English Language Teaching Methodology

THE EFFECTIVENESS OF CAKE APPLICATION ON STUDENTS’ SPEAKING SKILL IN ENGLISH CLASSROOM

2024-08-05T03:19:03+00:00

The purpose of this study was to determine the importance of using the Cake Application as a result of making speaking training materials. The Cake Application by itself indicates that the researcher created the content as a video using the Cake Application as the source. Research material is a dialogue in which questions are asked and responses are provided. Limitations Analysis of speaking ability in terms of pronunciation is the main emphasis of this study.Pretest and posttest are used in this research strategy, which is an experimental approach. Subjects In this study used sampling. An oral test was used to obtain data for this study. The Pretest and Posttest sections of the test are separated. Before speaking in front of the class, students are encouraged to engage in a debate about their opinion on Tiktok as part of the pretest. Students should engage in a debate about Instagram during the posttest, express their opinion, and then speak out loud in front of the classBased on the results of the pre-test and post-test, it was found that t count was 10,749 as the significant level with a degree of freedom 30 (df = 31 – 1 = 30, then obtained t table 1.679 from the average score of pre-test 65.48 and post-test 82.32. This shows that the Cake Application material has a significant effect on enhancing abilities speak students in proper pronunciation.

THE EFFECTIVENESS OF USING ANTICIPATION GUIDE STRATEGY IN READING SKILL AT THE ELEVENTH GRADE STUDENTS’ OF SMAN 5 BULUKUMBA

2023-07-08T06:09:17+00:00

This research aim to found the effectiveness of using anticipation guide on students reading comprehension by conducting pre-experimental research at the eleventh grade of SMA Negeri 5 Bulukumba as the research location and taking sample with a total of 270 eleventh grade students, while the sample used was 25 students the process of data collection using pre-test and post-test by using SPSS Vol 25. The results of this study found that the use of anticipation guide strategy in the learning process to improve students reading comprehension that considered effective based on the data obtained where the mean score of the pre-test in interpretative and literal 63.12 became 90.64 in post-test. It can be seen that the mean score of the post test is higher than the mean score of pre-test. Based on these results, it can be concluded that anticipation guide strategy is effective in improving students’ reading comprehension.

IMPROVING STUDENTS’ READING COMPREHENSION THROUGH DIRECTED READING THINKING ACTIVITY (DRTA) METHOD

2024-08-05T10:08:06+00:00

The objective of the research is to find out whether Directed Reading Thinking Activity (DRTA) Strategy able to improve the students’ reading comprehension at the Twelfth Grade Students of SMA Negeri 3 Bulukumba. The method of the research used pre-experimental design. It consisted of pre-test, treatment and post-test design. The population of this research is the twelfth grade students of SMAN 3 Bulukumba. The researcher used Purposive Sampling Technique which involve one class XII IIS 3. Total sample are 29 students. The result of the study showed that Directed Reading Thinking Activity (DRTA) Method could improve the students’ reading comprehension especially in literal reading comprehension at the Twelfth Grade Students of the SMAN 3 Bulukumba. It was proved that the mean score of Pre-Test is 64 and the Post-Test mean score is 70,6. Based on the difference from the mean score students get in reading comprehension show the improvement from pre-test to post-test where the increase of students reading comprehension increased by 12%. The improvement of students’ achievement significantly. Thus, the null hypothesis (H0) is discarded, while the alternative hypothesis (H1) is accepted. The researcher emphasizes that the Directed Reading Thinking Activity (DRTA) made active because its activity foresees various strategy and it was meaningful for the daily students life. Also, Directed Reading Thinking Activity (DRTA) strategy in the learning reading comprehension is very effective, because the students more easy to understand with the prediction that identifying main idea and supporting details and it can be seen from the result of students’ reading scores is better.

