Teaching English and Language Learning English Journal

THE EFFECT OF STORY TELLING ON STUDENTS VOCABULARY MASTARY AT SDN 33 SELUMA

Yeyen Rahmadiana, Washlurachim Safitri — Wed, 28 Feb 2024 00:00:00 +0000

The objective of this research is to find out the effect of Storytelling to the vocabulary of 33 students at SDN 33 Seluma. The design of this research is a quasi-experimental research design. The subject of this research will be the fourth year students of SDN 33 Seluma. The number of the subjects are 33 students. The class will be divided into two groups. The first group is control group with 16 students, and the second is experiment group with 17 students. The instruments will be used in this research are English stories and vocabulary tests form. The data of this research was collected in the steps: 1) pre-test, 2) treatments, 3) post-test. In analyzing the data, the researcher used the assistance of SPSS 16 Application for making the analysis easier and faster. The results showed that a paired-sample t-test employed a discrepancy of -6.7 between the scores obtained in the pre-test and post-test phases. The resulting P-value (Sig) of 0.035 is below the established significance level (α) of 0.05. This statistic analysis signifies a meaningful difference in the average scores, offering proof that the utilization of the story-telling method noticeably improved the students' grasp of vocabulary at SDN 33 Seluma. Consequently, the initial assumption (H0) is rejected, and the alternate assumption (H1) is accepted, confirming that the application of the story-telling method indeed exerted a substantial positive effect on the students' vocabulary mastery.

Key words: Story Telling, Students’ Vocabulary

The Effect of Using Retelling Strategy In Reading Comprehension At First Semester English Education Muhammadiyah University of Bengkulu

Arjun pauzi, Fetriani — Wed, 28 Feb 2024 00:00:00 +0000

This research focused on the effect of using the Retell Strategy on the reading comprehension of students in the first semester of English education at Muhammadiyah University of Bengkulu. The problem in this research is that the majority of students have low reading comprehension. Crucial problems that affect students' reading comprehension are: students' reading comprehension is low, English vocabulary is low, students do not have much interest in reading text comprehension. This research aims to describe students' knowledge in reading comprehension and students' problems in the learning process using Retelling Strategy in students in the first semester of English education at Muhammadiyah University of Bengkulu. This research was carried out as experimental research, the population of this study was first semester English students at Muhammadiyah University of Bengkulu. The total population consists of 25 students. Then, the sample of this research was divided into two classes, first, the experimental class and second, the control class, consisting of 25 students. To collect data, researchers use tests to measure. To analyze the data, researchers used the t-test formulation. Based on the research results, researchers found that the results of the experimental class were higher than the control class. The average score for the experimental and control classes in the pre-test was (32.00> 31.20), the average score for the experimental class and control class in the post-test was (48.40> 40.40). The effect of using the Retell Strategy on students' reading comprehension was 4.421> 2.063 with to higher than tt. That means Ha is accepted and H0 is rejected. So, it is concluded that there is a significant effect of using the Retell Strategy on the Reading Comprehension of students in the first semester of English education at Muhammadiyah University of Bengkulu.

Keywords: Reading Comprehension, Retelling Strategies

AN ANALYSIS OF ARGUMENT STRUCTURE IN LANGUAGE TEACHING RESEARCH ARTICLE ON DISCUSSION PART PUBLISHED IN IJAL JOURNAL BASED ON TOULMIN ARGUMENT PATTERN ( TAP )

Annisa Sofia Zikrillah, Ririn Putri Ananda — Wed, 28 Feb 2024 00:00:00 +0000

Writing argumentative is an important skill for anyone in Education world, especially for anyone want to study further in English. In this case this related to every institution will usually publish nationally indexed journals as their benchmark in finding references, one of which is a research sample. The writing in this discussion is choosing objects related to "IJAL (International Journal of Applied Linguistics). The aim is to increase the competitiveness of the publication of Indonesian higher education scientific papers which are still low and far behind compared to countries in the Asian region. International journal publications can increase the visibility of student research at the global level. This research instrument will use an observation checklist, which is a list of things that observers will be see when observing research subjects. This obtain data and lists that would be prepared by the researcher to analyze the component of argument structure. The Researcher found that the elements of argument structure that used in the IJAL journal Sinta 1 from the experts For the first purpose of this research, the data were taken based on argument components contained in the argumentation paragraph of research article then classified the patterns formed from the component based on the completeness of the components the patterns namely, Incomplete, Semi Complete, Almost complete and Complete pattern.

