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 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 Explicit and implicit instruction of refusal strategies: Does working memory capacity play a role?

2018 ◽  
Vol 24 (2) ◽  
pp. 163-188
Author(s):  
Mohammad Javad Ahmadian
Keyword(s):  
Working Memory ◽  
Explicit Instruction ◽  
Working Memory Capacity ◽  
Corrective Feedback ◽  
Memory Capacity ◽  
Implicit Instruction ◽  
Post Test ◽  
Implicit And Explicit ◽  
And Control ◽  
Refusal Strategies

This study investigated the differential effects of implicit and explicit instruction of refusal strategies in English and whether and how the impacts of instruction methods interact with learners’ working memory capacity (WMC). 78 learners of English were assigned to three groups (explicit, implicit, and control). Implicit instruction was operationalized through input enhancement and provision of recast. In the explicit instruction group, participants received description and exemplification of refusal strategies and were provided with explicit corrective feedback. Prior to the treatment, all participants took WMC test, Discourse Completion Test (DCT) and completed a pragmatics comprehension questionnaire (CQ). Results revealed that explicit instruction was more effective than implicit instruction for both production and comprehension of refusals and that both implicit and explicit groups maintained the improvement in the delayed post-test administered two months later. In addition, whilst WMC scores were positively and strongly correlated with gains in the immediate and delayed post-test for both DCT and CQ in the implicit group, no meaningful relationship was found for explicit and control groups. The unique feature of this research is demonstrating that explicit instruction of refusal strategies equalizes learning opportunities for all learners with differential levels of WMC.

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 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 USE OF HYBRID/BLENDED LEARNING IN UNDERSTANDING OF ENGLISH STRUCTURE SUBJECT TO IMPROVE STUDENTS' ACHIEVEMENT AND THEIR DIGITAL LITERACY

2019 ◽  
Vol 3 (2) ◽  
pp. 99-102
Author(s):  
Lungguh Halira Vonti ◽  
Mursidah Rahmah
Keyword(s):  
Blended Learning ◽  
Digital Literacy ◽  
English Language ◽  
Language Education ◽  
Sampling Technique ◽  
Hybrid Learning ◽  
Learning Model ◽  
Study Program ◽  
Student Learning Outcome ◽  
Post Test

This research is aimed to find out whether the aplication of blended learning has significant effect on the students' achievement of Understanding English Structure subject or not, and to know if the students' achievement after the application of blended learning is better than the prior knowledge of the subject.  It was also to see if the application of blended learning give positive effect to the students' digital literacy.   Hence, the researcher employs experimental research by giving hybrid-learning model as the treatment.  It is expected that the students can achieved good score about English structure. The research involves the second semester students of English Language Education Study Program of FKIP Pakuan University. They were chosen through purposive sampling technique. Based on the result of data analysis by using ANOVA, the students' achievement in strcture class was improved. Based on the t-test results it is known that the average pre-test is 63.4 and after treatment in the form of learning using a hybrid / blended learning model, the average post-test value becomes 86 so that the increase is 22.6. So that it can be stated there is a significant increase in student learning outcome scores by using hybrid / blended learning models. The positive result was also gained from the digital literacy questionnaire.  Most of the students' digital literacy was improved significantly at about 10 to 20%.  Therefore, it can be stated that hybrid-learning model can improve students' achievement in grammar class and also can improve their digital literacy.

scholarly journals TEACHING RECOUNT TEXT WRITING THROUGH THE USE OF PARALLEL WRITING TECHNIQUE TO THE FOURTH SEMESTER STUDENTS OF ENGLISH EDUCATION DEPARTMENT, NUSA CENDANA UNIVERSITY, KUPANG, NTT

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Liunokas Yanpitherszon
Keyword(s):  
English Language ◽  
English Education ◽  
Language Education ◽  
Learning Activity ◽  
Education Department ◽  
Study Program ◽  
Writing Test ◽  
Significant Difference ◽  
Post Test ◽  
Level Of Significance

