75 research outputs found
PENDEKATAN COMMUNICATIVE LANGUAGE TEACHING DALAM VIDEO PROJECT YOUTUBE UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA
Get PDFMotivasi belajar terkorelasi erat dengan peningkatan prestasi belajar bahasa Inggris. Karena pentingnya motivasi bagi peningkatan belajar siswa maka perlu terus dicari cara yang dirasakan tepat bagi siswa. Keaktifan siswa dalam menggunakan bahasa Inggris dapat ditingkatkan dengan menggunakan pendekatan Communicative Language Teaching (CLT). Tujuan dari CLT adalah pengajaran kompetensi berbahasa komunikatif. Di samping itu kemajuan ilmu pengetahuan khususnya internet dan teknologi informasi dalam hal ini media sosial termasuk Youtube yang telah menjadi bagian keseharian generasi muda sekarang ini, bisa menjadi alternatif cara meningkatkan motivasi siswa dalam belajar bahasa Inggris. Penugasan membuat video project yang kemudian diupload ke Youtube diharapkan bisa meningkatkan motivasi siswa belajar bahasa Inggris dan sekaligus merangsang kreatifitas siswa agar tidak hanya menjadi penonton tetapi bisa memetik manfaat dari adanya Youtube. Manfaat pertama yang diharapkan adalah meningkatnya motivasi siswa untuk mempelajari bahasa Inggris ketika video mereka di Youtube ditonton oleh banyak viewers. Manfaat kedua adalah menumbuhkan jiwa wirausaha siswa dengan menjadikan Youtube sebagai salah satu alternatif yang bisa mendatangkan keuntungan ekonomis. Metode yang digunakan dalam peneliti ini adalah kualitatif. Penelitian kualitatif merupakan upaya untuk memperoleh data berupa deskripsi tentang hal-hal yang diamati. Hasil penelitian menunjukkan bahwa penugasan video project dapat meningkatkan motivasi belajar siswa sehingga meningkatkan prestasi belajar bahasa Inggris namun tidak mampu menjadi salah satu alternatif cara mendatangkan keuntungan ekonomis karena mereka menemui banyak hambatan dalam mencari jumlah viewers yang signifikan terkait kondisi mayoritas siswa yang berasal dari kalangan ekonomi menengah ke bawa
A Comparative Study Of the Students’ Competence in Finding Figurative And Lexical Meaning To Improve Speaking Ability at the Eleventh Grade of SMAN 1 Maja
No full textStudents often have difficulty understanding figurative meanings compared to lexical meanings. Figurative meaning refers to the immediate meaning conveyed when a language is spoken in isolation, while the secondary meaning is dependent on the context; this is known as figurative meaning. On the other hand, lexical meaning refers to the literal meaning of language elements as symbols of things. The research aims to assess students’ proficiency in identifying figurative and lexical meanings and to compare this between the experiment and control classes. The study involved 46 students from the eleventh year at SMAN 1 Maja. It was a quantitative research study, indicating that the data collected were presented in numerical form and then interpreted using statistical analysis. The research tools included a questionnaire, observation, pre-test, and post-test. The results of the research showed that students' competence in identifying figurative and lexical meanings was low during the pre-test (5.23) and reached a sufficient level during the post-test (6.07). The post-test scores for figurative and lexical meanings were 6.57 and 6.92, respectively. The difference between pre-test and post-test scores was analyzed using t-tests, which yielded significant results for both the control class (t=4.84) and the experiment class (t=3.94) for figurative meaning, and for lexical meaning in the control class (t=2.712) and the experiment class (t=3.98). These results demonstrate that students' competence in identifying figurative and lexical meanings can improve their English proficiency, particularly in enhancing their speaking ability
The Relationship Between Reading Speed and Comprehension: A Diagnostic Study with AceReader
Get PDFThis diagnostic study investigates the relationship between reading speed and reading comprehension among Indonesian EFL learners, Fourth-semester students of the Communication Science Study Program, Faculty of Social and Political Sciences, using the digital assessment tool, AceReader. Thirteen participants completed three reading texts, each followed by comprehension questions. Reading speed (wpm) and comprehension scores (%) were recorded and averaged. Descriptive analysis revealed mean reading speeds of 107.8, 143.2, and 131.5 wpm across the three texts, and comprehension means of 75%, 55.8%, and 63.5%, respectively. The standard deviation values indicate moderate to high variability in both reading speed and comprehension. Linear regression analysis showed no statistically significant relationship between reading speed and comprehension (R² = 0.005, p = 0.820). These results suggest that reading speed alone does not predict comprehension ability. The study highlights the complexity of reading fluency in EFL contexts and calls for a more integrated approach to reading instruction and assessment