THE STUDENTS’ QUESTION STRATEGY AND THEIR HIGHER ORDER THINKING SKILL IN LEARNING ENGLISH

2024-08-06T03:25:24+00:00

The objective of this research is to find out the Students' Question Strategies and their Higher Order Thinking Skills in Learning English.The method of this research is descriptive qualitative research. This research used two instruments; questionnaires and interviews. The subjects of this research were 10 students from grade IX namely 5 students from grade IX.4 and IX.5 of SMP Negeri 2 Sungguminasa. This research uses purposive sampling technique. The sample of this study consisted of 10 students with a population of 47 students from each class IX.4 and IX.5.The result of this research shows that learning oriented to higher order thinking skills or HOTS, can influence original thinking and according to the perspective of students to solve a problem in classroom especially in learning English. Therefore, the best way to see students' higher order thinking skills is to investigate a question strategy consisting of four; inferential questions, interpretation questions, transfer questions and hypothetic questions. Based on the result, student believe that by asking questions they will be able to explore English cognitively, and this can influence their higher order thinking skills.

THE EFFECT OF PICTURE SERIES MEDIA ON STUDENTS’ VOCABULARY MASTERY

2024-08-06T05:26:33+00:00

This research aimed to find out whether the use of picture series media effective in increasing students’ vocabulary mastery. The research applied a pre-experimental method with one group pretest posttest design and the data were collected by giving pre-test, treatment and post-test. The sample of the research was VIII 8 at MTs Ma’arif Puro’ro which consisted of 15 students in the academic year 2021/2022, the population of this study was 30 students consist of two classes in the first grade at MTs Ma’arif Puro’ro. The research sample was chosen using a purposive sampling technique. The vocabulary test words were employed to gather information.The researcher findings show that the mean score of the students’ in vocabulary is proved by post-test was 70.66% is higher than the mean score of the students’ in pre-test 40.00% and the value of the t-test is greater that t-table (t-test>t-table). Vocabulary was greater than t-table (13.440>1.753), It means that the null hypothesis (H0) was rejected and the alternative hypothesis (H1) was accepted. In other words, using picture series was effective in improving students’ vocabulary mastery in terms of verb and noun.

IMPROVING THE LITERAL READING COMPREHENSION USING READING CONTEXTUAL INTERNET-BASED INSTRUCTIONAL MATERIALS

2024-08-06T06:07:03+00:00

This study intends to determine whether reading contextual internet-based instructional materials can help third-grade students at UPTD SMPN 10 Barru.With their literal understanding. Two cycles of classroom action research were used in the design of this study. Eight meetings made up each cycle. There were four meetings per cycle. The third graders at UPTD SMPN 10 Barru kab. Barru participated in this classroom action research during the 2022–2023 school year. The 27 students in class IX who made up the research subjects were used. The application evaluated their reading comprehension.The student's reading comprehension in cycles I and II increased in terms of various scores. At the conclusion of the second cycle, the kids showed improvement. According to the study's conclusions, using contextual internet-based instructional materials could help students' reading comprehension. Mean scores for students' literal comprehension of the major idea on the D-Test were 37,04, 57,41, and 87,96 respectively, whereas the mean scores for students' literal comprehension of the supporting idea on the D-Test were 55,56, 58,33, and 85,19 respectively. The study's conclusions showed that students' literal comprehension improved when contextual internet-based instructional materials were used.

IMPROVING THE STUDENTS’ LISTENING SKILL BY USING BRITISH BROADCASTING CORPORATION (BBC) LEARNING ENGLISH MEDIA IN ENGLISH LEARNING

2024-08-07T02:17:23+00:00

The aimed of this research was to find out does BBC English Learning improve the students’ listening skill and How is the students’ interest toward BBC media Learning English to improve students’ listening skill. The research design of this research was Classroom Action Research. It was conducted in 2 cycles. The research used a test and a questionnaire as instruments to collect the data. The subjects in this research were the students of XII MIPA 4 class of SMAN 4 Makassar. The results of this research there was a significant improvement of students’ listening skills. It can be shown in the mean of students’ score of the D-test in cycle I and test in cycle II. The mean of the test in cycle I (84,19) is higher than in D-test (75,48) Then, the mean test of cycle II (93,55) is higher than in cycle I (84,19). The score improvement of a cycle I to cycle II (9,36) or 9%. The results showed that there was a significant improvement of students’ listening skill by BBC Learning English media and there were students interest in using (BBC) Learning English media.

