scholarly journals USING PHONETIC TRANSCRIPTION TO IMPROVE STUDENTS’ PRONUNCIATION SKILLS

2020 ◽  
Vol 7 (2) ◽  
pp. 1-12
Author(s):  
Bambang Irawan ◽  
Muhammad Ahsan Tampubolon
Keyword(s):  
Action Research ◽  
Teaching Methods ◽  
Phonetic Transcription ◽  
Efl Students ◽  
Field Notes ◽  
Classroom Action Research ◽  
Learning English

For EFL students especially the students of English Letters Department at Pamulang University, mastering English is something challenging. There are several problems which they face in learning English. One of the most crucial problems is pronunciation. Hence, appropriate teaching methods such as using phonetic transcription are needed to help the students to improve their pronunciation. This research focused on using phonetic transcription to improve the pronunciation skills of the fourth semester students of English Letters Department of Pamulang University. It was aimed to reveal if the utilization of phonetic transcription was able to improve the students’ pronunciation. It was also aimed to figure out how phonetic transcription improved the students’ pronunciation. This research implemented Classroom Action Research which was carried out from February until April 2020. There were two cycles in this research and each cycle consisted of three meetings. In collecting the data, the writers used field notes, interviews and tests. The average of the students’ score in the pre-cycle and cycle 1 were 59,86 and 66,07 which were still lower  than 75 as the target. In the cycle 2, the average of the students’ score was 75,56 which was higher than 75. Based on the results of the study, it can be concluded that phonetic transcription was able to improve the students’ pronunciation. Phonetic transcription had role in improving both segmental and supra segmental features of the students’ pronunciation. 

scholarly journals UTILIZING ALPHABETICAL CARDS IN IMPROVING EFL STUDENTS’ VOCABULARY

2021 ◽  
Author(s):  
Derin Karbala
Keyword(s):  
Action Research ◽  
Efl Students ◽  
Field Notes ◽  
The Subject ◽  
Planning Implementation ◽  
Classroom Action Research ◽  
Minimum Criteria

The research aims at improving EFL students’ vocabulary through Alphabetical Cards. The subject of this classroom action research was 40 students. The research was a classroom action research which was conducted in two cycles where each cycle consisted of planning, implementation, observation and reflection. The data of this research were obtained from the results of the test and observation sheet, questionnaire, field notes, during the implementation of the action. The findings of the research showed that Alphabetical Cards was effective in improving EFL students’ vocabulary. The effectiveness of Alphabetical Cards was shown by the improvement of students’ score. The findings revealed that in cycle 1 there were 18 students who achieved minimum criteria of achievement. It means that the classical achievement was 45%. In cycle 2, it showed that there were 36 of 40 students who achieved the minimum criteria of achievement. It means that the gain achievement was 90%. Gain achievement is based on the number of students who get the score at least the criteria of success (70). Both of the gained and individual achievements have met the criteria of success. It can be concluded that the alphabetical cards is very effective to improve the students’ vocabulary.

scholarly journals Using Language Games to Enhance EFL Students’ Speaking Skill in Indonesia

AL-TA LIM ◽  
2021 ◽  
Vol 28 (3) ◽  
pp. 213-222
Author(s):  
Abdul Gafur Marzuki ◽  
Ana Kuliahana
Keyword(s):  
Action Research ◽  
Language Games ◽  
Main Criterion ◽  
Classroom Performance ◽  
Plan Implementation ◽  
Speaking Test ◽  
Efl Students ◽  
Speaking Skill ◽  
Field Notes ◽  
Classroom Action Research

