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Puspitaloka, Nina. "The Effects of Grammar Mastery and Critical Thinking towards Student’s Descriptive Writing Skill." ELT in Focus 2, no. 1 (September 13, 2019): 19–28. http://dx.doi.org/10.35706/eltinfc.v2i1.2024.
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The purpose of this research wants to know the effect both grammar mastery and critical thinking towards student’s descriptive writing skill. It wants to know the effect of grammar mastery towards student’s descriptive writing skill. And then, it wants to know the effect of critical thinking towards student’s descriptive writing skill. Research method is a survey research which is taken from 90 students that are chosen randomly sampling technique at private senior high school in Karawang. There are several instruments, which are used in viewing the relationship between two independent variables (grammar mastery and critical thinking) and one dependent variable (descriptive writing skill), namely: (1) multiple choice test to measure the level of knowledge grammar mastery, (2) questionnaires to measure the level of cognitive in critical thinking, and (3) writing test to measure student’s ability in terms of descriptive writing skill. Data analysis technique used SPSS Version 16.0. The result of the research shown that (1) both grammars learned by student and critical thinking ability have effects on the student’s writing skill. This is evidence of the value both independent variables are Fcount = 339,539 and sig as big as 0,000 < 0,05. (2) grammar learnt by the students has effect on the student’s descriptive writing skill, this is evidenced by tcount = 26,037 and sig as big as 0,000 < 0,05. (3) critical thinking ability has no effect on the student’s descriptive writing skill, this is evidence by tcount = 0,858 and sig as big as 0,393 > 0,05.
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Kusumastuti, Mayang, Mega Pratiwi, and Hendra Husnussalam. "IMPROVING GRAMMAR SKILL USING EGRA TECHNIQUE FOR THE STUDENTS’ EIGHTH GRADE AT SMPN 5 CIMAHI." PROJECT (Professional Journal of English Education) 2, no. 3 (May 11, 2019): 325. http://dx.doi.org/10.22460/project.v2i3.p325-331.
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Grammar is one part to improve four skills that we also known. To enhance grammar skill we have to prefer the accurately method as a way in studying grammar. The researcher was chosen Exposure, Generalization, Reinforcement, and Application (EGRA) technique as a method to teaching English grammar to students’ eigtht grade at SMPN 5 Cimahi. It was arranged with using pre-experimental method, peculiarly one-group pre-test post-test design. The technique showed that can develop grammar skill students’. The average score of the test result is 40,83 for the pre-test and 71,70 for the post-test. From the result, it can determine that EGRA technique can improve grammar skill students’. Besides that, EGRA technique can build a good team work in the classroom.
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Agustini, Siti, Norita Prasetya Wardhani, and Evy Nur Amalina. "Improving Students’ Grammar Skill Through Student Centered Learning at ITATS." English Focus: Journal of English Language Education 1, no. 2 (July 2, 2018): 77–85. http://dx.doi.org/10.24905/efj.v1i2.32.
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English is an International language which is used by so many people to interact with people from other countries. Good English ability is needed by students to support learning process and working after the students graduate from university. Grammar is a point of language. By knowing and understanding correct grammar, so, their English is better. The aim of this research was to give proposal of English learning to improve students' grammar ability. The method used was students’ center learning using presentation in the class. The materials were simple present and perfect, future simple tense, modal, comparative, and passive voice. This research was conducted on 33 students in ITATS. The result of this research was 87% of students got to increase score for post-test and 30% of students passed the score. Thus, students’ center learning method was effective to increase students' grammar ability.
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Nainggolan, Erni Susianti. "THE EFFECTS OF STUDENTS’ VOCABULARY AND GRAMMAR MASTERY TOWARDS ENGLISH RECOUNT WRITING SKILL IN THE SECOND GRADE OF PRIVATE JUNIOUR HIGH SCHOOL IN TANGERANG." Lexeme : Journal of Linguistics and Applied Linguistics 1, no. 1 (March 27, 2019): 80. http://dx.doi.org/10.32493/ljlal.v1i1.2486.