THE EFFECTIVENESS OF PRE-READING STRATEGIES TO IMPROVE STUDETNS’ READING COMPREHENSION AT SMP NEGERI 16 BULUKUMBA

2024-08-07T03:05:02+00:00

The objective of this study was to find out if the use of pre-reading strategies was capable of increased students’ learning result of 9^th grade students’ at SMP Negeri 16 Bulukumba. This research was divided class into 2 classes that refer to the control class and experimental class. The researcher data were collected through pre-test and post-test given to students and analyzing data using SPSS. The test gives to students in the form of pre-test as the beginning and post-test as the end of learning after given the treatment. The subject of the study was the students of grade 9^th at SMP Negeri 16 Bulukumba as the research location and taking samples with a total population of 89 9th grade students while the sample used was 60 students, 30 students in control class and 30 students in experimental class. The result of this study showed that the pre-reading strategies could improve students’ learning result in reading comprehension where the pre-test of generic tructure is 78 and post-test is 80 for control class, while for experimental class the pre-test is 66.33 and 81 for post-test. For vocabulary results of control class, the pre-test is 77.66 and 92.33 for post-test (noun) 52.33 pre-test and 64.83 post-test (verb). In experimental class the pre-test is 59.66 and 91 for post-test (noun), 47.66 pre-test and 67.7 post-test (verb). in the end the value conclude of reading comprehension students’ in control class are 69.33 for pretest, 79.05 for postest. While in experiment class 57.88 for pretest and 79.9 for posttest. The students’ learning result that have been contained in this study showed improvement. On the initial ability of students’ pre-test the result obtained by students’ the average score of the class is less than post-test result, both in control class and experimental class, the result obtained by students’ in both of control and experimental class an increase in students’ learning result in reading comprehension. And it is proven again from the results of the analysis of the "paired sample test" using SPSS, it was known that the significance value obtained is 0.000 < 0.05 for experimental class and 0.001 < 0.005 for control class. This can be seen from the guidelines of making decision where if the value of Sig. (2- taled) < 0.05 then H0 is rejected and H1 is accepted. This shows that the use pre-reading strategies is effective in improving the students’ reading comprehension.

THE STUDENTS’ PERCEPTION OF SELF-DIRECTED DIALOGUE IN IMPROVING ENGLISH SPEAKING SKILL AT ENGLISH DEPARTMENT EDUCATION OF UNIVERSITAS MUHAMMADIYAH MAKASSAR

2024-08-07T03:57:26+00:00

This study aimed to look for the students' perception of self-directed dialogue in English speaking skill precisely in terms of fluency and vocabulary. The subjects of this study were fourth-semester students of the English Education Depatment, Faculty of Teacher Training and Education, Universitas Muhammadiyah Makassar. The study used interview as an instrument to obtain data in this study.The results of this study showed that self-directed dialogue is effective in improving the students’ English speaking skill in terms of fluency and vocabulary. It was shown when the students had much time to practice with their pairs and tried sharing their knowledge regarding English speaking skill each other. There were no such hardships that students encountered in the process of self-directed dialogue. Correspondingly, students found this learning method positive and engaging.

THE EFFECT OF DRILLING COMMUNICATION TECHNIQUE IN TEACHING STUDENTS’ PRONOUNCIATION AT SMA NEGERI 19 GOWA

2024-08-09T05:56:16+00:00

The purpose of this study was to determine whether or not the use of the Drilling Communication Technique as a medium was effective in teaching students' pronunciation in the eleventh grade (SMA Negeri 19 Gowa in the academic year 2021/2022). This study used a pre-experimental design with pre-test and post-test designs. The comparison of pre-test and post-test scores is determined by the treatment outcome. The test was administered twice, once before and once after treatments or the teaching and learning process, using a recording tool.Based on the results of the study, the results of the data showed that there was a significant difference between the post-test and pre-test of students in the pre-experimental class. This increase is evidenced by the pre-test and post-test scores. From the post-test, the researcher found that the mean scores (72.88) were greater than the pre-test mean (46.22). It shows that there is a significant difference between the students' pre-test and post-test scores. According to the study's findings, Drilling Communication Technique could help students pronounce SMA Negeri 19 Gowa more accurately.