This research aims at enhancing EFL students’ speaking skill through the use of language games. The research was designed in the form of Classroom Action Research. It was conducted in two cycles and six meetings. Each cycle consisted of plan, implementation, observation, and Reflection. The researchers employed an observation checklist, field notes, questionnaire, and test to collect the data. The main criterion of success of this research was that the students’ scores on the speaking test should achieve a score of 70, and it must be achieved by 75% of the total number of students. The second criterion was that the lecturer’s classroom performance should meet the “Success” category. The results of the first speaking test showed that from 24 students in the classroom, 15 students got scores of 70 or higher. It was equal to 62.5 %. In cycle 2, the total number of students who got scores of 70 or higher was 21. It was equal to 87.5 %. The result of this research indicated that the use of language games can develop the students’ speaking skills

scholarly journals IMPROVING STUDENTS’ MOTIVATION IN LEARNING ENGLISH BY USING TOTAL PHYSICAL RESPONSE (TPR) AT GRADE VI OF MI SA’ADAH EL – ISLAMIYAH TEMBILAHAN

2020 ◽  
Vol 1 (2) ◽  
pp. 130-143
Author(s):  
Siti Nurina ◽  
Samsul Amri ◽  
Edi Ardian
Keyword(s):  
Action Research ◽  
Sixth Grade ◽  
Learning Motivation ◽  
Field Note ◽  
Physical Response ◽  
Field Notes ◽  
Classroom Action Research ◽  
Learning English

The problem in this research was fewer students’ motivation in learning English. This research aimed to increase students’ motivation in learning English by using the Total Physical Response (TPR) method. This research is a Classroom Action Research (CAR). The participants in this research were twenty-five students, twelve men and thirteen women in the sixth-grade of MI Sa'adah El-Islamiayah Tembilahan. The data were collected in each cycle from observation, questionnaire, and field notes. The findings of this research showed that the study by using the Total Physical Response (TPR) method has increased the students’ motivation in learning English in the sixth-grade of MI Sa'adah El-Islamiyah Tembilahan after two cycles have done. It can be seen from the result of the questionnaire, observation, and field note. In the first cycle, it was seen that there was a slight increase to the students’ motivation in learning English while in the second cycle; the students' motivation was more increased than the first cycle. Furthermore, the researchers concluded that using the Total Physical Response (TPR) method was able to increase the students’ motivation in learning English. As a recommendation, the method can be utilized to grade up the students’ better-learning motivation.

scholarly journals UTILIZING ALPHABETICAL CARDS IN IMPROVING EFL STUDENTS’ VOCABULARY

2021 ◽  
Author(s):  
Derin Karbala
Keyword(s):  
Action Research ◽  
Efl Students ◽  
Field Notes ◽  
The Subject ◽  
Planning Implementation ◽  
Classroom Action Research ◽  
Minimum Criteria

The research aims at improving EFL students’ vocabulary through Alphabetical Cards. The subject of this classroom action research was 40 students. The research was a classroom action research which was conducted in two cycles where each cycle consisted of planning, implementation, observation and reflection. The data of this research were obtained from the results of the test and observation sheet, questionnaire, field notes, during the implementation of the action. The findings of the research showed that Alphabetical Cards was effective in improving EFL students’ vocabulary. The effectiveness of Alphabetical Cards was shown by the improvement of students’ score. The findings revealed that in cycle 1 there were 18 students who achieved minimum criteria of achievement. It means that the classical achievement was 45%. In cycle 2, it showed that there were 36 of 40 students who achieved the minimum criteria of achievement. It means that the gain achievement was 90%. Gain achievement is based on the number of students who get the score at least the criteria of success (70). Both of the gained and individual achievements have met the criteria of success. It can be concluded that the alphabetical cards is very effective to improve the students’ vocabulary.

IMPROVING LISTENING SKILL USING LEARN ENGLISH BY LISTENING APPLICATION

2019 ◽  
Vol 2 (4) ◽  
pp. 455
Author(s):  
Neri Permata Sari ◽  
Santi Susilowati ◽  
Odo Fadloeli
Keyword(s):  
Action Research ◽  
Basic Skill ◽  
Listening Skill ◽  
The Mean ◽  
Classroom Action Research ◽  
Learning English

