Journal of Language and Literature Studies
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Segmental Aspects of Pronunciation Errors Produced by ELE Students in Classroom Settings
No full textPronunciation plays important roles in making the intelligibility of a speech. In pronunciation, speech and gesture production are interrelated and coordinated. Not all language learners can pronounce English words well. Learners make errors while speaking English. It make them not confident to pronounce other English words. Therefore, this study aims to identify students’ segmental aspects of pronunciation errors in classroom setting. This study is categorized as qualitative study to understand phenomena using data such as interviews, observations, and documents reviews to identify and interpret specific characteristics of the material to learn human behavior. The population of this research is the sixth-semester students of English department at Mandalika University of Education, Mataram-Indoneisa. This research used purposive sampling method that engaged of 6 students as the sample of the data. The students divided by 2 criteria: Gender and pronunciation level. To make the data valid, all the students has passed 3 stages of pronunciation level. The result of this study indicated that all the subjects are difficult in pronounced consonant /f/ sounds and still need improvisation in a short vowel sound because the student’s errors are divided into 3 categories; psycholinguistic, sociolinguistics, and Epistemic sources. Furthermore, this study proves that “man smart, woman smarter
Promoting Intercultural Competences and Communication Skills through English Textbooks within Multilingual Education: Intercultural Language Learning; English Textbooks
No full textIn intercultural and transcultural communication contexts within multilingual education, English learners should be able to communicate and interact with other people who have different linguistic and cultural background. For this reason, intercultural contents should be incorporated in EFL textbooks to promote learners’ intercultural competences and communication skills. The contents are designed with containing not only Anglo-American and British cultural dimensions but also learners’ home and foreign cultures. It is to prepare learners to become global citizens. The principal aim of this study is to investigate how teachers apply English textbooks to promote learners’ intercultural competences and intercultural communicative skills within multilingual education. This article argues that intercultural representations incorporated in EFL textbooks are used as useful resources for helping learners develop their intercultural competences and communication skills. also, the ways teachers carry out their teaching in the classes are measured. The results of this study show that the teachers employ EFL textbooks effectively with utilizing potential teaching materials containing cultural values to promote learners’ intercultural competences and communicative skills within multilingual education. This study also suggests that English teachers needs reinforcement in multilingual education
Suggestopedia-Based Language Learning to Enhance Students’ Speaking Skills Viewed from Teachers’ Educational Background
No full textSpeaking skills are nowadays more promising skills economically to be learnt. The importance of mastering speaking skills shows that teachers should find a good solution to encourage their students to practice speaking much more. One of the learning models applied by teachers is suggestopedia-based language learning (SBLL) activities. Therefore, this study investigated the effectiveness of suggestopedia-based language learning to enhance students’ speaking skills viewed from teachers’ educational backgrounds at middle schools. To achieve the research goal, researchers employed experimental study using an equivalent pre-test and post-test control group design. The samples of this study were 75 students at middle schools, and they were divided into two classes. 33 students were involved as the experimental class subjected to the SBLL activities. 32 students were invited as the control classes, which was taught using the existing instructional activities (eclectic learning principles). The two groups were distributed speaking tests in the pre-test and post-test sessions. The variable of teachers’ educational background is assumed as helping variable that gives an effect on students’ speaking ability. The criteria used in this case are Very High (Educational Doctor) High (Educational Master), Moderate (Educational Bachelor), and Low (Non-educational Bachelor). The research findings of this study informed that the implementation of the SBLL has positive effects on speaking skills at middle schools. Furthermore, there is interaction between teachers’ educational background and the use of the SBLL in improving students’ speaking skills at middle schools. Therefore, this study can be concluded that the use of the SBLL was able to enhance students’ speaking skills viewed from teachers’ educational backgrounds at the middle schools
Developing an ELT Instructional Model for Vocational High Schools Students at Tourism Zones
