English Review: Journal of English Education
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INVESTIGATING UNDERGRADUATE STUDENTS’ PERCEPTIONS OF EXTENSIVE READING TOWARD THEIR VOCABULARY MASTERY IN ENGLISH DEPARTMENT OF PATTIMURA UNIVERSITY AMBON
Get PDFReading is one of the critical skills in learning English in which students can develop their cognition, build vocabulary, as well as bring enjoyment. Extensive reading is known as one of the useful approaches to build students’ vocabulary repertoires by engaging students to read as much as they can be based on their appropriate reading level. Therefore, this survey study aims to find out how the students perceive their reading experiences in the extensive reading, how this approach increases their English vocabulary, as well as their reading comprehension. For the data collection technique, we distributed questionnaires for 40 undergraduate students in their second and fourth semester in the English department. To gain more comprehensive data, we also interviewed 20 students. The results of this study revealed that the majority of students show their positive response to and perception of extensive reading. We also found that this approach impacts the progress of students’ reading comprehension as well as the development of their vocabulary building. The findings of this study shed light on students’ perceptions of extensive reading and how it impacts their vocabulary building and reading comprehension. This study prompts further studies to examine the effectiveness of extensive reading on vocabulary learning of English foreign language students in various reading levels
STUDENTS’ RESPONSES TOWARDS E-LEARNING SCHOOLOGY CONTENT ON CREATIVE WRITING LEARNING DURING THE COVID-19 PANDEMIC
Get PDFThe era of the COVID-19 pandemic brought major changes in the world of education, not only in Indonesia, but in the world. Almost all countries feel the same way. The learning system has switched from an offline/face-to-face to an online system. This world disaster has made many new applications appear or the famous applications that support online learning. One of them is Indonesian learning which requires learning technology, especially writing skills; creative writing. Writing skills in high school are needed. There are many types of creative writing that must be mastered by students, such as writing biographies, writing short stories, writing poetry, and so on. Moreover, in the 2013 curriculum, Indonesian language learning is text-based which directs students to be able to produce text-based writings. The purpose of this study was to determine the practicality of the content of E-Learning Schoology in learning creative writing in high schools in Palembang city in terms of teachers. This research is research and development research. The object of research is the 10th grade Indonesian at SMA Palembang. The method used is the Delpi method. Data collection techniques are questionnaires and FGDs. Data were analyzed quantitatively and qualitatively. Based on the results of research and discussion, it can be concluded as follows. First, the E-Learning Schoology content for creative writing learning has been practically used based on the small group test which was participated by 10 students. This practicality can be seen from the assessments given by students on aspects of material, language, content presentation, and E-Learning which show a very decent value. Mean value which was above 4.25. Second, the students stated that the content developed has advantages such as, interesting, motivating, complete material, easy to use, inspiring, provides many learning experiences, the language is easy to understand, the features used are interesting and make it easier to learn. Third, this content has weaknesses, but these weaknesses occured because of the lack of understanding of students in operating this e-learning
THE UTILIZATION OF ZOOM, GOOGLE CLASSROOM, AND QUIZIZZ IN MARITIME ENGLISH LEARNING
Get PDFThis current pandemy has led both educators and students to acquire the ability to vastly adjust themselves in picking out and applying both a suitable and convinient way of teaching and learning that involve the use of technology. This paper is aimed at describing (1) how online learning platforms namely Zoom, Google Classroom, and Quizizz are collaboratively utilized in Maritime English (ME) learning (2) how effective they are, and (3) what setbecks the students encounterd during the learning proscess via this collaboration. The study uses a qualitative approach in which 62 of the total numbers of 110 students were surveyed by applying a purposive sampling inquiry technique after having accomplished their ME course for about three months to find out the effectivity and setbacks of the integration of those three online learning platforms. According to the survey, it turns out that the integration of those three platforms tends to be effective to be applied for ME learning in the meantime situation with the interval scale of 83.55% (strongly agree) and respectively feel that online learning method is the best method of learning to be applied in this current pandemic situation with the interval scale of 81.61% (strongly agree). However, the scale went lower, notching only 58.71% (unsure), when the students were inquired whether the online learning method in general is suitably applied regularly in normal time. This happens due to some constrains they have as well