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AbstractThe purpose of this research is to obtain empirical data about the effects of students’ vocabulary and grammar mastery towards English recount writing skill. There are the effects of students’ vocabulary (X1) and grammar mastery(X2) towards students’ English recount writing skill (Y). That is proved by the result Fobservedis 679.878 with significance probability level Sig 0.000. The probability value is (0.000) less than 0.05. It means the regression model could be used to predict the students’ skill in writing. The result of data analysis, the multiple regression in which the multiple correlation coefficient, is ( R ) is 0.987 or (ryx1x2 = 0.987). It means it gives strong effects among them. The simultaneous contribution of perception on the teacher’s competence and grammar mastery towards students’ writing skill is R2 x 100% or 0.987 2 x 100% = 97.4 % and the rest 2.6 % determined by the other factors. In conclusion H0 is rejected and H1 is accepted significantly. There is no effect of students’ vocabulary (X1) toward students’ English recount writing skill (Y). It can be proved tobserved 1.574 meanwhile ttable = 1.69. Because of the score of Sig> 0.05 (0.124>0.05) and tobserved<ttable(1.57 <1.69). The score of Sig = 0.124 means H0 is accepted it means that there is no significant effect of student’s vocabulary toward students’ English recount writing skill. From the test of correlation and regression it can be concluded that there is no effect of students’ vocabulary towards students’ English recount writing skill. There is an effect between grammar mastery (X2) toward students’ writing skill (Y). It can be proved by tobserved 14.718 meanwhile ttable = 1.69. Because of the score of Sig< 0.05 (0.000<0.05) and tobserved>ttable(14.718 > 1.69) determination of regression significance criteria is the score of Sig = 0.000 means H0 is rejected. It means that there is a significant effect of grammar mastery towards students’ English recount writing skill.Keywords: Recount Text, Grammar Mastery, Regression Significance, Vocabulary, Writing Skill,
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ROSENTHAL ROLLINS, PAMELA, and CATHERINE E. SNOW. "Shared attention and grammatical development in typical children and children with autism." Journal of Child Language 25, no. 3 (October 1998): 653–73. http://dx.doi.org/10.1017/s0305000998003596.
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The two studies presented here explore the relationship between children's pragmatic skills and their growth in grammar. In study 1, thirty normally developing children were videotaped interacting with their parents at 1;2 and again at 2;7. Using correlational and regression techniques, we found that pragmatic accomplishments of MUTUAL ATTENTION, as well as mother's conversational style, explained 45% of the variance in grammar at 2;7. The second study investigated pragmatic–grammatical relationships with data from 6 high-functioning children with autism. To control for individual variation in skill level at the start of the study, within-individual growth rates for grammar were estimated as our outcome. The results substantiated those of study 1, in that pragmatic accomplishments within mutual attention predicted the per month growth rate in grammar. We interpret these findings as consistent with the position that the infant's social-pragmatic skills contribute to the acquisition of grammar.
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Santosa, Prita Pantau Putri. "Hubungan antara Penguasaan Tata Bahasa dengan Keterampilan Menulis Narasi Bahasa Inggris Siswa Kelas XI SMK Negeri 2 Depok." DEIKSIS 9, no. 02 (August 29, 2017): 182. http://dx.doi.org/10.30998/deiksis.v9i02.1172.
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The goal of this research is to analyse and prove the correlation between grammar mastery and students’English narrative writing skill at the 11th grade of SMK Negeri 2 Depok. Research data was collected by giving multiple cohoice tests of grammar and narrative writing skill. Furthermore, the data was analyzed quantitatively in order to know correlation coefficient, determination coefficient and signifinancy coefficient as part of hypothesis test. Data analysis was conducted with ? = 0,05. Based on the result of hypothesis test, the researcher has found the significant correlation of grammar mastery and students’ English narrative writing skill. <br /> <br />Kata Kunci: Penguasaan Tata Bahasa, Ketrampilan Menulis Narasi
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KHAN, KIREN, KEITH NELSON, and ELISABETH WHYTE. "Children choose their own stories: the impact of choice on children's learning of new narrative skills." Journal of Child Language 41, no. 4 (June 3, 2013): 949–62. http://dx.doi.org/10.1017/s0305000913000160.
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ABSTRACTDespite evidence that early narrative abilities are predictive of literacy skills and academic achievement, only limited progress has been made in understanding how the development of these narrative skills can be facilitated. The current study measured the effectiveness of a new narrative intervention conducted with 26 preschoolers. Children were assigned to one of two intervention conditions: an active-choice condition (able to choose story components) or a no-choice condition (story components were preselected). Both groups otherwise received the same explicit and engaging teaching of story grammar. As predicted, greater narrative skill gains were evident for the active-choice intervention; including larger gains on both central story grammar components and story information overall. Future implications for how stories might be presented to young children in order to more richly facilitate narrative skill acquisition are discussed.
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SETYOWATI, Luluk. "IMPROVING STUDENT’S SPEAKING ACHIEVEMENT THROUGH GUIDED GRAMMAR IN POLITEKNIK KELAPA SAWIT BEKASI." Scope : Journal of English Language Teaching 3, no. 2 (August 10, 2019): 109. http://dx.doi.org/10.30998/scope.v3i2.3402.