No full textIndonesian Economic Development has become a gate to Bali and Lombok for international visitors. Recently, the Lombok tourism development has established a refinement after facing serial earthquakes. In the statistic for the tourism year 2016, there were 3.1 million tourists coming to Lombok. In addition, 3.8 million people were targeted to come to Lombok in the year 2020. In other words, Lombok promotes the highest contribution to the national government economy. Because of these issues, the vocational high schools which have tourism study programs should lead their students in foreign language communication, English. Teaching English for a specific purpose needs a precise instructional model because ELT teachers apply the ELT model for different objectives. Therefore, learners study English for different purposes. For vocational high school students, they learn English to help them to communicate in the workplace. Because of this, they are directed to have communicative competence. In senior or junior high schools, scientific-based instruction has been applied to help students learn English and even other subjects. This instruction is considered as a solution for them to have not only linguistic competencies but also communicative skills. Therefore, this study will be aimed at developing an instructional model for vocational high school students in tourism zones. This study applied the procedural research and development (R&D) design. The R&D design follows the Borg & Gall and David design, which consists of pre-development and development stages. The product of this study was an instructional model, namely the tourism-based instructional (TBI) model for vocational high school students in the tourism zones
Teaching English Using Two Stay Two Stray in Improving Students' English Speaking Skills Integrated with Foreign Language Anxiety
No full textThis research investigated the teaching of English by using Two Stay Two Stray to improve the students’ speaking skill in the 10th-grade students of vocational schools, West Nusa Tenggara Province, Indonesia. The participants of this research were 28 students. The research utilized a classroom action research. The research covered two cycles and each cycle consisted of four steps they were; planning, acting, observing, and reflecting. The research consisted of two cycles, and each cycle applied three parts, such as; pre-test, treatment, and post-test. The data collected were qualitative and quantitative data. The qualitative data were gained through observation and documentation. Meanwhile, the quantitative data was collected from the test. The researcher used SPSS 16.00 to analyze the quantitative data. The researcher found a significant improvement in students’ speaking skills after giving treatment using Two Stay Two Stray in cycle I and II. The improvement of using Two Stay Two Stray in improving the students’ speaking skill was significant. It can be seen from cycle I up to the cycle II. The result of the cycle I showed that the mean of post-test is higher than the the pre-test. The mean of the post-test was 66.14 and pre-test are 60.50. In cycle II, the mean of the post-test is higher than the mean of the pre-test. The mean score of post-test was 76.28 and pre-test are 66.14. The researcher concluded that using Two Stay Two Stray improved the 10th grade students’ speaking skill at vocational schools, West Nusa Tenggara Province
Enhancing Vocabulary Mastery through Applying Visual Auditory Kinesthetic (VAK): A Classroom Action
No full textVocabulary mastery is paramount to support the four language skills and it determines the success of students’ communication after grammatical competences. lexical competence is assumed as the second competence to that of the grammar. One of the alternatives in teaching vocabulary is visual auditory kinesthetic (VAK). This classroom action research (CAR) aimed at applying the VAK due to the students’ difficulties in memorizing new vocabulary especially the abstract noun. The procedure of the CAR comprises planning, acting, observing, and reflecting. Each stage has activities to attain the research goals. The subjects of this study were the Seventh Graders of SMP Islam Al-Badriyah. There were a vocabulary test, questionnaire, and observation sheet as the research instruments. Then, the data was analyzed using both quantitatively and qualitatively. The findings from the vocabulary test showed that 21 out of 25 students passed the settled minimum criteria or the mean score fell on 77. It found out the students were active participation, paid good attention to the material and showed enthusiasm in the English class. It can be concluded that the application of the VAK could increase not only the students’ vocabulary mastery but also classroom participation. In addition, the result of this current study proved that the application of VAK as one of the teaching alternatives could lead the students in memorizing abstracted vocabularies
Team Games-Language Learning Model in Improving Students’ Speaking and Listening Skills Viewed from Creativity
No full textSpeaking and listening are language skills that are supporting each other. Students who have good speaking competence will have good listening skills as well. Unfortunately, students who have good listening skills do not indicate that they have good speaking skills. To help students in improving speaking and listening, this study applied team games-based language learning (TG-BLL) model. This model was designed with appropriate learning materials and activities, and English experts validated the quality of learning materials. Therefore, this current study was aimed at investigating the use of the TG-BLL model to improve students’ speaking and listening skills viewed from their creativity at secondary schools at Algeria. To attain the research goal, this study employed quasi experimental research with using pre-test post-test control group design. 69 students were involved in this study as research samples. The samples were divided into two groups which are experimental and control groups. The samples were selected using cluster random sampling. The variable of creativity in this study was pointed as a helping variable to see whether the level of students’ creativity come to affect students’ speaking and listening skills. To see the significant effect of team games-based language learning on speaking and listening skills, the researcher applied t-test statistical analysis. Meanwhile, ANOVA statistical analysis was applied to see the interaction between the TG-BLL model and students’ creativity level on speaking and listening skills at the secondary level. The result showed that the TG-BLL model had good effect on speaking and listening skills in the experimental group. It was proven that the score of the t-test was higher than t-table with 0.05 significant level. Moreover, there was good interaction between the GBLL model and students’ creativity level to affect students’ speaking and listening skills at secondary schools. The implementation of the TG-BLL model was useful in improving students’ pronunciation, grammar, and knowledge of how sounds get reduced