LEARNING MODULE DEVELOPMENT ON COMPILING EXPOSITION AND ARGUMENTATION TEXT USING PROJECT-BASED LEARNING
Get PDFThis development research aims to develop and produce a learning module to compile an exposition text. Besides, this research and development also aim to describe the process of developing a material learning module, compiling an exposition text with a Project-Based Learning (PJBL) model for grade VIII SMP students, describing the feasibility of the module based on assessment and validation by media experts, material experts, linguists, and student trials. This research is included in the research category utilizing descriptive quantitative. The resulting quantitative data will be converted into qualitative data to describe the feasibility of the product being developed. The results of the research and development of the module show that the module developed is based on Tessmer's development with two main stages, namely the Preliminary stage which consists of the analysis and design stages, the Formative Evolution stage which consists of Self Evaluation, Prototyping, and Export Review. (Expert Test), One-To-One, Small Group, and Field Test. The validity of the learning module is seen based on the validation test, the results of the validation of media experts reach 75%, material experts 90%, and linguists 75% which can be categorized as valid. Based on product testing at the field test stage, the average score of students was 83.00 which could be categorized as good, while the results of the student response questionnaire obtained a score of 96% which could be categorized as very feasible. Based on the validation test, it can be concluded that the developed learning module can be used both in the student learning process independently and in the Indonesian language learning process, especially in the exposition text material of class VIII students in the class
DEVELOPING LEARNING MEDIA OF RECOUNT TEXTS FOR VOCATIONAL HIGH SCHOOL STUDENTS
Get PDFThis study was aimed to develop interactive multimedia of recount texts in teaching English in one Public Vocational High School in Palembang. In specific, this study was intended to see whether or not the developed interactive multimedia had validity, practicality, and potential effect. The subject of the study was the tenth-graders of Multimedia Study Program of the school. This development research applied Analysis, Design, Development, Implementation, and Evaluation (ADDIE) design. The formative evaluation was done through one to one evaluation, small group evaluation, and field test. The findings showed that the validity mean score of the developed product was 3.71, categorized as very high validity level. The practicality mean score in one-to-one evaluation was 3.69, in small group evaluation was 3.65, and in field test was 81.37, categorized as very high practicality level. The material of the reading test also had potential effect. It pointed out that there were 33 participants (94.28%) out of 35 participants in the test of reading achieved the minimum mastery criterion, which was 71
USING DRAMA IN EFL CLASSROOM FOR EXPLORING STUDENTS’ KNOWLEDGE AND LEARNING
Get PDFThis paper reported a research project on using drama in English as foreign language (EFL) classroom for exploring students’ knowledge and learning. The exploration aimed at understanding the students’ interests, abilities and motivations. Then, we also observed the teacher’s perceptions in the classrooms during the implementation of the drama for the students. In the study, we find that students show their good engagement and comprehension abilities. However, the perceptions of the teachers varied on the several aspects of the students’ preparation and performance. Further, their perceptions reflect the pedagogical context offering possibilities for cultural production in language learning. The research results underline how the drama can be used to construct the abilities for early language learners especially for social engagement and language comprehension
THE IMPLEMENTATION OF WRITE-AROUND PLUS STRATEGY TO IMPROVE STUDENTS’ WRITING SKILL
Get PDFWriting ability is one of English skills that need to be mastered by students. It is because students must express their idea well in order those readers can easily understand what students write. Moreover, many students’ problems are found in writing such as generating idea, lack of vocabulary, grammatical mistakes and so on. Regarding the occurrence of problem in mostly students’ writing, the researchers want to improve students’ writing skill in descriptive text by implementing write-around plus strategy. The purpose of conducting this research is to investigate whether the implementation of write-around plus strategy can improve students’ writing skill or not. This study is conducted by a pre-experimental study with measurement as the technique of collecting the data and written test as the tool of collecting the data. The research participants were 25 students as the eighth grade students in junior high school SMP Negeri 1 Gorontalo in academic year 2018/2019. The result of this study shows that there were improvements in all writing aspects such as fluency, grammar, vocabulary, content and spelling. The improvements of students’ writing can be shown by data analysis, namely the average result of the research for pre-test got 9.04 score and it currently has been increased in post-test about 13.4 score
DEVELOPING STUDENTS’ READING SKILL THROUGH MAKING MULTIMODAL INFERENCES
