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610 research outputs found
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Integrating Content-Language Integrated Learning (CLIL) in teaching speaking for young learners
Full text linkThe objective of this research is to find out whether there was any significant improvement in A1 students’ speaking skills after integrating the Content and Language Integrated Learning (CLIL) method in their speaking class. This study also aims to know the students’ perceptions of the implementation of CLIL. The subjects of the research were taken from two A1 classes in an English Course by employing simple random sampling. Using both quantitative and qualitative designs, this study used a speaking test and a set of questionnaires to gather the data. Besides, the researcher also conducted an interview session during the implementation of CLIL in the class. After analyzing the data using Repeated Measure T-test, the result shows that there was an improvement in the students’ speaking after they were being taught through CLIL. The students’ mean score increased from 53.56 on the Pre-test to 64.44 on the Post-test. Moreover, based on the result of the questionnaire and the interview, the students gave positive responses regarding the utilization of CLIL in learning speaking. They stated that they were interested to study using CLIL as it could motivate them to be active in the class and it also could help them to understand the lesson more. Hence, it can be concluded that the use of CLIL in the A1 class can give a positive impact on the students’ speaking skill
Improving students’ vocabulary through Online edutainment learning media at SMP Negeri 1 Pringsewu
Full text linkThe primary goal of this research is to determine whether there is an improvement in students’ vocabulary through Online Edutainment Learning Media. This research was conducted in SMPN 1 Pringsewu. The subjects of the research were 32 students from class 7.2, and the approach of the research was quantitative. Vocabulary tests were used to collect the data and analysed using a Paired-Sample t-test.The result of the vocabulary test showed that the students' vocabulary improved from the pre-test to the post-test mean score with a gain of 4.4. The increase in the student’s vocabulary mastery is statistically significant, p = 0.00 < 0.05 after the implementation of online edutainment media. This suggests that teaching vocabulary using Online Edutainment Learning Media facilities the students to find the meaning of words
Student's perception of the TOEFL preparation course proposal team
Full text linkThe purpose of this research is to explore students'' perceptions about the TOEFL preparation class that has been held by the Language Center of the University of Lampung within a year, which later the results of this research can be used as material for future evaluations towards achieving better quality. This research is a type of qualitative research. In addition, observations and questionnaires will also be distributed to support interviews so that the data obtained are more valid. The subjects in this study were 11 students from various faculties who took the TOEFL class preparation course. Qualitative data related to student perceptions will be analyzed manually based on Descriptive and In-Vivo coding. As a result, from what the participants knew about the TOEFL class is they know it very well. The facilities provided are still lacking, the material provided was well packaged and quite easy to understand, the method used was still too simple and unattractive, the study schedule could be better arranged and learning could start on time. In this study, there were 5 students from various faculties who were involved as participants. Each of the students and students were interviewed. The questions asked cover several topics, namely what they know about the TOEFL class at the Lampung University language lab, the facilities provided, the material being taught, the teaching techniques used and the time management applied.Keyword: TOEFL preparation, course, student’s perceptiondoi: https://dx.doi.org/10.23960/UJET.v11.i1.20228
The implementation of scaffolding on students’ writing ability in English online classes
Full text linkABSTRACTThe objectives of this research were to found out the improvement of the students' writing achievement before and after the implementation of scaffolding and also to found out what aspects of writing improved the most after the implementation of scaffolding at SMA N 1 Sendang Agung. The subject of this research was students of eleventh-grade (class XI IPA 1) in the academic year 2020/2021. This research was conducted virtually through Google Classroom. This research was a quantitative research and the method was one group pretest and post-test design. The analysis of SPSS 20 shows that there was an improvement of students' writing ability after the implementation of scaffolding. Beside, based on seeing the analysis of students' worked in pre-test and post-test on each aspect of writing, it could be found that content was the aspect that increased the most than other.Keyword: scaffolding, writing, online classes.doi: https://dx.doi.org/10.23960/UJET.v10.i4.20210
An analysis of students' errors in writing descriptive text
Full text linkABSTRACTThis research aims to find out the types of errors made by students in their descriptive text writing, the dominant errors made by the students, and to know students’ perception toward their error in writing. Moreover, this study used a descriptive qualitative study. In collecting the data, the researcher used a writing test and a written interview. The result of this study showed that students made 418 errors in writing descriptive text, they are organization 10 errors (2.4%), vocabulary 70 errors (16.7%), grammar 9 errors (2.2%), mechanic 162 errors (38.8%), omission 62 errors (14.8%), addition 74 errors (17.7%), misformation 23 errors (5.5%), and misordering 8 errors (1.9%). Based on the result, the mechanic was the dominant error that occurred in students’ writing. In addition, based on students' written interview result, the errors that students made were cause by their ignorance and lack of knowledge in writing. The purposes of this research were to know the errors made by students in writing then; the students will be motivated to continue learning so as not to make the same errors.Keywords: Error analysis, Writing, Descriptive Text, Students’ Perceptiondoi: https://dx.doi.org/10.23960/UJET.v10.i3.2021x
Improving students’ reading comprehension by using mind mapping technique through Mimind Application as android based mobile learning at the first grade of SMAN 1 Sumberejo in academic year 2020/2021
