4 research outputs found
Using Cooperative Script to Improve the Eight Graders’ Vocabulary Mastery
No full textABSTRACT Nartiningrum, Novrika. 2013. Using Cooperative Script to Improve the Eight Graders’ Vocabulary Mastery. Sarjana’s Thesis, English Language Teaching, Faculty of Letters, State University of Malang. Advisor: Siti Muniroh, S.Pd., M.A. Key Words: Cooperative Script, students’ vocabulary mastery, recount texts. Vocabulary is not taught as a particular subject in Indonesia. Vocabulary is taught by integrating vocabulary to reading, speaking, writing and listening. Based on the interview with the English teacher and one of the students of 8B class, the students of 8B class had problem in reading due to the students’ lack of vocabulary. In the preliminary study, there was no student who could pass the minimum passing standard score of 75. The research was designed to improve the students’ vocabulary mastery by implementing Cooperative Script Technique. After reading the 6 steps of Original Cooperative Script and reading some previous research proving that Cooperative Script is an effective teaching technique in teaching reading, the researcher decided to implement Cooperative Script in order to improve the students’ vocabulary mastery. This research was a Classroom Action Research, which consisted of one cycle. This cycle consisted of four steps. Those steps were planning, implementing, observing, and reflecting. The subjects of this study were 39 students of class 8B at SMP N 8 Malang, in the 2nd semester of academic year of 2012/2013. The instruments used to collect the data were field notes, students’ questionnaire, interview guide, vocabulary tests and video. The data were analyzed qualitatively and reported descriptively. The criterion of success was 80% of the students passed the minimum passing standard score of 75. The researcher determined 75 as the minimum passing standard score since the minimum passing standard score used in the school was 75. From the researcher’s discussion with the English teacher, the researcher determined that the cycle would end when at least 80% of the students passed the minimum passing standard score of 75. In the end of cycle I, 97% of the students could pass the minimum passing standard score of 75. In conclusion, the use of Cooperative Script helped more than 80% of the students to achieve the minimum passing standard score of 75. Thus, the criterion of success was achieved. The result of the students’ vocabulary test in post-test showed that they were able to understand the meaning of the verbs used in past tense and the meaning of nouns and adjectives used in recount texts. The results of this study showed that Cooperative Script Technique can be used to improve the students’ vocabulary mastery by implementing 6 steps as follows: (1) The teacher asks the students to work in pairs. (2) The teacher distributes recount texts and asks the students to look for the unfamiliar nouns, adjectives and the verbs from the recount text given. (3) The teacher decides who become the first speaker and the first listener from every pair. (4) The speaker read the unfamiliar nouns, adjectives and the verbs from the recount text given while the listener listens and gives the meaning to the nouns, adjectives and the verbs. The teacher allows the students to discuss the meaning of the unfamiliar words. (5) Exchange roles, the speaker becomes the listener and vice versa. (6) The teacher and the students discussed the meanings of the unfamiliar nouns, adjectives and the verbs based on the context of the recount text. Other than the 6 main steps, the researcher also asked the students to do some additional activities; read the text loudly, discussing the content of the text, and doing the students’ worksheet. Based on the result of this research, it is suggested that English teachers use Cooperative Script as alternative teaching technique in order to improve the students’ vocabulary mastery.
Online Learning amidst Global Pandemic: EFL Students’ Challenges, Suggestions, and Needed Materials
Get PDFCovid-19 pandemic brings changes in many aspects of peoples’ lives throughout the world. The spread of Covid-19 in Indonesia affects the education system in this country. Face-to-face instructions are shifted into full online learnings from home. Despite this quite drastic change, the literature on students’ insights of this matter has still been silent. Thus, the present study elucidates 45 EFL students’ challenges, suggestions and needed materials during these online classes. Rely on qualitative data analysis from written responses and semi-structured interviews, the findings disclosed that these EFL students’ main challenges in attending online courses were the unsteady networks and the less direct interactions. These students mainly suggested the use of video conferencing applications such as zoom or Google meet, though some students chose assignments over those applications. The students also mentioned that they basically needed grammar related materials within the online classes. The findings bring forward the picture of full online learning condition during Covid-19 outbreak on EFL setting in Indonesia
DEVELOPING ENGLISH TEACHING MATERIALS FOR ACCOUNTING STUDENTS: AN ESP APPROACH
Get PDFThe contextualization of teaching materials with learners’ needs is an absolute demand to achieve the success of a language learning. For this purpose, the present study aims to develop representative English materials for accounting students at IAIN Surakarta. Drawing on a research and development, this study was based on procedures adapted from Latief (2014), which followed several stages (1) need analysis; (2) prototype development; (3) experts validation; (4) field test/try-out; (5) product revision; and (6) dissemination and implementation. A questionnaire, focus group discussion, and semi-structured interview were employed to gather the data on students’ needs and material feedbacks from 147 accounting students, 3 English teachers, and the head of accounting department at IAIN Surakarta. The results revealed that the students needed English materials that were closely related to accounting and business field. This study also resulted in a developed modul consisting of eight units, each unit presents reading, speaking, and writing skills that were contextualized with the students’ needs. These results have filled the existing gap of providing representative materials to assist the students to develop their language skills in accounting and business environment.Keywords: English for Accounting, Material Development, Need Analysis, Research and Developmen
Error analysis of undergraduate students' writing performances: IELTS-based activities
Get PDFAs English as a Foreign Language (EFL) students, it is expected that they should have good ability in four skills of English, including writing skill. However, errors are still found in students’ written works. This paper examines the different types of writing errors made by 10 Indonesian undergraduate students who were enrolled in an IELTS preparation class. Descriptive qualitative research was employed in this study. The errors in the term papers were identified and classified accordingly. The students’ works were assessed based on four aspects: task achievement, cohesion and coherence, lexical resource, grammatical range, and accuracy. The result of this study showed that the highest percentage of students’ errors was in terms of lexical resource and grammatical range (accuracy), followed by three other common errors: singular or plural, word choice, and punctuation. Regarding to the task achievement, in Task 1, most of the students addressed the task but they didn't cover all the information needed. While in Task 2, some students presented clear opinions but with limited and inadequately developed ideas and gave no conclusion. Furthermore, for the results of cohesion and coherence in Task 1, most students showed good logical sequence and overall progression but with faulty cohesion devices. However in Task 2, some students presented either incoherent or illogical ideas or information. These results contribute as fruitful insights for language learners who want to enhance the IELTS comprehension, particularly writing performance