Get PDFThis present study investigated the development of students’ reading skills through making multimodal inferences. Moreover, the students’ difficulties in making multimodal inferences were explored. This study applied a classroom action research by involving twenty students studying at English education program in West Java. Three instruments covering reading tests of making multimodal inference, classroom observations, and questionnaire were conducted as data collections of this study. The results of this study indicate that the students’ reading skills improved significantly after making multimodal inferences. In the first cycle, sixty three percent of all students achieved the score more than seventy. Meanwhile, in the second cycle, eighty five percent of all students reached the score more than eighty-seven. It is reflected on the data gained from reading tests, classroom observations, and questionnaire. The findings show that almost all students achieved meaningful progress of reading skills through making multimodal inferences that they were able tomake inferences visually and verbally by using the clues of the texts and integrating it with their background knowledge, creating mental images in their minds, distinguishing between literal and implied meanings, implementing some reading strategies before, during, and after reading the text, and manifesting their inferences visually and verbally on Canva application. Thus, they were able to master micro and macro skills of reading comprehension and comprehend the multimodal texts completely.However, in making multimodal inference, some students got troubles in integrating visual and verbal aspects because of incomplete background knowledge in their minds. Therefore, the manifestation of their multimodal inferences was presented partially
Bangka-culture-based descriptive reading materials for tour and travel in SMK: Students’ needs analysis
Get PDFThis research aimed to find out the Vocational High School (SMK) students' needs in English reading materials development based on Bangka local culture reviewed by students', teachers', and stakeholders' views. The data were obtained through the use of a questionnaire and semi-structured interviews. The data were analyzed both quantitatively and qualitatively. The result of the need analysis showed that: 1) English was important for the students mostly to support their future carrier, 2) students’ English proficiency was in the beginner level, 3) students still had some difficulties in reading comprehension, 4) the kind of text needed was a descriptive text, 5) the forms of questions mostly suggested were multiple choice and essay, 6) there was a need of integrating English reading materials with the materials of the content subjects, 7) students still lacked knowledge about Bangka local culture, 8) there were no existing English reading materials which were integrated with Bangka local culture, 9) two main reasons of integrating Bangka local culture in reading, were enhancing the students’ knowledge about Bangka culture, and promoting their skills in their study program, 10) the aspects of Bangka local culture needed to be integrated into English reading materials were about arts, customs, foods, traditional clothes, traditional equipment, folklores, and historical places. Due to the needs, it was necessary to develop supplementary descriptive reading materials by integrating Bangka local culture which matched the students’ English proficiency and could support their study program
Developing questions of high order thinking skill using adventure story narrative text for junior high school students in Palembang
Get PDFThe aim of this study was to develop questions of high order thinking skill using adventure story narrative text based on Bloom’s Taxonomy framework. The research method applied was the developmental research developed by Akker (1999). The procedure of the study consisted of three stages, analysis, design, and evaluation. Formative evaluation by Tessmer was conducted to see the validity, practicality, and whether or not the developed product had potential effect to the students. The subject of this study was eighth grade students at SMP N 17 Palembang. The sample of the study was selected purposively based on the category of their English proficiency i.e: low, medium, and high English proficiency. Document related to Higher Order Thinking questions, students’ need, and students’ reading level were analyzed. The results of the analysis became the basis for designing the developed questions. The prototype I, the developed question as the beginning design was validated by 2 experts (expert review) and stated that the prototype 1 consists of 60 questions are valid with average score 4.3, and appropriate to be used. In one-to-one stage, prototype II was tested on 3 students, there were 10 questions that needed to be revised because the students had difficulty understanding what was being asked by the questions. The result of revised questions was called Prototype II. In a small group stage, Prototype II was tested on 6 students, there were 11 questions need to revised, the revised question then produced prototype III. Field test stage aimed to evaluate potential effect of the developed questions. The judgment of potential effect was seen from the mean score of the students in the field test. The results showed that students’ average score was 73. It means that the developed questions of high order thinking skill was categorized as very had high potential effect to the students