RMD METHOD WITH COLLABORATIVE WRITING APPROACH TO INCREASING STUDENT’S ABILITY TO CREATE A BOOK
Get PDFPenelitian ini berlangsung di universitas/sekolah tinggi di Kabupaten Majalengka pada mahasiswa semester empat dengan berdasar pada asumsi bahwa kemampuanmenulis harus dikembangkan secara berkesinambungan sebagai salah satu upaya untuk menciptakan budaya literasi di kampus. Metode RMD merupakan pengembangan dari metode RCM yang telah berhasil meningkatkan kemampuan menulis pada siswa SD kelas tinggi. Penulis mencoba mengadaptasinya agar bisa diterapkan pada mahasiswa yang memiliki tingkat kemampuan lebih tinggi. Metode itu dilakukan dengan pendekatan Collaborative Writing untuk membuat pembelajaran writing menjadi lebih menyenangkan dan mampu meningkatkan kemampuan mahasiswa untuk membuat karangan yang layak publikasi. Data penelitian diperoleh dari beberapa cara, yakni melalui analisis dokumen, observasi, kuesioner dan wawancara. Hasil observasi awal, kemampuan menulis mahasiswa masih rendah, mereka sulit menemukan ide dan mengembangkan karangan sehingga perlu dicari metode dan pendekatan yang cocok untuk mengatasinya. Penelitian menyimpulkan bahwa penggunaan metode RMD dikombinasikan dengan pendekatan collaborative writing bisa digunakan karena hal itu memberikan ide dan merangsang imajinasi dan kreatifitas mahasiswa sehingga mereka mampu mengembangkan karangan. Hasil penelitian ini membuktikan kemampuan menulis mahasiswa menigkat signifikan dengan menggunakan metode RMD yang dikombinasikan dengan collaborative writing sehingga mereka mampu membuat buku
Student’s Learning Strategies During Pandemic To Get A High Score On TOEIC Test
Get PDFTOEIC is one indicator for mastery of English language skills. SMKN 1 Kadipaten and SMKN 1 Majalengka are two vocational schools that get the opportunity for a free TOEIC test from Ministry of Education and Culture. This research was conducted to find out how students' learning strategies in the pandemic dealing with the TOEIC test to achieve high scores related to learning situations during the pandemic. The study was conducted on the12th grade students in two vocational schools. Data were obtained from the distribution of questionnaires to students in the two vocational schools, observations and interviews with English teachers. The most of them said they didn’t prepare specially for the test (61,9%). For learning strategy they used, just prepare by browse and look at TOEIC tutorial video (24,2%), discuss with a friend (11%), and 6,6% said they did the exercise from the sources that teacher shared. Only 1,6% who got guidance from teacher by WhatsApp chat, 4,9% by direct explanation, 0,5% by zoom/google meet. In conclusion, they used learning strategy by self-study. The lack of guidance from the teachers caused their TOEIC test score to be low. This is also correlated with their low awareness of the benefits of taking the TOEC test. They said did the test just for experience (51,9%). To improve test results in the future, it is very necessary to have more intensive guidance from teachers and also to growth motivation so that they have the purpose to get the best results
Implementation of Phase F Learning in Kurikulum Merdeka: How Well Students Able to Analyze Text?
Get PDF"Kurikulum Merdeka" allows teachers to choose the material they find necessary to teach in class. Phase F is a learning phase for grades 11 and 12 at vocational/senior high schools, with the final learning outcome that students should have standard competence in spoken, written, and visual English to communicate according to the situation, purpose, and audience/reader. In this phase, various texts can be used as the main learning material, as they can help students improve their vocabulary, grammar, interpretation, and ability to analyze and produce texts. However, many students face challenges with their basic English skills. A study was conducted to assess students' abilities in analyzing text, specifically analytical exposition texts. Fourteen students majoring in software engineering were involved in the qualitative descriptive study, and data was collected through observation and assessment. Students were required to analyze the text and record it as videos, aiming to increase their technological literacy through mastery of various applications such as Bandicam.The research findings revealed that students showed very good ability in analyzing the generic structure of the text, but struggled with analyzing language features like simple present tense, conjunctions, and terms related to the context. On the positive side, students demonstrated strong technological literacy as they were able to master various video-making applications
TEACHER’S PERSPECTIVE : ENGLISH IN ELEMENTARY SCHOOL, IS IT NECESSARY OR NOT?