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<p class="IsiAbstrakabstractcontent">Speaking is an important skill in language learning, it is the key of active communication. As teaching speaking is important aspect in language learning process, this is a crucial part of second language learning and teaching. Despite this fact, for many years, teaching speaking in Indonesian context has been undervalued and English language teachers have continued to teach speaking as a repetition of drills or memorization of dialogues. However, today's education world requires that the goal of teaching speaking should improve students' communicative skills. Only in this way, the students can express themselves depend on the social context. In this study, the researcher attempts to conduct a research about the use of guided grammar and its impact in speaking achievement for students of oil palm plantation processing technology program of Politeknik Kelapa Sawit Bekasi. The activities of learning grammar provide an excellent opportunity for the learners to develop this skill. The result shows that at the beginning of guided grammar, students' speaking ability is still very limited. But when the speaking assignments in guided grammar went on for quite a long time, students were getting used to speak in grammatically correct way. Students felt that their speaking skills had improved and had become better than before.</p>
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Fahmi, Sri, and Cynantia Rachmijati. "IMPROVING STUDENTS’ WRITING SKILL USING GRAMMALY APPLICATION FOR SECOND GRADE IN SENIOR HIGH SCHOOL." PROJECT (Professional Journal of English Education) 4, no. 1 (January 4, 2021): 69. http://dx.doi.org/10.22460/project.v4i1.p69-74.
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Writing is the most important skill in learning a language. Through writing is a way to express student’s ideas, but most students are still deeply mistaken in spelling, grammar, vocabulary and also punctuation. The one way to fix it is to give the students solution with a tool that can help and guide to show their mistake. This research aim of improving students writing skills using Grammarly application. By using Grammarly students are guided to find out students' errors and how to fix it and improve their writing skills using Grammarly application, especially in second grade in senior high school. This research used a qualitative method through pre-test and posttest. The subject of this research is consists of 32 students in second grade in senior high school. The research finding that’s after using Grammarly application can improve student’s ability in writing and express what their thought and felt. It suggested that students should be confident in conveying their ideas into written form as well as maximizing this Grammarly application to help them find errors in writing and can find the correct one. It is recommended that teachers give more serious attention errors of students in writing because of solving. Keywords: Writing Skill, Grammarly Application
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Justice, Laura, Kate Cain, Hui Jiang, Jessica Logan, Rongfang Jia, Hui Jiang, Jessica A. Logan, and Rongfang Jia. "Modeling the Nature of Grammar and Vocabulary Trajectories From Prekindergarten to Third Grade." Journal of Speech, Language, and Hearing Research 61, no. 4 (April 17, 2018): 910–23. http://dx.doi.org/10.1044/2018_jslhr-l-17-0090.
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Purpose This study investigated the longitudinal development of 2 important contributors to reading comprehension, grammar, and vocabulary skills. The primary interest was to examine the trajectories of the 2 skill areas from preschool to 3rd grade. Method The study involved a longitudinal sample of 420 children from 4 sites. Language skills, including grammar and vocabulary, were assessed annually with multiple measures. Multivariate latent growth curve modeling was used to examine the developmental trajectories of grammar and vocabulary, to test the correlation between the 2 domains, and to investigate the effects of demographic predictors on language growth. Results Results showed that both grammar and vocabulary exhibited decelerating growth from preschool to Grade 2. In Grade 3, grammar growth further flattened, whereas vocabulary continued to grow stably. Growth of vocabulary and grammar were positively correlated. Demographic characteristics, such as child gender and family socioeconomic status, were found to predict the intercept but not the slope of the growth trajectories. Conclusions Children's growth in grammar skills is differentiated in a number of important ways from their growth in vocabulary skills. Results of this study suggest the need to differentiate these dimensions of language when seeking to closely examine growth from preschool to primary grades.
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Ratnawati and Sulastri. "The Correlation between Students’ Simple Past Tense Mastery and Their Ability in Translating Narrative Text Problems Faced by Students in Applying Grammar On Speaking Skill at Aba Umi Students 2017/2018." Inspiring: English Education Journal 1, no. 2 (August 27, 2018): 71–86. http://dx.doi.org/10.35905/inspiring.v1i2.841.