TEACHERS’ PERSPECTIVE IN TEACHING VOCABULARY BY USING STORY TECHNIQUE

2024-08-09T07:43:54+00:00

This research aims to know the teachers’ perspective in teaching vocabulary by using story technique at Madrasah Tsanawiyah Negeri 2 Enrekang. The research methodology of this research is descriptive qualitative. The technique of collecting data is interview, and record perspectives of the teachers about the using of story technique. Data analysis are transcribing, classifying and concluding. The result of this research found the good perspective of the teachers’ about using story technique in teaching vocabulary at Madrasah Tsanawiyah Negeri 2 Enrekang, especially the used of story techniques really helped teachers in delivering learning material and helped students more easily understand the material presented in the learning process, Story techniques can arouse students' curiosity, instill good educational values for students and can develop students' imaginations. Story technique is often used for some purposes like improving the student’s understanding of the vocabulary material, creating a relaxing and exciting environment of learning and teaching, and creating a good interaction between the class member.

GROWING STUDENTS’ SPEAKING SKILL TO LEARN ENGLISH THROUGH FILMS WITH THE FUN ENGLISH TEACHING METHOD FOR SENIOR HIGH SCHOOL

2024-08-10T03:27:25+00:00

The objective of this research is to find out students’ speaking skill through films with the fun English teaching method at SMA Muhammadiyah Makassar. The methodology of this research was a pre-experimental method. The subjects of this research were the tenth-grade students of SMA Muhammadiyah Makassar. The research instrument for data collection used in this research was the test to determine students’ speaking skill before and after treatment. The result of this research showed that the t-test value was higher than t-table value. The t-test value of speaking skill is greater than t-table (-14.749>2.160), and the mean score of the students’ post-test (75.64) is higher than the mean score of the students’ pre-test (50.14), the mean score increased by about 25.5 points. The mean score of the post-test is higher than the mean score of the pre-test. It means that the null hypothesis (H0) was rejected while the alternative hypothesis (H1) was accepted. In other words, there is significant difference between the result of the pre-test and post-test in growing students’ speaking skill. Based on the findings, the researcher concluded that the films with the fun English teaching method grew students’ speaking skill.

STUDENT READING ANXIETY OF ENGLISH LEARNING CLASS AT XI GRADE

2024-07-22T21:17:05+00:00

This study investigates the factors contributing to reading anxiety among eleventh-grade students learning English as a foreign language at MA NW Islamic High School. Utilizing a qualitative research approach, the researchers conducted observations and interviews to gather in-depth insights into students' experiences and perceptions of reading anxiety. The data analysis process, guided by the framework established by Matthew B. et al. (2014), involved data reduction, visualization, inference, and validation to identify key themes and patterns. The findings indicate that 60% of the students’ exhibited signs of anxiety during reading activities, with significant sources of this anxiety including fear of making mistakes, challenges in understanding complex texts, and difficulties with unfamiliar vocabulary. Emotional responses such as embarrassment and self-consciousness were also prevalent, further exacerbating students' reluctance to engage in reading tasks. The study highlights the critical need for educators to recognize and address these anxiety-inducing factors, thereby fostering a supportive learning environment that enhances students' confidence and competence in reading English texts. Addressing reading anxiety is essential for improving students' learning outcomes in English language education. By implementing tailored interventions and support strategies, educators can help mitigate anxiety levels, promote effective reading practices, and ultimately enhance students' overall academic performance. This research underscores the importance of creating a nurturing educational atmosphere that empowers students to overcome their reading challenges and succeed in their language learning journey.