Get PDFThe Covid 19 pandemic which requires online learning has caused learning difficulties for students at the junior high school level, especially in English subjects which they have only formally get because in elementary school there are no more English lessons. Especially in rural areas where students' insight is very limited and parents’ ability to assist their children in learning is also quite limited, it is become a big problem. English is really a new thing that they get, while with face-to-face learning, they lost opportunities to ask and discuss learning difficulties to their teacher. This study aims to find out how the perspective of elementary school teachers on English lessons, whether they consider it necessary or not if English is taught since elementary school related to a lot of students find difficulties to learn English in junior high school. 9 teachers participated in this research. They are spread evenly in various places in Majalengka district. Data were obtained through observation, questionnaires and interviews by google form and whatsapp and analyzed by qualitative. The results of the study finds that 100% of the teachers agreed English should taught in elementary schools. The obstacles might be faced if English is applied in elementary schools, 55,5 % said facilities and infrastructure, 22,2% said nothing and 11,1% students’ interest in learning english and 11,1% said that they don’t have English teacher. And their expectations are students able to speak in daily conversation (22,2%) and 77,8% hope students know basic english to make them easier in learning English at the next level
English Presentation By Self-Reflection Approach Assisted By Indisch Learning Applications To Improve Speaking Skill
Get PDFPenelitian ini melaporkan temuan penelitian aksi kelas pada presentasi bahasa Inggris menggunakan pendekatan refleksi diri pada semester keempat mahasiswa Fakultas Hukum di Universitas Majalengka. Tujuannya adalah untuk meningkatkan kemampuan berbicara siswa karena kurangnya kepercayaan diri dan kurangnya kesempatan untuk berbicara di depan umum menggunakan bahasa Inggris. Teknik Presentasi Bahasa Inggris dengan pendekatan Refleksi Diri dipilih dengan pertimbangan membiasakan siswa untuk berbicara bahasa Inggris di depan umum dan juga refleksi merupakan bagian penting dari pembelajaran sehingga memikirkannya dapat membantu mengidentifikasi kemungkinan perubahan. Model penelitian yang dilakukan dalam penelitian ini adalah model Kemmis dan Taggart. Karena penelitian ini dilakukan selama pandemi, penelitian ini dibantu oleh aplikasi pembelajaran Indisch yang memungkinkan proses pembelajaran terjadi baik sesi langsung maupun memberikan akses ketersediaan sumber belajar. Instrumen yang digunakan adalah pertanyaan item (kuis), lembar observasi dan video. Temuan ini menunjukkan bahwa terjadi peningkatan kemampuan siswa pada siklus I dengan nilai rata-rata 64,24, sedangkan pada siklus II adalah 81,77 dengan peningkatan persentase dari pra-siklus ke siklus I sebesar 31,84%, dari siklus I hingga siklus II meningkat sebesar 45,92% dan dari pra siklus ke siklus II meningkat sebesar 77,76%. Sehingga teknik presentasi bahasa Inggris dengan pendekatan refleksi diri dibantu oleh aplikasi pembelajaran Indisch dapat meningkatkan kemampuan berbicara mahasiswa semester IV Fakultas Hukum Universitas Majalengka tahun akademik 2019/2020.
 
Analysis of logistic distribution performance of good supply from PT. Mentari Trans Nusantara distribution center to branches using Smart PLS 3.0
No full textIntegrating Cooperative Learning in EFL Classroom to Alleviate Students’ Speaking (Fluency) Anxiety
Get PDFIn the EFL classroom, even though students learn all the skills and are good at some skills, they still feel anxious when they speak in front of the teacher and their friends. The feeling of anxiety can happen because of some factors. One of them is the learning atmosphere. Students feel uncomfortable with a learning atmosphere that is too strict and formal. Cooperative learning can be an alternative way to help alleviate students’ anxiety in speaking English. Since Cooperative learning is related to activities that focus on student learning through group work, it gives a supportive and safe learning vibe to those students who are afraid to speak their foreign language. This research investigates how to integrate cooperative learning in English Foreign Language classrooms to alleviate students speaking anxiety. This research employed a descriptive case study. The participants of this study were the teacher and 36 tenth-grade students in one of the senior high schools in Majalengka. The results showed that the teacher integrated cooperative learning in speaking activities through group investigation. Then, the students’ perceptions toward cooperative learning have advantages in alleviating speaking anxiety in the learning activities. It indicates that students positively perceive cooperative learning as alleviating speaking anxiety.The results showed that most students were anxious because they lacked confidence and practice. In overcoming this problem, the teacher integrated cooperative learning in speaking activities through group investigation. Moreover, the teacher allowed students to communicate with each other by using group work and gave the students practice with fluency while having the discussion and presentation. Then, the students’ perceptions toward cooperative learning have advantages in alleviating speaking anxiety in the learning activities. It indicates that students positively perceive cooperative learning as alleviating speaking anxiety
- …
