scholarly journals Whatsapp Voice Note in Speaking Class

2019 ◽  
Vol 3 (3) ◽  
pp. 343-360 ◽  
Author(s):  
Hega Nurazizah ◽  
Lilies Youlia Friatin ◽  
Bambang Ruby Sugiarto
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Positive Response ◽  
Narrative Text ◽  
Learning Activity ◽  
English Teacher ◽  
Tenth Grade ◽  
Speaking Skill ◽  
Share Information

This study deals with the use of WhatsApp voice note in speaking class. This study aimed at figuring out the teacher’s way in implementing WhatsApp voice note in teaching speaking on narrative text and investigating the perspective on WhatsApp voice note to improve speaking skill on narrative text. In conducting this study, the researcher used qualitative approach. Case study was applied as a research design in this study. This study involved 35 students of the tenth grade (X MIPA 1) and one English teacher. Instruments used in this study were classroom observation, interview, and questionnaire. The results of this study showed that nine steps were used by the teacher in the teaching and learning process through WhatsApp voice note in speaking class on narrative text. Meanwhile, most of the students gave their positive response toward the teaching and learning process. The teacher argued that WhatsApp voice note is a useful tool to provide the students opportunities to speak especially on narrative text and the students can share information easily. It also allows the students asking for help using English. Based on the findings, it can be concluded that learning to speak English using WhatsApp voice note is an attractive learning activity, positive activity, and WhatsApp voice note is easy to use. Finally, this study suggests other researchers to involve the objective data, to enrich the instrumentation, to add more sample of the study and to employ other methods and design in order to enrich the data.

scholarly journals THE USE OF DIGITAL LITERATURE IN TEACHING READING NARRATIVE TEXT

2020 ◽  
Vol 3 (2) ◽  
pp. 65
Author(s):  
Sumi Handayani ◽  
Lilies Youlia ◽  
R Bunga Febriani ◽  
Syafryadin Syafryadin
Keyword(s):  
High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Narrative Text ◽  
Learning Activity ◽  
Classroom Observations ◽  
English Teacher ◽  
Teaching Reading ◽  
Digital Literature

This study investigated the use of digital literature in teaching reading narrative text in a State High School in Ciamis. This study is aimed to finding out the teachers’ implementation of using digital literature in teaching reading narrative text and the students’ perception of using digital literature in teaching reading narrative text. Therefore, the writer took one English teacher and one class of eleventh grade students as the purposive sampling. Furthermore, the writer used case study as her research design and conducted the classroom observations to find out how the teacher implemented the digital literature in teaching reading narrative text. The questionnaire was used to figuring the students’ perception of using digital literature in teaching reading narrative text. The finding of the study showed that the teacher implemented well of the use digital literature in teaching and learning process. Besides, there were a lots of students influenced of using digital literature in teaching and learning activity. For example, students felt enjoyable and they became more active in the classroom. It can be concluded that the use of digital literature enabled students to comprehend the narrative text easier. Finally, the writer suggests that the English teacher should implement the digital literature on teaching reading of narrative text during the learning process

scholarly journals Teacher’s Teaching Strategies in EFL Class

2021 ◽  
Vol 1 (3) ◽  
pp. 330-341
Author(s):  
Anrems Rafika Hayati ◽  
Zelvia Liska Afriani ◽  
Ali Akbarjono
Keyword(s):  
Small Group ◽  
Direct Instruction ◽  
Teaching Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Role Play ◽  
First Grade ◽  
English Teacher ◽  
Research Show