Keyterms : Argument Structure, writing an argument, Toulmin Argument Pattern, IJAL journal

Diagnosis of English Students Reading Fluency using Informal Reading Inventory

Eka Nopriani, Fetriani — Wed, 28 Feb 2024 00:00:00 +0000

The objective of the research was to find out the diagonis of the English Students Reading Fluency using Informal Reading Inventory. The design of this research was descriptive method. The instrument of the research were reading fluency assessment using informal reading inventory and table checklist based on Mc Graw Hill (2017) instruction. The result showed the students include to some reading level they are: Grade 1 : 14 Independently 7 Instructional 2: Frustrational. Grade 2: 11 Independently 5 Instructional 5 Frustrational. Grade 3: 1 Independently 7 Instructional 8 Frustrational. Grade 4: 1 Independently 6 Frustrational Grade 5: 1 Frustrational The highest of independently grade level of students reading fluency in grade 1 (14 students) and grade 2 (11 students) where the students can read the wordlist in one level correctly. The highest of instructional grade level of students reading fluency in grade 1 and grade 3 (7 students) when the students make one mistake in pronounce word in one grade level. The last, frustrational reading level when the students make mistake to pronounce words in two times. It showed that only one students can gone to grade 5. It is suggested the students: The students should practice to reads with correct pronounce more to increase their ability in reading fluency. They can try to often read six level of IRI until can read correct the pronounce of word in grade 6.

Key words: reading fluency, Informal Reading Inventory (IRI)

ACADEMIC PHRASE USED BY ENGLISH STUDENTS IN WRITING RESULTS SECTION IN THESIS

Esti Anjarwati, Washlurachim Safitri — Wed, 28 Feb 2024 00:00:00 +0000

The objective of this research is to know the using of academic phrase in writing results section in students’ thesis. The design of this research using descriptive qualitative method. The data obtained using checklist table adapted by Swalles (1990). The result of this research found that the using of academic phrase in results section in students’ thesis written by English students academic year 2020. The results show that the results section of students thesis is unsufficient category. This research is expected to be an evaluation for students, it is suggested to other students to follow the academic phrase in each move by Swalles (1990) in writing results section. For further researcher, the results of this study can be refence for the future researcher who conducts research about writing results section.

Keywords: academic phrase, results section, thesis

STUDENTS’ RESPONSES TOWARD DRAMA PERFORMANCE SHOW

Ferry Wijaya Wijaya, Agung Suhadi — Wed, 28 Feb 2024 00:00:00 +0000

The objective of this research is to find out how is the students‘ responses toward the drama subject that they studies and performed in their final semester test. The design of this research is Descriptive research. The subjects of this research are all English students of the fifth semester of English Education Study program of Muhammadiyah University of Bengkulu who have taken the drama subject and have performed the drama at their final semester test. They are 17 students. The instrument used in this research is a questioner about the students‘ responses adapted from Sagimin (2018). The questionnaire consists of 14 items of statements. There are 5 types of students‘ responses in the questionnaire. They are: strongly agree (SA), agree (A), neutral (N), disagree (DA), and strongly disagree (SDA). The data in this research were collected by: 1) making the google form link. 2) Distributing the questioner to the students via google form, 3) downloading the data from google form. The data in this research were analyzed by the following steps. They are as follows. 1) Checking the students‘ answers in google form, 2) Classifying the type of students‘ responses, 3) Analyzing the data with the percentage formula, 4) Discussing the data, and 5) Concluding the findings. The results showed that the data strongly supports the idea that students generally have positive feelings and experiences with the practical parts of the Drama course. The course seems to be successful in fostering creativity, script understanding, language improvement, and various other skills. This information is crucial for educators and curriculum planners to understand what aspects of the Drama course students enjoy, allowing for potential improvements in the future. The average percentage of student responses to the Drama Performance Show is reported to be 87%, falling within the "Very Good" category (81-100%).

Key words: students’ responses, Drama Performance Show

ACADEMIC PHRASE USED BY ENGLISH STUDENTS IN WRITING DISCUSSION SECTION IN THESIS

Nanda Hergistha, Epi Wadison — Wed, 28 Feb 2024 00:00:00 +0000

The objective of this research is to know the using of academic phrase in writing discussion section in students’ thesis. The design of this research using descriptive qualitative method. The data obtained using checklist table adapted by Swalles (1990). The result of this research there is the lack that found in discussion section in student thesis written by English Students’ academic year 2020. Based on the result above, the discussion section of students’ thesis is unsuffecient category.The fact of this research is expected to be an evaluation for students, it is suggested to other students to follow the academic phrase in each move by swales (1990) in writing discussion section. For further researchers, the results of this study can be a reference for the future researcher who conducts research about writing discussion section.