Listening is one of basic skill in English. Many of students feel difficult to learn listening especially in English. Using a multimedia as a teaching media is important in this process. It can catch students attention of the lesson. This research discusses improving listening skill using application “Learning English by Listening” as learning media for grade 10 Pharmancy SMK Kesehatan Fajar Kencana. This study is Classroom Action Research. This research uses several instruments such as test used for pretest and posttest and observation. This study involved 39 students as the respondent of the research. This study using Learn English By Listening application to improve students listening skill. Students scores in listening skill at the pretest and posttest were namely the mean score of pretest is 6.34 and the mean score of posttest was 6.97. In the last score it increased to 8.18. The students were very enthusiastic in this learning.

scholarly journals Asking and Giving Response Strategy to Improve the Elementary School Sixth Graders’ English Speaking Ability

2021 ◽  
Vol 4 (2) ◽  
pp. 2955-2966
Author(s):  
Faridah Eka Fatmala
Keyword(s):  
Elementary School ◽  
Action Research ◽  
Research Method ◽  
Sixth Graders ◽  
Response Strategy ◽  
Online Classroom ◽  
English Speaking ◽  
Classroom Action Research ◽  
Learning English

The main problem in learning English is the lack of confidence in speaking ability, which hinders one’s mastery of English. This study aims to reveal the efficacy of employing asking and giving response strategy using English songs in improving the speaking ability of sixth graders’ students. This research was conducted using the online classroom action research method with Google Meet as the medium, held in two cycles with two meetings in each cycle. The result of this examination indicates that the strategy of asking and giving response using English songs can improve the English-speaking ability of sixth graders’ students.

scholarly journals IMPROVING STUDENTS’ WRITING SKILL OF DESCRIPTIVE TEXT BY USING EXAMPLE NON-EXAMPLE STRATEGY AT GRADE X OF VOCATIONAL MADRASAH ALIYAH ADZQIA BELIMBING

2019 ◽  
Vol 11 (1) ◽  
pp. 17
Author(s):  
Puspa Gundary ◽  
Aprizon Aprizon
Keyword(s):  
Action Research ◽  
Learning Strategy ◽  
Teaching Writing ◽  
Writing Test ◽  
Writing Skill ◽  
Field Notes ◽  
Classroom Action Research ◽  
Positive Results

The purposes of this research were to find out whether example non-example strategy can improve the students’ writing skill on descriptive, and to find out what factors influence the improvement of the students’ writing skill in writing descriptive text. This research was Classroom Action Research. This research was conducted in two cycles, which each cycle had three meetings. It was conducted from August 1st until August 31th.The researcher gathered the data in each cycles from observation checklist, field notes, interviews, and writing test. After analyzing the data, the researcher found that Example non-example strategy was able to improve the students’ writing skill of descriptive text through the process of comprehending the students, and assisting the students while they were writing. As the results, the students could improve their writing skill which involved the improvement of mean score of writing indicators; vocabulary, content/ideas, and organization. Moreover, it could be seen from the improvement of their mean score of basic score (56), test I (h62.5), and test II (79.4). Furthermore, the factors that influence the improvement of the students’ writing skill involved materials, media, and learning strategy. To sum up, the implementation of Example non-example strategy in teaching writing of descriptive text could provide positive results on their writing skill

PENERAPAN METODE DISKUSI SYNDICATE GROUP UNTUK MENINGKATKAN KEAKTIFAN BELAJAR SISWA KELAS V SDN BERU 02 WLINGI

2016 ◽  
Vol 2 (2) ◽  
pp. 135
Author(s):  
Saiful Amin ◽  
Siti Khotimah
Keyword(s):  
Action Research ◽  
Descriptive Analysis ◽  
Group Discussion ◽  
Average Score ◽  
Field Notes ◽  
Allocation Of Time ◽  
Classroom Action Research ◽  
Local Levels

