EFL STUDENTS’ PERCEPTION TOWARDS THE USE OF BAHASA INDONESIA IN AN ENGLISH CLASSROOM

ABSTRACTThe issue of using first language (L1) in teaching English has always been a controversy in the field of teaching and learning English. The purpose of this study was to investigate the English as Foreign Language (EFL) students’ perceptions towards the use of L1 (Bahasa Indonesia) in the English classroom. In this study, the descriptive qualitative method was employed. The participants involved in this study are 40 EFL students in the second semester who learn General English in IKIP Siliwangi. A questionnaire which consists of 15 questions was distributed to the participants to gain primary data. To support the data from questionnaire, observation also conducted in the classroom. The findings reveal that the teacher’s use of bahasa Indonesia brought positive/negative perceptions towards students. The students give negative perception towards the teacher’s use of bahasa Indonesia in General English classroom. However, the students also recognized the advantages and disadvantages of the teacher’s use of bahasa Indonesia in the classroom.Key words: EFL; students’ perception; first language (L1); foreign language

THE USE OF MY DICTIONARY APPLICATION TO IMPROVE STUDENTS’ VOCABULARY MASTERY

The purpose of this study was to know the result of improving students’ vocabulary mastery by using My Dictionary Application. This research used Quasi-Experiment design. This research involved two classes IX A and IX B as the sample of this research. IX A was selected as experimental class and IX B was selected as control class. In the experimental class, vocabulary was taught by using My Dictionary Application. While, in the control class, vocabulary was taught by using with the conventional media. The data was collected from pre-test dan post test. Then , the data obtained was analyzed by using SPSS. The result of the study showed that teaching vocabulary by using My Dictionary Application significantly improving students’ vocabulary. The findings showed that the mean of Experiment class students was 25.20, and the control class means score was 21.40. After treatment given, there is a significant increase. The means of the Experiment class is 48.40, and the class of the control class is 30.50. After that compared between posttest result class experiment with control class result is t (result the research) = Σ X1 - Σ X2 = t = 48, 40 - 30, 50 = 19.00. Where Σ X1 (experiment class)> Σ X2 (control class). This means that the use of my dictionary application gives effect to vocabulary mastery of students.

OPTIMIZING CRITICAL THINKING SKILL THROUGH PEER EDITING TECHNIQUE IN TEACHING WRITING

The objective of the research was to know the description of how critical thinking skill can be optimized in teaching writing using peer editing technique. Critical thinking skill should be strengthened in writing class to elicit the writing class problem. Applying peer teaching technique was assumed can optimize the critical thinking skill in writing class. This research used descriptive qualitative method. It was conducted to the students of English Education Department students in paragraph based writing class. The writer took one of six classes as the sample of the research. The researcher used observation and documentation to know the description of the class situation. The data which was collected are in form documentation, observation and interview result and students writing and peer editing form which is analyzed descriptively. After the research conducted it can be drawn a conclusion that teaching writing using peer editing can optimize the students’ critical thinking skill. It was proven with the minimal error that was produced in the next writing produced and the increasing score of students’ writing. The mean score in the pre-research was 68.62, after the treatment conducted the mean score increased up to 72.90.

TEACHING DERIVATIONAL PROCESS TO COMPOSE PROPER SENTENCE

The title of this research is Teaching Derivational Process to Compose Proper Sentence. The objective of this study was to prove whether or not that Teaching Derivational Process influences students’ ability in using the proper words in constructing proper sentence. The group pre-test post-test design and quantitative method were used in this research. There were 26 students in this research to be entire population and they are from SMK Mohammad Toha Cimahi. This research used pre-test and post-test as the instruments. The data were collected by giving the instruments to the students, both pre-test (before giving the students treatment) and post-test (after giving the students treatment) and to analyze the data, the writer used t-test formula. The result of this study showed that the mean score of pre-test was 50,38, the mean score of post-test was 82,30, the t-obs was 10, 96, the t-table with degrees of freedom (df) was 25 and level significance at 5 % (0,05) was 1,71. From the data analysis, the writer concluded that the students’ understanding about derivational process influenced their ability in using the proper word in constructing proper sentence and it also meant that the t-observe was higher than t-table (10,96 > 1,71), so the alternative hypothesis was accepted.

THE USE OF AUTHENTIC MATERIAL TO IMPROVE STUDENTS’ READING COMPREHENSION

Teachers often have difficulties in finding the appropriate learning materials in teaching reading. Without appropriate reading texts that suit them, students spend long hours in the classroom with poor achievement in reading comprehension. This research aims to find out whether the use of authentic material can improve students' reading comprehension toward Vocational High School Students. This research also conducted to describe and explain students' responses toward the implementation of the authentic material. Based on the aims of this research, the descriptive qualitative method chosen since it is suitable to give a clear description of this study, where twenty-nine of the students observed. The data obtained from pre-test and post-test, classroom observation and questionnaire. The result of the study reveals that the use of authentic material in teaching reading significantly improves students' reading comprehension. It recommended for the teachers to use authentic reading materials for a change. Besides, when bringing authentic materials into the classroom, it should be used following students' abilities, as well as with suitable tasks given.