Abstract The purpose of this study was to analyze on how the implementation of teaching strategies used by English teacher and the reasons teacher used certain strategies for teaching in SMPN 20 Kota Bengkulu. The subject of this research is English teacher who taught at the first grade in SMPN 20 Kota Bengkulu. The researcher used Roy Killen’s theory to analyze the teaching strategies used by English teacher. The theory of Roy Killen has nine teaching strategies that can be applied by English teacher in teaching and learning process in the classroom. There are direct instruction, discussion, small-group work, co-operative learning, problem solving, research, role play, case study, and writing. The research method used by the researcher was qualitative approach. The techniques of data collection were observation, interview, and documentation. The results of this research show that the teacher used some varieties of teaching strategies which are: direct instruction, discussion, small-group, and role play. The reasons teacher those strategies because those strategies made students more actively on follow the learning process, students could learn together and share their knowledge each other. The teacher used the same strategies for teaching English at first grade, but in term implementation of teaching strategies, the teacher still has difficulties to apply strategies in class during Covid-19 pandemic. Keywords: Teacher, EFL, Teaching Strategies

scholarly journals STUDENTS’ NONVERBAL COMMUNICATION IN INSTAGRAM POST AT TENTH GRADE OF SMA NEGERI 1 CILEGON (2020)

2020 ◽  
Vol 7 (1) ◽  
pp. 29-39
Author(s):  
Fia Adriani
Keyword(s):  
Data Analysis ◽  
Nonverbal Communication ◽  
Research Design ◽  
Qualitative Method ◽  
Positive Response ◽  
English Teacher ◽  
Tenth Grade

The objective of this research is to investigate the use of nonverbal communication by students of SMA Negeri 1 Kota Cilegon in Instagram post. The researcher used qualitative method and case study as a research design. The research was conducted on 22nd April 2019. The participants of this research were the English teacher and the students of X IPS 1 at SMA Negeri 1 Cilegon. The students were asked to post their performance in Instagram. The researcher used observation to find out the types of nonverbal communication that mostly used by the students in their Instagram post.  Meanwhile, questionnaire and interview were used to describe the English teacher and students’ response on the use of nonverbal communication. The data analysis showed that the most occurred nonverbal communication was gesture. The English teacher and students also gave the positive response toward the use of nonverbal communication in the students’ performance.Keywords: Nonverbal communication, Instagram, Students’ Performance.

scholarly journals ALVIN AND THE CHIPMUNKS FILM AS A TEACHING MEDIA TO IMPROVE STUDENTS’ ABILITY IN SPOKEN NARRATIVE TEXT: A CASE OF TENTH GRADE STUDENTS OF SMA NEGERI 1 GUBUG

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Amelia Jenri Fourtina
Keyword(s):  
Teaching And Learning ◽  
Narrative Text ◽  
Control Group ◽  
Cluster Sampling ◽  
Final Project ◽  
Significant Difference ◽  
Tenth Grade ◽  
Speaking Skill ◽  
The Mean ◽  
The Difference

This final project focuses on Alvin and the Chipmunks film in spoken narrative text to improve students’ speaking skill. The objectives of this study are (1) to find out the students’ speaking ability before being taught by using Alvin and the Chipmunks film in spoken narrative text, (2) to find out the students’ speaking ability after being taught Alvin and the Chipmunks film in spoken narrative text, and (3) to find out whether or not there is significant difference of the students’ speaking ability before and after being taught using Alvin and the Chipmunks film at storytelling. In this study, the population was the tenth grade students of SMA Negeri 1 Gubug in the academic year 2013/2014. The number of the population was 324 students classified into 9 classes. Cluster sampling is used in taking the sample. 69 students are selected as sample out of 324 students that consist of 36 students from class Xi as the experiment group and 33 students XH as the control group. Experiment research was used here to get the data. The pre-test is given to the students on both of groups. After that, the difference treatments are given in experimental group. At the end of the research, the post-test is given to both of groups. In experiment group, the students retell the story of Alvin and the Chipmunks after watching the film and in control groups the students retell without watching the film in front of the class. The mean score of the experiment group 72.08 was higher than the mean score of the control group 65.455. The t-test application to the scores of two groups showed that the valuable (9,67) is higher than t-table (1.996). It can be seen that there is a significance difference speaking ability of the tenth grade students of SMA N 1 Gubug after being taught using Alvin and the Chipmunks film. To overcome these problems, the researcher offers some suggestions. For the school, the school should give good facilities and many media for teaching and learning process. For the teacher, the teacher should give variation teaching especially using media in spoken narrative text to improve students’ speaking skill. For the students, the students have to do more active, confident, and practice to practice speaking English

scholarly journals MALE-FEMALE EFL STUDENTS’ PERCEPTION ON THE USE OF AUDIO VISUAL AIDS TO IMPROVE THEIR VOCABULARY MASTERY