INTEGRATING A BILINGUAL TO IMPROVE LEARNING OUTCOMES AT AT SRJ STATE ELEMENTARY SCHOOL

2024-07-21T23:55:32+00:00

In today’s globalized world, English language proficiency is essential for academic and professional success. This study investigated the effectiveness of a bilingual learning approach in improving English language skills among second grade students at Sumberrejo Elementary School in Banyuwangi. The study involved 16 students and implemented a strategy that integrated Indonesian as a first language (L1) with English as a second language (L2). Using Classroom Action Research (CAR) methodology, this study conducted tests that showed an increase in students’ English language skills, with an average score increasing from 79.6% to 86.1%.These findings highlight the benefits of a bilingual approach. Integrating L1 and L2 in the learning process facilitates better understanding and retention of English concepts, reduces cognitive load, and increases students’ self-confidence. The use of culturally relevant local materials engages students by making learning more relevant and stimulating.This study underscores the importance of using students’ mother tongue as a scaffold in English language learning. The bilingual method successfully overcomes language barriers and creates an inclusive classroom atmosphere, improving linguistic skills and enhancing cognitive abilities such as problem solving.Despite the diverse backgrounds of students, the bilingual approach effectively meets individual learning needs and preferences. This study concludes that the implementation of bilingual strategies, complemented by relevant local content, can significantly improve English teaching and learning in primary schools.

ACTION RESEARCH ON MOBILE LEARNING AS A MEDIA TO INCREASE ENGLISH VOCABULARY SKILLS

2024-08-12T04:35:28+00:00

This study is a classroom action research (CAR) conducted by researchers to improve the quality of learning. This class action research uses mondly as an additional learning media in the classroom to learn vocabulary. Mondly is a language-learning app with a range of engaging features. This study selected Mondly as a tool for classroom learning. The subject of this research is class 12b students at MA N.W school, totaling 20 students. This research using data from pre-test and post-test results as well as observations made by researchers and English teachers to measure student participation and engagement. This study was conducted in a limited time to improve students' scores. The researcher found significant results from the pre-test score of 66.4% and the post-test score of 76.8%, which showed a 10% increase in student vocabulary from the average result. The results of the observation also showed an increase in student activity from 65% to 75%, which showed that students were active in answering questions, and also students collected work sheets on time. It can be concluded that this study has progressed in terms of grades and student engagement between the first and second meetings. Conclusively, Mondly proved to be effective as an additional learning medium due to its engaging features, which kept students motivated and active in class. These findings suggest that integrating Mondly into classroom teaching can have a positive impact on students' learning outcomes in vocabulary.

EXAMINING SPEAKING ANXIETY OF INTERNATIONAL RELATIONS STUDENTS IN INDONESIAN UNIVERSITY

2024-06-13T02:35:26+00:00

This study delves into the examination of English speaking anxiety levels among students enrolled in the International Relations Program at Universitas Muhammadiyah Kalimantan Timur. Its primary objective is to discern the extent of anxiety experienced by students, identify the factors influencing it, and explore effective strategies to overcome this prevalent issue. Through the utilization of the Foreign Language Speaking Anxiety Scale (FLSAS) developed by Balemir (2009), coupled with comprehensive in-depth interviews, the research findings indicate that a significant majority, accounting for 65% of students, grapple with moderate levels of speaking anxiety. The average scores derived from the assessment of different dimensions of anxiety reveal notable figures: 3.26 for Communication Anxiety, 3.16 for Test Anxiety, and 3.26 for Fear of Negative Evaluation. The principal contributing factors exacerbating anxiety include communication apprehension, test-related anxiety, and fear of negative evaluation, often stemming from inherent uncertainties surrounding language proficiency and apprehensions regarding comprehension abilities. Effective coping mechanisms identified to alleviate this pervasive anxiety encompass a multifaceted approach, including practices such as speaking exercises in front of a mirror, meticulous preparation of speaking material, and consistent engagement in repeated practice sessions. These strategies collectively contribute to bolstering confidence levels while concurrently mitigating anxiety symptoms. This comprehensive study not only lays a robust foundation for tailored interventions aimed at ameliorating English communication skills among students but also sheds light on the intricate interplay between anxiety levels, underlying factors, and the efficacy of coping strategies.

