Journal of Language and Literature Studies
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203 research outputs found
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Practicing Cooperative Learning Model Using Picture Cube and Story Marker to Improve Writing Skills
No full textCooperative learning provides various activities in the form of individual and group works in teaching language skills. This research aims to improve the writing skills ability using cooperative learning model. This study was action research. The research was conducted in one cycle following the cyclical action research model consisting of planning, acting, observing, and reflecting. The subjects of this research were 20 students in Class 8D. In this research, there was two types of data, it is qualitative and quantitative data. The qualitative data are analyzed following three stages of qualitative data analysis, namely data collection, data condensation, data display, conclusion drawing, and final reporting. Meanwhile, the quantitative data cover students’ writing achievement collected using writing tests. The findings of this research show that the students’ writing skills are improved. They mastered key vocabulary and grammatical knowledge to compose sentences. The students kept on using writing strategies through cooperative learning model to understand a given text. The teaching and learning activities were interesting. Media used are Picture Cube and Story Marker to support cooperative learning activities. It is elaborated in discussion part of this article
Self-Regulated Writing Strategy as a Moderator of Metacognitive Control in Improving Prospective Teachers' Writing Skills
No full textThis study was aimed at investigating the accuracy of self-regulated learning as a moderator of the metacognitive control to improve prospective teachers’ writing skills. This study was a mixed-method with the concurrent embedded strategy. The experimental study was carried out to meet the effectiveness of self-regulated learning to improve prospective teachers’ writing skills viewed from metacognitive skills. The research instruments used the observation sheet and writing test. The research findings showed that the self-regulated learning model was effective as a moderator of the metacognitive control in improving prospective teachers’ writing skills. It was proven by the result of the analysis factor of variance (ANOVA) that indicated that the significant value was lower than the sig. level 0.05. This study can be concluded that the self-regulated learning model was effective to improve prospective teachers’ writing skills viewed from metacognitive awareness
Students’ Phonological Awareness and Their Strategy in Pronuncing Words
No full textThe result of the study revealed that the students have difficulties in pronouncing words that wre categorized into three parts, those were consonant, vowel, and diphthong. In consonant, the students made errors /p/, /b/, /d?/, /z/, /f/, /v/, /d/, /s/, /r/, /k/, /?/, /t/, /ð/,/?/. In vowels, the students made errors /?/, /æ/, /e/, /?/, /?/, /?/, /i:/, /?/. In diphthong, the students made error /a?/, /??/, /??/, /??/, /a?/. Furthermore, the students’ strategy in their reading activity was categorized into three namely low, middle, and high categories. For low category, the strategy in reading activity was by checking the difficult word in a dictionary, asking the lecture how to pronoun the difficult word, and practicing to read the word continuously. For middle category, the strategy in reading activity was by doing repetition to every single word, listening the pronunciation of the words using u-dictionary, and always practicing to pronounce every single word. For high category, the strategy in reading activity was guessing based on their knowledge pronunciation and make a relation with the word that the same sounds