PRE-SERVICE TEACHERS’ TEACHING PERFORMANCE IN TEACHING ENGLISH TO YOUNG LEARNERS: INSTRUMENTAL CASE STUDY APPROACH

The ultimate purpose of conducting this study is to explore teaching performance of pre-service in teaching English to young learners. This is an instrumental case study, using explanatory approach which scrutinize a particular case to gain insight to an issue or theory by involving sources of information to provide in-depth study. Furthermore the findings of this research is expected to underpin realistic aims and current curricular innovation for teaching English to young learners (TEYL). The findings of this study are classified into four aspects: Teaching Aim, Teaching Reflection, Teaching Approach, and Teaching Challenges. Pre-service teachers understood their purpose in teaching English young learners. Throughout the classroom observations and interviews, it was found that pre-service teachers provided relatable tasks for young learners; they focused on course objective; they established good bond with young learners before implementing the lessons. Their challenges in Teaching are to establish parent-teacher relationship and to identify learners’ learning skills. This study is expected to contribute insights to English language teaching area about Pre-service Teachers’ Teaching Performance in Teaching English to Young Learners by immersing into the world of teaching English to Young learners.

THE IMPLEMENTATION OF DIRECT METHOD TO IMPROVE STUDENTS’ ABILITY IN SPEAKING

The purpose of this study is to investigate students’ ability in speaking before and after using Direct Method in learning English. The method in this research was experimental quantitative method by using quasi experimental design with one group pretest-posttest model. The design only saw students’ achievement in speaking before and after using Direct Method. The object of the research was English Department students. They were randomly selected. The technique of collecting the data was done through observation and the data were gotten from the students when they did oral communication. The instrument in this research was oral test. The result of this study shown that the use of Direct Method could improve students’ ability in speaking. It was proved from the students’ average was higher after using Direct Method. The data in this research had normal distribution. Based on data analysis by using T-test was gotten that tcount = 7,14 at the significant level = 5% and dk (n-1) = (40-1) =39 was gotten ttable = 1,82. So, tcount > ttable. It proved that Ho was rejected and Ha was accepted. It’s meant that there was a significant difference between students’ ability before and after implementing Direct Method.

TEACHER’S DIFFICULTIES IN TEACHING SPEAKING USING AUDIO VISUAL AID FOR AUTISTIC STUDENTS

This article was to identify and to find out the teacher’s difficulties in teaching speaking to autistic student using audio visual. This research used descriptive design and qualitative research method. The instrument of the research are observation, interview and questionnaire about expressions of greetings. The data are collected by giving the teacher and autistic student interview, questionnaire and does observation and video recording. Additionally, the writer found that respondent’s difficulties in teaching speaking using audio visual aid for autistic student, divided into two sections: Internal; insecure and external that are 1) student; perform unique and unfamiliar character, deficit attention and concentrations, different of learning style, habit, and socialite with others, hard to produce and distinguish words with proper pronunciation, hard to perfect in pronunciation, easily affected by their surroundings, using verbal and imagination in the way of learning. 2) Media; looking for a precise and compelling media, requiring a long time preparation. 3) Teaching process; should be interesting, should provide examples that are easy to understand, always tuck the material outside of school hours, need a lot of repetition, takes a long time. Additionally, it is recommended for further researchers to conduct similar studies in different contexts deeper.

COMPLAINING EXPRESSIONS USED BY THE CHARACTERS IN THE MOVIE ENTITLED TWO WEEKS NOTICE: A PRAGMATICS STUDY

The study of complaining expressions used by the characters in the movie entitled “Two Weeks Notice” has been done. The object of this study is utterances that contain complaining expression. The aims of this study are to analyze and describe strategies of complaint and their functions. This study employs a descriptive qualitative method. This study applies the complaint theory proposed by Trosborg (1995) and the context theory proposed by Mc Mannis et al (1987). The result of this study shows that all of complaint strategies according to Trosborg can be found in this movie, those are hint, annoyance, ill cosequence, indirect accusation, direct accusation, modified blame, explicit condemnation of the accused’s action, and explicit condemnation of the accused as a person strategies. There are three functions of complaint found in this movie, those are to break a relationship or create a social distance among the participants, to maintain a relationship and fix a situation, and to show a negative feeling or share a specific negative evaluation.

ANALYSING TEACHER’S DIFFICULTIES IN TEACHING LISTENING

This research is based on the importance of listening skill for students at Senior High School especially twelfth grade, because they will face the National Examination. As one of English skill, listening is the most difficult skill to be taught and this process cannot be avoided by all teachers who teach English. Moreover, some teachers still get difficulties how to teach listening to students and this research is focused on Analyzing Teacher’s Difficulties in teaching listening. In this research, the writer used case study and qualitative research method. The subject of this research was one of an English teacher at MA Islahul Aqidah Cikalongwetan West Java. The instruments of this research are observation, interview and questionnaire. In short, the results of this research showed that teacher’s difficulties divided into two factors, those are internal and external factors. Internal factors which came from the respondent himself such as; he feels the difficulties in teaching, preparing listening materials, choosing method, technique, and strategy. External factors are; sound from environment activities like woodcutter machine, module, media problem as cable injector of sound system to laptop, English laboratory, electric off, and the difference of listening materials in syllabus 2013 curriculum and National Examination materials.