2018 ◽  
Vol 2 (1) ◽  
pp. 25
Author(s):  
Firda Fauziah ◽  
Etika Rachmawati ◽  
Misbahudin Misbahudin
Keyword(s):  
Learning Process ◽  
Female Students ◽  
Male Students ◽  
English Teacher ◽  
Visual Aids ◽  
The Third ◽  
Tenth Grade ◽  
Efl Students ◽  
New Situation

This study attempted to investigate male-female EFL students’ perception on the use of audio visual aids in learning vocabulary mastery. The aims of this study were to finding out the male EFL students’ perception on the use of audio visual aids in learning vocabulary, the female EFL students’ perception on the use of audio visual aids in learning vocabulary, and how audio visual aids help students in improving their vocabulary mastery. The participants were 19 students at the tenth grade students in one of senior high schools in Ciamis. This study employed one type of qualitative strategies that was using case study. The writer used three instruments to gain the data, they were questionnaire, interview and observation. The result for the first question asserted that male students perceive the use of audio visual aids was good to be used in learning process, especially in learning vocabulary. Moreover, the result for the second question revealed that female students perceive audio visual aids have some benefits in learning process, especially in learning vocabulary. Then, the result for the third question asserted that audio visual aids help the students in improving their vocabulary mastery. It can be concluded that male-female EFL gave positive perceptions toward the use of audio visual in learning vocabulary and audio visual aids help the students to improve their vocabulary mastery. Besides, it is suggested for the English teacher, it is hoped that this study could be a new way in giving the new situation in the classroom. Moreover, it is suggested for the students because the most students feel helped in learning process, especially in learning vocabulary by using audio visual aids. For further researchers, the result of this study can be used as reference in the same field with the different interest.Keywords: perception, gender, audio visual aids, vocabulary, vocabulary mastery

scholarly journals TYPES, PURPOSE, AND STRATEGIES OF TEACHER’S QUESTIONS IN INDONESIAN EFL CLASSROOM OF JUNIOR HIGH SCHOOL IN BALI

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
AAGY Paramartha ◽  
NMS Ramawati ◽  
PED Suputra
Keyword(s):  
High School ◽  
Junior High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Junior High ◽  
Video Recording ◽  
English Teacher ◽  
Seventh Grade ◽  
The Subject

This study was a case study which aimed to analyze the types of questions used by an English teacher, the purposes of questions asked by the teacher, and the strategy used to cope with non-responded questions. The subject of this study was an English teacher who taught seventh grade students at SMPN 1 Singaraja which is located in Singaraja, Buleleng regency, Bali, Indonesia. The data were collected through observation, interview, and video recording. The result of the analysis showed that from 241 questions, the teacher more frequently asked convergent, closed, and display questions rather than divergent, open, and referential questions. Procedural questions were also found. The teacher’s questions served several purposes such as to check students’ knowledge and understanding, to attract students’ activeness, to develop students’ interest and curiosity, and to stimulate students in stating information. It was also found that the teacher used seven strategies to cope with non-responded questions. This study suggested the teacher to balance the number of convergent, closed, and display with divergent, open, and referential questions to be used during teaching and learning process. In addition, the teacher should know more about the strategies for non-responded questions and the proper way to use those strategies to make the teaching and learning process runs smoothly.

scholarly journals Teacher’s Use of Code Switching And Their Motivation in English Class

2019 ◽  
Vol 7 (1) ◽  
pp. 71
Author(s):  
Paramytha Wijayanti. K D ◽  
Suparno Suparno ◽  
Hefy Sulistyawati
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Code Switching ◽  
English Teacher ◽  
Data Display ◽  
English Class ◽  
The Subject ◽  
Academic Year