TRANSLATION APPLICATIONS IN EFL CLASSROOM: INSIGHTS FROM STUDENT PERCEPTIONS

2024-08-03T06:50:30+00:00

With the advanced and innovative development of Information and Communication Technologies (ICT), translation apps have gained popularity. As a language learning tool, translation app has become increasingly popular among students, especially those who are learning a new language on their own. Learning a foreign language can be a challenging task, especially if you are not fluent in the language you are trying to learn. However, with the help of modern technology, translation apps can be one of the tools to help learn a new language. The objective of this research is to investigate the students’ perception on the use of translation applications. This study uses a qualitative method. Researchers applied this method to describe students’ perceptions about the use of translation apps in learning foreign languages. The results of this study indicate that the sixth semester srudents of English Education Study Program of UKI Toraja (Christian University of Indonesia Toraja) have 2 different perspectives in responding to the use of translation applications in learning foreign languages, namely positive and negative perspectives. From the positive perspective, mostly students stated that translation app in learning are really helpful in translating languages, increasing vocabulary, translation apps speed us up in translating languages, easy to use, and some of them are free. From negative perspective, most of the students stated that translation app can make them lazy to learn new things and become dependent, so there is no effort to try to increase knowledge

AN ANALYSIS OF TEACHERS’ PRACTICE IN USING AUTHENTIC MATERIAL FOR THE 8th GRADE STUDENTS AT SMPN 1 BLANGPIDIE ACEH BARAT DAYA

2024-06-29T04:23:53+00:00

This research was conducted to investigated the way teachers teach and apply the lesson using authentic materials in learning reading at SMPN 1 Blangpidie Aceh Barat Daya. This research was also influenced by the background of students who have just learned English in junior high school, that make English as a language is difficult for them. This research used descriptive qualitative as the research method. The instruments used to collect data are classroom observations and interviews. Data analysis in this study is analysis Data Reduction, Data Display and draw conclusions. The results showed that the teachers have carried out differentiated learning using authentic materials. Authentic materials in the classroom is derived from genuine exposure to real-world sources. In the development of reading using authentic material, the material sources in reading lessons that teachers most often use are newspapers, articles and social media, updated and accessed via the internet. In Conclusion, using authentic material improves students' reading translation skills, vocabulary, pronunciation, and motivation to learn English in the classroom at SMPN 1 Blangpidie Aceh Barat Daya.

THE ROLE PLAY TECHNIQUE TO IMPROVEMENT THE STUDENT’S SPEAKING SKILL FOR THE 8th GRADE STUDENTS AT SMPN 1 BLANGPIDIE ACEH BARAT DAYA

2024-06-29T04:27:08+00:00

The research was conducted to effectiveness of role-play in improving students' speaking skills SMPN 1 Blangpidie Aceh Barat Daya, and increasing their motivation by utilizing this role-play technique. This research was influenced by students' perception that speaking skills are one of the most challenging aspects of learning English. The study employed a quantitative descriptive research method. Data analysis was conducted using a paired t-test. The results indicate that students have benefited from using the role play technique. The success of using role play in the classroom was obtained from exposure to real data statistical calculation of t-test 4.37 and t-table value 2. 093. Roleplay improved student motivation and is also effective in improving students' speaking skills in class.

AN ANALYSIS OF MARKETING MAJOR STUDENT ON ENGLISH SPECIFIC PURPOSE AT SMKN 1 ACEH BARAT DAYA

2024-06-29T05:12:09+00:00

The purpose of this study was to ascertain what instructional resources SMKN I Aceh Barat Daya's marketing students require and analyzing student’s needs in learning English in this school. This research was also influenced by the marketing students' background, that the material provided did not specifically address the marketing department and the teachers only used English textbooks in general material. This research used descriptive qualitative as the research method. The instruments used to collect data are questionnaires and interview. Data analysis in this study is analysis Data Reduction, Data Display, and Conclusion Drawing. The results at this study showed that the teacher still use general for vocational schools and ESP is not yet implemented at SMKN I Aceh Barat Daya. Second, the data interview indicated that the English language skill most needed by marketing students is speaking. In addition, teacher and students agreed that speaking is a helpful skill to support their future work.