This study aims to apply the syndicate group discussion method to increase students' learning activeness of fifth class in SDN (public elemantary school) Beru 02 Wlingi on legislation central and local levels matter. This type of research is a classroom action research. Collecting data using observation sheet and field notes. Data were analyzed using descriptive analysis. The results of study showed that the syndicate group discussion method can increase students' learning activeness, with increase the average score from the first cycle to the second cycle is 23.67. The suggestion that need to regulate the allocation of time on discussion and better manage classes with the implementation of learning.<br /><strong>Keywords:</strong> syndicate group discussion method; students' learning activeness<span class="fontstyle0">This study aims to apply the syndicate group discussion method to increase students'<br />learning activeness of fifth class in SDN (public elemantary school) Beru 02 Wlingi on<br />legislation central and local levels matter. This type of research is a classroom action<br />research. Collecting data using observation sheet and field notes. Data were analyzed<br />using descriptive analysis. The results of study showed that the syndicate group<br />discussion method can increase students' learning activeness, with increase the average<br />score from the first cycle to the second cycle is 23.67. The suggestion that need to<br />regulate the allocation of time on discussion and better manage classes with the<br />implementation of learning.<br /></span><span class="fontstyle2">Keywords: </span><span class="fontstyle0">syndicate group discussion method, students' learning activeness</span>

scholarly journals Applying Affinity Grouping Strategy through Process-Based Classification Essay Writing to Improve the Students' Writing Abilities

2017 ◽  
Author(s):  
Vivi Aulia
Keyword(s):  
Action Research ◽  
Essay Writing ◽  
Grouping Strategy ◽  
English Majors ◽  
Field Notes ◽  
Classroom Action Research

This article is a report of one-cycle Classroom Action Research conducted to the fifth undergraduate English majors in STKIP-PGRI Banjarmasin. This study was conducted to implement the strategy of affinity grouping which became an alternative to solve the students’ writing problem of exploring and generating ideas which, in turn, improved their writing abilities. The instruments used for collecting data were field notes, questionnaires, and students’ classification essay projects. It was found out that affinity grouping not only improved students’ writing abilities but also helped them figure out what topic to write, developed their general ideas, and elaborated satisfying information and sufficient details of their ideas generation.(Artikel ini sudah diterbitkan di Jurnal Kependidikan Vidya Karya FKIP Universitas Lambung Mangkurat Banjarmasin, Jilid 27, Nomor 3, Oktober 2013, hal 267-276, ISSN: 0215-9619)

scholarly journals MEDIA SOSIAL DAN PEMBELAJARAN: STUDI EFEKTIVITAS PENGGUNAAN FACEBOOK DALAM PEMBELAJARAN BAHASA INGGRIS

2019 ◽  
Vol 17 (1) ◽  
pp. 34-51
Author(s):  
Euis Meinawati ◽  
Rifari Baron
Keyword(s):  
Social Media ◽  
Data Analysis ◽  
Action Research ◽  
Learning Outcomes ◽  
Test Score ◽  
Test Results ◽  
Post Test ◽  
Classroom Action Research ◽  
Learning English

Abstrak Penelitian ini adalah kajian tentang efektivitas penggunaan media sosial, yaitu facebook, untuk meningkatkan kemampuan mahasiswa dalam menulis deskriptif berbahasa Inggris. Penelitian ini adalah penelitian tindakan kelas. Data dikumpulkan dari observasi, dokumentasi, dan tes. Hasil analisis data menunjukkan bahwa: 1) proses pembelajaran menulis deskriptif bahasa Inggris menggunakan facebook lebih bervariasi dan menyenangkan, dan 2) ada peningkatan kemampuan menulis deskriptif bahasa Inggris yang ditandai dari peningkatan hasil tes. Hal tersebut terlihat pada hasil nilai rata-rata pre-test sebesar 66.25, dan hasil rata-rata post-test sebesar 80.15. Dengan demikian dapat disimpulkan bahwa facebook dapat dimanfaatkan untuk meningkatkan hasil belajar dalam pembelajaran bahasa Inggris. Abstract This research is a study of the effectiveness of using social media, namely Facebook, to improve students' ability to write descriptive English. This research is a classroom action research. The data are taken from observation, documentation, and tests. The results of data analysis show that: 1) the process of learning descriptive English using Facebook is more varied and enjoyable, and 2) there is an increase in students’ ability to write descriptive English which is marked by an increase in test results. This can be seen from the average of the pre-test and pos-test score, which is 66.25 and 80.15 respectively. Thus it can be concluded that Facebook can be used to improve learning outcomes in learning English.  

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