I, 315), “[Kainz] does not deserve the brickbat Flay hurls at him” (I, 613), and so forth. Other commentators, living and dead – Flay, Pöggeler, Navickas, Kenneth and Merold Westphal, Heidegger, Lauer, Werner Becker, Kojève, Wahl, Hyppolite, Labarrière, Bonsiepen, Forster, Shklar, Solomon, Werner Marx, and Robert Williams (to name just a few!) — are similarly discussed and critiqued. For some of us Anglophone commentators, such remarks may seem like red marks on essays from a patient professor. But certainly no one will mind, since Harris has spent more time and energy on this very specialized project than any of us. In fact, some former commentators almost have a “conflict of interest” in reviewing Harris' work, since so many of us have benefited at various points in our research from Harris' personal support and criticism. But in academics, as in life, mentors cannot always be assured of loyalty.

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Penerapan Model Belajar Cooperative Snowball Throwing dalam Pembelajaran Tematik Kelas 1

Educreative : Jurnal Pendidikan Kreativitas Anak ◽

10.37530/edu.v5i2.95 ◽

2020 ◽

Vol 5 (2) ◽

pp. 258-268

Author(s):

Nur Laely

Keyword(s):

Learning Outcomes ◽

Learning Model ◽

Average Score ◽

Test Results ◽

Average Value ◽

The Third ◽

Class 1 ◽

Learning Test ◽

Thematic Learning ◽

Academic Year

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The Effect Of Creativity Toward Students’ Achievement in Writing Ability

Pedagogy Journal of English Language Teaching ◽

10.32332/pedagogy.v6i2.1330 ◽

2019 ◽

Vol 6 (2) ◽

pp. 141

Author(s):

Ning Setio Wati

Keyword(s):

New Product ◽

Teaching Writing ◽

English Department ◽

Writing Achievement ◽

Writing Ability ◽

The Third ◽

Academic Year

Writing is an activity to write and reformulate ideas to create meaning on a paper. In teaching writing, there are many influences, such as creativity. Creativity is an ability to create new product that can be useful and effective in original of thinking. This research is aimed at finding out whether creativity has significance influences toward writing achievement. The research was conducted at IAIN Metro in the academic year of 2012/2013. The population of this research was the third semester students of English Department of IAIN Metro. The result of this research is the students who have creativity could give significant effects on the students' writing ability and the creativity that was given by the lecturer was effective.

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Snowball Throwing in Teaching Grammar

Lingual Journal of Language and Culture ◽

10.24843/ljlc.2018.v05.i01.p08 ◽

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.

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The Implementation of Contextual Teaching and Learning on English Grammar Competence

ALSUNA Journal of Arabic and English Language ◽

10.31538/alsuna.v2i2.392 ◽

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.

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Morfological Awareness of Students English Language Program of Universitas Islam Riau Pekanbaru: An Analysis Study

International Journal of Educational Research & Social Sciences ◽

10.51601/ijersc.v2i1.31 ◽

2021 ◽

Vol 2 (1) ◽

pp. 178-189

Author(s):

R Rugaiyah

Keyword(s):

English Language ◽

Morphological Awareness ◽

Final Examination ◽

Language Program ◽

Analysis Study ◽

The Third ◽

Examination Result ◽

English Students ◽

Academic Year

This study is aimed to investigate the students’ morphological awareness which is employed by the third semester of English students FKIP Universitas Islam Riau Pekanbaru Riau, Indonesia.This study is the qualitative design namely case study. The instrument of this study was documentation or the scrips of the students in the final examination result in the academic year 2019-2020. In this case, the researcher has analyzed the data using the Cresswell method. The result of this study found that some of the students still have a problem in using derivational affixes such as in changing the classes of words from verb to noun, noun to adjective, adjective to a verb, adjective to an adverb

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