Full text linkThe objectives of this research are: (1) to find out the significant difference of using mind mapping through miMind Application in improving students’ reading comprehension of narrative text; and (2) to know the students’ responses toward miMind Application as android based mobile learning. This is a quantitative study which had intact group pre-test and post-test design. Therefore, the effectiveness of this study can be seen through the significant difference before and after the implementation of mind mapping technique through miMind Application as revealed on the students’ scores. This research was conducted at the first year of SMAN 1 Sumberejo in academic year 2020/2021. The sample of this research was X MIPA 1 consisted of 36 students which was selected by using cluster random sampling. The research data were collected by using reading test and questionnaire.The results show that students’ mean scores in the pre-test was 61.18 and post-test was 76.81. It can be seen that the students’ mean score of post-test increased about 15.63 point after being taught by using mind mapping technique through miMind Application. Then, the results were computately analyzed using Paired Samples T-Test through SPSS 20 Program, which showed that t-value (6.780) was higher than t-table (2.0301) at level of significance 0.05. Based on this result, H0 was rejected, while H1 was accepted. In other words, there is significant difference between the students’ reading comprehension in narrative text before and after the implementation of mind mapping technique through miMind application in SMAN 1 Sumberejo. It was also supported by the students’ responses in questionnaire. From the result, there were 89% students gave positive response toward mind mapping through miMind Application. It can be concluded that mind mapping technique through miMind Application is effective to improve students’ reading comprehension of narrative text. Keywords: Reading Comprehension, Mind Mapping Technique, miMind Application, Android, Mobile Learningdoi: https://dx.doi.org/10.23960/UJET.v10.i3.20210
The Correlation between Students’ Grammar Mastery and Writing Ability in Descriptive Text of the First Grade Students in MAN 1 Bandar Lampung
Full text linkThe objectives of the study were to find out the correlation between students’ grammar mastery and writing ability and to find out what aspect of writing has the most correlation on students’ grammar mastery. This research used quantitative approach. The subject of the research was the first grade students of MAN 1 Bandar Lampung. It consisted of thirteen classes; the total number of population was 439 students. By using sample random sampling, the sample of this research was 40 students taken from twelve classes (3 and 4 students in each class). A set of the grammar test in the form of multiple choices was used to measure students’ grammar mastery and writing test was used to measure students’ writing ability. Pearson Product Moment Correlation in SPSS 25.0 for windows was applied in this research to analyze the data. The result indicated that there was a correlation between students’ grammar mastery and their writing ability since the significant value was 0.730 resided between 0.600 - 0.800, which means the strength is high correlation. The data indicated that Sig. (2- tailed) = 0.00 which was lower than 0.05. This suggests that a student who has high scores in grammar mastery, she or he also get a good score in writing. It was assumed that language use was the aspect of writing has the most correlation on students’ grammar mastery because; it was found that during the writing test, the students showed various errors, such as using incorrect tenses and unstructured sentences. From the research findings, it can be concluded that there was a positive correlation between students’ grammar mastery and writing ability in descriptive text and language use was the aspect of writing that most correlated with grammar mastery. doi: https://dx.doi.org/10.23960/UJET.v10.i3.20211
The effect of Time Token Arends as cooperative learning types on the students’ speaking skills at eleventh grade of SMAN 1 Bandar Lampung
Full text linkThis research was aimed to find out the effect of Time Token Arends to students speaking skills aspects. This research applied qualitative and quantitative research by using the cooperative learning method. In taking the sample, the researcher used the purposive sampling technique. The number of the sample is 36 students at XI MIPA 1 SMAN 1 Bandar Lampung. The instrument of this research was an observation sheets, documentation and speaking test. There were 2 lesson plans and worksheets for the speaking test. The finding showed that there was a significant difference of students after being taught by using Time Token Arends strategy. Mean score of Pre-test was 58.7 and mean score of first Post-test was 69.1 and second Post-test was 76.1. Accent aspect increased 4.00, vocabulary aspect increased 3.33, comprehension aspect increased 3.34, fluency aspect increased 2.80, and grammar aspect increased 1.73.; it assumed that this technique has positive effect toward students speaking ability. doi: https://dx.doi.org/10.23960/UJET.v11.i1.20229
The effectiveness of using Mind Mapping Technique to improve students’ reading comprehension in the Narrative Text
Full text linkAbstract. The objectives of this research were to investigate if there was an improvement in students’ reading comprehension and to find out students’ attitudes toward the implementation of the mind mapping technique for teaching reading comprehension. The samples of this research were 30 students of first-year students of SMAN 1 Natar. The data were obtained through a pre-test and post-test in which the results were analyzed by using Paired Sample T-Test. The results of the research showed that there was a significant improvement in students’ reading comprehension since the t-value was 9.253 with the significance level of 0.00 and the student's attitude toward the implementation of the technique was positive. It can be concluded that the mind mapping technique enables students to improve their reading comprehension and they have a positive attitude toward the use of the strategy for teaching reading.Keywords: mind mapping technique, reading comprehension, students’ attitudedoi: https://dx.doi.org/10.23960/UJET.v10.i4.20211
Investigating English teacher’s teaching strategies in teaching reading comprehension
Full text linkThis study aims at investigating types of teaching strategies used by an Englishthe teacher and analyzing how she implemented them in teaching reading comprehension in senior high school. In order to observe the teacher’s strategies and how they were being applied, this study employed qualitative design. The instruments used to collect the data were observation, interview and document. The subject was an English teacher at SMAN 11 Banda Aceh.The results of the observation indicates that teacher used partial questioning strategy, review strategy, and feedback strategy. However, the teacher did not elaborate questioning strategy in her lesson plan. The teacher mixed questioning and review strategies at the beginning of the lesson and continued with feedback at the end of the lesson.Those strategies were very useful in attracting students’ attention, boosting up their confidence and keeping them focus on the lesson if managed properly