Keywords: academic phrase, discussion section, thesis

Factors Causing the Low Listening Comprehension of English Students on the TOEFL Test at the University Muhammadiyah of Bengkulu

Nora Ristika, Eki Saputra, Ivan Achmad Nurcholis, Ria Angraini — Wed, 28 Feb 2024 00:00:00 +0000

The objective of this research was to find out the factors which are causing and low listening comprehension and to determine the most dominant factor causing low listening comprehension of English students in answering listening comprehension questions on the TOEFL test. This research employed mix method design, which involved collecting and analyzing quantitative and qualitative data. The instrument used in this research were questionnaire and interview. After questionnaire done, the researcher interviewed the students to get secondary data. The results showed that there are two factors causing low listening comprehension which are internal and external factors. The results showed that external factors are the major cause of low listening comprehension with the total mean of 2.54. Three from four aspects presented was received positive respond from the students which are speech delivery, linguistic complexity, and physical setting. On the other hand, lack of experience seems the only one factor appeared from internal factors. The most dominant factor was linguistic complexity with mean of 2.62. The results from interview also confirmed that there are two main causes which are lack of vocabulary and unclear speech of what they heard. There are some suggestions provided in this research. First, it is suggested for teacher/lectures to encourage the students to improve their listening ability. Second, it is suggested for students to enrich vocabulary and their linguistic competences. Finally, it is also suggested to the next researcher to conduct similar research in larger scope.

Keywords: Cause, Listening Comprehension, TOEFL.

ANALYSIS OF SHADOW TEACHER FOR INCLUSIVE STUDENTS IN FATMA KENANGA ELEMENTARY SCHOOL BENGKULU

anisya triaulia, Washlurachim Safitri, Yupika Maryansyah, 4Agung Suhadi — Wed, 28 Feb 2024 00:00:00 +0000

The purpose of this research is to analyze the role of Shadow Teacher towards inclusive students at Fatma Kenanga Elementary School, Bengkulu City. This research method is descriptive qualitative. The research instrument is in the form of Question Lists which are based on (Skjorten et al 2001). The results of the study, of the 6 roles Shadow Teacher in (Skjorten et al 2001) all the roles of Shadow Teacher for Inclusive Students in Fatma Kenanga Elementary School Bengkulu are applied. There are 6 Shadow Teacher roles in assisting inclusive students, namely, 1) helping students with special needs to re-understand the material delivered by the teacher in class, 2) assisting students with special needs in completing their assignments by providing instructions that are easy understood by students, 3) helping organize activities that can be done inside or outside the classroom, 4) preparing students with special needs students for routine conditions that change prositive routine conditions, 5) emphasizing the success of students with special needs and provide rewards for their efforts, and 6) helping students with special needs in all activities at school that needed. The researchers suggested that the role of Shadow Teacher in assisting inclusive students to be emphasized more because being inclusive students companion required extra skills for the teaching process. For future researcher who are interested in conducting similar research, it is advisable to conduct research on large samples or research subjects and also at other levels of education.

Keywords: : Shadow Teacher, Inclusion Children, Shadow Teacher Roles.

IMPROVING STUDENTS’ VOCABULARY MASTERY BY USING CARTOON PICTURE AT FIRST SEMESTER OF STIE-SAK ACADEMIC YEAR 2023/2024

Sukarta Kartawijaya, Al-Padil, Yelnim — Wed, 28 Feb 2024 00:00:00 +0000

The objectives of this research are (1) to describe in what extend the cartoon picture strategy improve vocabulary mastery at first semester of STIE-SAK academic year 2023/2024, (2) to describe the class situation when cartoon picture is used in vocabulary mastery. Related to the purposes of the study, the resign design used in this study is classroom action research. The participants of the research are all the students at first semester of STIE-SAK academic year 2023/2024 especially students on the accounting major (class 1A1). There are 27 students as the participants. The research will be conducted in two cycles of action. In collecting the data, the researcher will use qualitative and quantitative technique. The qualitative data are got from observation, and fieldnote analysis. The qualitative data are supported by quantitative data that the mean score of students’ pre-test and evaluation on vocabulary mastery. In this action research, the researcher is as the teacher in teaching learning process. Meanwhile, the observer is the English lecturer in STIE-SAK. It is hoped that teaching vocabulary by using cartoon picture can effectively improve students’ vocabulary mastery. From the vocabulary mastery test, the students’ pre-test mean score was 48,80 improve to 64,80 in the first evaluation and improve to 81,40 in the final evaluation. Therefore, it can be concluded that the teaching vocabulary by using cartoon picturecan improve the students’ English vocabulary mastery at first semester of STIE-SAK academic year 2023/2024.