This research deals with the students’ ability in writing descriptive text through outdoor learning activity at the sixth semester of English language education study program of Palopo Cokroaminoto University. The population of this research is the Fourth Semester Students of English Education Department, Nusa Cendana University, Kupang, NTT. Writing test is the instrument of this research. Based on the findings and discussion.  Based on the findings and discussion, the researcher concludes that the use of parallel writing technique is effective in developing students’ vocabulary in writing at the Fourth Semester Students of English Education Department, Nusa Cendana University, Kupang, NTT.  It was proven by there was a significant difference between the students’ mean score of pretest and posttest. In pretest, the students’ mean score is 26 and the students’ score in posttest is 51. In addition, the result of statistical analysis for level of significance (p=0.05). The probability value was smaller than α (0.00<0.05). it indicated that there is significant differences between the result of pre-test and post-test after giving treatment in building students’ vocabulary in writing by applying parallel writing technique to the Fourth Semester Students of English Education Department, Nusa Cendana University, Kupang, NTT.

scholarly journals Applying Group Work to Improve Student’s Grammar Achievements

2020 ◽  
Author(s):  
Fathu Rahman
Keyword(s):  
Group Work ◽  
Quantitative Research ◽  
English Language ◽  
Analysis Data ◽  
Past Tense ◽  
High Achievement ◽  
English Learning ◽  
Reading And Writing ◽  
Post Test ◽  
The Mean

Grammar is one of the English language elements which is very important to be mastered in all skill of language such as speaking, reading, and writing. In English learning subject, teacher emphasizes student to be focus best on grammar if they want to master English. However, many students still low in grammar skill. They felt that learning grammar is difficult. Students tend to be passive because of the way teacher brings the material is monotonous. The aim of this paper is to find out the increase of students’ achievement in learning past tense grammar by applying group work. This study used a descriptive quantitative research. The sample of this study was 40 students by using purposive sampling. The instrument of this study was an instructional past tense test that consisted of 40 items. The procedure of collecting data used test distribution and analysis data. The finding showed that students had high achievement in grammar through group work learning. It was indicated by the mean score was 5.58 at pre-test, it meant that the students’ grammar ability was in Low criteria, and then the mean score became 7.55 at post-test, it meant that the students’ grammar ability was in High criteria. It means that applying group work improves students’ grammar achievement significantly.

scholarly journals Improving Literacy Skills of Students with Different Learning Styles Using E-6tslearning

2021 ◽  
Vol 12 (2) ◽  
pp. 225
Author(s):  
Pradnya Permanasari
Keyword(s):  
Learning Styles ◽  
Student Satisfaction ◽  
Digital Literacy ◽  
English Language ◽  
Writing Skills ◽  
Language Education ◽  
Literacy Skills ◽  
Study Program ◽  
Reading And Writing ◽  
Post Test

This research was aimed at describing what learning styles dominate the students' reading and writing abilities and how E-6tslearning improve the the fourth semester students’ reading and writing skills of the English Language Education Study Program of Teacher Training and Education Faculty of Pekalongan University. The writer used classroom action research (CAR) with 28 students as samples. The writer used planning, acting, observing and reflecting cycles. The writer used questionnaires to determine students’ learning styles and their satisfaction with the use of E-6tslearning and tests to measure their reading and writing skills. The results of the questionnaire analysis showed that there were three learning styles; those were visual, auditory and kinesthetic. From the results of the comparison of pre-test and post-test, students with kinesthetic learning styles experienced the best improvement of all, the visual group was the second one and the auditory group got the lowest achievement. The results of the pre-test and post-test comparison show an improvement in students' skills and motivation. This proves that the use of e-6tslearning can improve students' reading and writing skills. The results of the questionnaire analysis of student satisfaction on the use of e-6tslearning shows that learning by using e-6tslearning, students can improve their reading and writing skills and digital literacy. They can learn with fun with and without lecturer’s assistance.

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

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