The Effectiveness of Quiz Demonstration Practice Revision (QDPR) Model in Helping Students’ English Pronounciation
No full textThe study examined the effectiveness of Quiz Demonstration Practice Revision (QDPR) in helping students’ English pronunciation. There were two research questions in the study; 1) Is Quiz Demonstration Practice Revision (QDPR) model effective in helping students’ English pronunciation?, and 2) How Quiz Demonstration Practice Revision (QDPR) model is effective in helping students’ English pronunciation? To answer the research questions, the present researcher designed the study using an experimental quantitative research. The present researcher determined all of X grade students at MA. Tarbiyatul Muslimin Dasan Maalan as the population of the study and took 50 students as the sample of the study; 25 students as an experimental group and 25 students as a control group. In collecting the data of the study, the present researcher presented a test that as an instrument of the study. In analyzing the data, the present researcher calculated it using SPSS 16.0. The result of the study revealed the mean score in pre-test was 49.64 and the mean score was 73.68, while the control group, the mean score in pre-test was 71.60 and the mean score was 72.88. This means that Quiz Demonstration Practice Revision (QDPR) model is effective in helping students’ English pronunciation. Furthermore, the result of Paired Sample t-test in Sig. (two-tailed) is .000 which is lower than the significant level .005. It means that Quiz Demonstration Practice Revision (QDPR) model is significantly effective in helping students’ English pronunciation. Therefore, Quiz Demonstration Practice Revision (QDPR) model can be implemented in helping students’ English pronunciation especially senior high school students
Developing Metacognitive Writing Strategy to Enhance Writing Skills Viewed from Prospective Teachers' Critical Thinking Skills
No full textThe metacognitive awareness and critical thinking skills were essential to be subjected to the prospective teachers to regulate their learning and train how to practice writing effectively. This study was aimed at developing the model of the metacognitive writing strategy to improve prospective teachers' writing skills viewed from critical thinking skills in Indonesian higher education. To attain the research aim, the research and development (R&D) study was employed. The stages of R&D design included defining, designing, developing, and disseminating. To attest to the effectiveness of the metacognitive writing strategy, the researcher used a quasi-experimental design in the form of pre-test and post-test control group design. The prospective teachers were divided into two groups, the experimental and control group. The experimental group was treated using the metacognitive writing strategy, while the control group was taught using the conventional strategy. The instruments of collecting data used the metacognitive writing test and critical thinking test. Then, the data were analysed using descriptive and inferential statistical devices. The results of the study showed that the metacognitive writing strategy can help prospective teachers to regulate their learning activities in terms of what and how to write in the class. At the top of that, they are able to compose good exposition texts. It was proven that the average score of learners in the experimental class was higher than those on the control class. The research findings were elaborated in the research discussion
Students’ Abilities and Difficulties in Comprehending English Reading Texts at Secondary Schools; An Effect of Phonemic Awareness
No full textReading comprehension in the EFL context requires abilities not only linguistic competences but also reading strategies. The timely acquisition of this competence has a crucial effect for language learners. Unfortunately, most language learners in all level have low skills and high difficulties to acquire reading skills. This study aims to explore students’ abilities and difficulties in comprehending English reading texts as secondary level. This study is categorized as qualitative study consisting of three main data gathering methods: semi-structured interviews, classroom observations, and group discussions. The data collected then are analyzed in stages, namely data condensation, data display, and data conclusion. Based on the result of analysis, this study showed that students have low reading achievement at secondary level. The low achievement is affected by some reading difficulties such as low reading exercises, unwilling to read out loud, low reading skills, low vocabulary, low phonemic awareness, low reading strategies, and low grammatical competence. For further studies, reading exercises and phonemic awareness in reading activities should be paid intention with giving students with various reading texts to train them comprehend EFL texts