<p>This research investigates the use of code-switching by the teacher in English class of SMP Negeri 4 Surakarta in the academic year 2015/2016. The subject of this research is the English teacher and the students of three classes in grade VII. The focus of this research is the teacher's code-switching covering the types, reasons/motivations, and the functions of code-switching. This research uses a qualitative method in the form of case study. Furthermore, the technique of analyzing data used in this research is interactive model consists of data reduction, data display, and conclusion/verification. The data in this research are teachers’ utterances, students’ utterances, and interview statements that are obtained from observation and interview. The implementation of code-switching in SMP Negeri 4 is a common practice since it brings an advantage to English teaching and learning process.</p>

scholarly journals Improving Speaking Skill Of The Tenth Grade Students Of SMK 17 Agustus 1945 Muncar Through Direct Practice With The Native Speaker

2017 ◽  
Vol 9 (1) ◽  
pp. 1
Author(s):  
Mohamad Nor Shodiq
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Native Speaker ◽  
Direct Practice ◽  
The Third ◽  
Tenth Grade ◽  
Speaking Skill ◽  
Preliminary Study

The Classroom Action Research (CAR) aims to invent teaching and learning strategy which fits the learners’ style and to solve the teachers’ problem in finding the appropriate technique in teaching. The researcher took SMK 17 Agustus 1945 Muncar Banyuwangi on 35 students of the tenth grade of AK 1 and was conducted in one cycle with the phases of planning, implementing, observing, and reflecting. The researcher found that the implementation of Direct Practice with the Native Speaker could improve the students’ speaking skill. It was proved by the result of the students’ speaking score. The average classical score in preliminary study was 50. 00. They had improvement from the third meeting but did not all of students meet the criteria of success and were still below the KKM. In the fourth meeting was found that all of the students could reach criteria of success and KKM score as 70. 00. Direct Practice with the Native Speaker creates the teaching and learning process fun, and good atmosphere of competition among the students.

scholarly journals A Study on Ganre-Based Approach in Teaching Speaking to Indonesian EFL Learners

2019 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Rangga Mega Putra
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Social Function ◽  
English Teacher ◽  
Seventh Grade ◽  
Generic Structure ◽  
Efl Learners ◽  
Efl Teachers ◽  
Efl Teaching ◽  
Speaking Skill

The implementation of genre-based approach in EFL teaching has been increasingly attracting many EFL teachers’ attention. This study aimed at investigating the implementation of Ganre-Based Approach in teaching and learning process of speaking skill at SMPN 1 Gamping Yogyakarta. This study was descriptive qualitative. The techniques of collecting the data were observation, interviews and documentation. The data was analyzed by referring to theory of the stages of genre-based approach developed by Hammond et al., (1992). The total of the sample of this study was 28 students in the seventh grade of SMPN 1 Gamping Yogyakarta. The findings showed that the English teacher still had some weakness in implementing genre-based approach. Moreover, the students still had many difficulties in generic structure and social function of the text.

scholarly journals EFL Students’ Speaking Activities: The Significance of Games in Classroom Context

2019 ◽  
Vol 1 (01) ◽  
pp. 70-81
Author(s):  
Moh. Rofid Fikroni
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Teaching And Learning ◽  
Language Teaching ◽  
English Teacher ◽  
Classroom Context ◽  
Teacher Needs ◽  
Efl Students ◽  
Speaking Skill ◽  
To Come

ABSTRACT The learning process of language teaching seems to be very demanding and complicated, especially for speaking skill. Speaking, alongside with writing, is considered to be productive skill in which it requires students to produce the language in spoken form. The students need to be able to speak the language by considering some aspects of speaking such as fluency and accuracy. In other words, not only the student has to speak correctly, but also it has to be as smooth as possible. Such particular case becomes one of the reasons why it is difficult to master the skill itself. in another case, it has become much more difficult for the students to grasp the speaking material. Moreover, designing a speaking environment for language teaching in classroom context is no difference. Due to the fact that the scope of speaking skill is complex, the students are reluctant to say something or use the language. That is why the English teacher needs to come up with specific plans to teach English as second or foreign language. One of ways to overcome the problem is by implementing game. The nature of game will help the English teacher to develop such amusing and enjoyable atmosphere in the teaching and learning process.

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