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This research was about the problems faced by students in applying grammar on speaking skill at the second semester students at ABA UMI. This research was carried to find out and analyze the types of problems encountered by students. In doing the research, the researchers used qualitative approach which involved descriptive method in it. Then, the data were collected through the questionnaire. The researchers took 23 students as the sample then gave the students test that consisted of 30 items: 25 multiple choice and 5 essays questions.There were four types of errors which were usually made by students of second semester students. They were omission, addition, misformation, and misordering. From the questionnaire finding, the results showed that based on the rate of the grammar problems faced by students percentage total error of omission is 14 on the percentage 0,60%, total error of addition is 18 on the percentage 0,78%, total error of misformation is 21 on the percentage 0,91%, and total error of misoredering 10 on the percentage 0,43%. It is followed by the problems speaking skill with mean percentage, of grammar is 64%, vocabulary 25%, and Pronunciation 11%.In conclusion, problems in the application of grammar on speaking skill is higher, it concluded that the grammar problems still become barrier that affect students speaking skill.
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Oladunjoye, PhD, Oluwayomi S. "Literacy Teaching: How Much Grammar Is Required in Writing as an Expressive Skill?" Studies in English Language Teaching 2, no. 4 (August 19, 2019): p420. http://dx.doi.org/10.22158/selt.v2n4p420.
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This paper is a one hypothesis research that investigates the perception of teachers on the effect of grammar on the expressive or productive skill of writing to provide a good platform for literacy teaching. One hundred undergraduates and post-graduates participants—50 each—were given a fifteen-item questionnaire to show their opinion on the relevance of grammar to the teaching of continuous writing. The hypothesis tested at 0.05 level of significance was rejected. Obtaining a mean score of 2.93 above the undergraduate students’ 1.92 in the t-test of the data collected, the findings show that the post-graduate students believe grammar is an essential part of good writing. The researcher consequently suggests ways of slicing up grammar teaching for better performance in writing.
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Iswahyuni, Dwi, and Sri Kiswati. "DEVELOPING STUDENTS’ WRITING SKILL THROUGH JIGSAW, MIND-MAPPING, AND ROUNDTABLE TECHNIQUES." Edutainment : Jurnal Ilmu Pendidikan dan Kependidikan 7, no. 1 (August 20, 2019): 82–93. http://dx.doi.org/10.35438/e.v7i1.165.
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Writing skill seems to be a difficult skill for many students. Whereas, they are demanded to be able to write at text level. This study investigates how students’ writing skill can be developed through the combination of jigsaw, mind-mapping, and roundtable techniques. The aim of the study was to find out in what ways the combination of jigsaw, mind-mapping, and roundtable techniques can develop students’ writing skill. Moreover, this study belonged to a pre-experimental study and the instruments employed in this study were tests and field notes. The results of the study showed that almost all of the students made some improvements after the treatments. All aspects which comprised grammar; mechanics; style and quality of expression; organization; and content aspects were improved. In addition, the highest improvement belonged to grammar aspect (30.73%). Furthermore, based on the field notes, the students gave positive responses towards the treatments and the treatments were worthwhile for the development of the students’ writing skill. Based on the results of the study, it can be concluded that the combination of jigsaw, mind-mapping, and roundtable techniques can develop students’ writing skill in many ways including grammar, mechanics, vocabulary, organization, and content aspects.
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Apsari, Yanuarti. "Snowball Throwing in Teaching Grammar." Lingual: Journal of Language and Culture 5, no. 1 (June 6, 2018): 52. http://dx.doi.org/10.24843/ljlc.2018.v05.i01.p08.
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The aims of this study were to describe the implementation of snowball throwing in teaching grammar and to investigate the benefits of applying snowball throwing. The research was conducted at STKIP Siliwangi Bandung. This study employed qualitative research involving one class consisting of second semester students in English department who were taking the subject of foundation of English grammar. The data were obtained from classroom observation and students’ interview. The findings showed that there are seven stages in implementing snowball throwing in teaching grammar. The stages consist of preparing teaching material, forming group, re-explaining the material to the member of the group, formulating question, tossing the ball, answering questions and evaluating teaching and learning process. In addition, the findings also revealed that there are some benefits from applying snowball throwing in teaching grammar such as improving of students’ comprehension in learning grammar, creating enjoyable learning’s atmosphere, increasing students’ vocabulary mastery, developing students’ speaking skill, developing of students’ cooperation skill and increasing of students’ participation in the class.
Keywords: Snowball throwing; benefits; grammar.
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Kemal, Edwar, Wahyudi Rahmat, Refa Lina Tiawati, and Suci Dwinitia. "PENINGKATAN KEMAMPUAN BERBICARA BAHASA INGGRIS MELALUI TEKNIK MEMBACA BERITA DI SMA DEK PADANG." RANGKIANG: Jurnal Pengabdian Pada Masyarakat 1, no. 1 (December 5, 2019): 30–34. http://dx.doi.org/10.22202/rangkiang.2019.v1i1.3772.
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Learning English, especially speaking skills, requires a variety of accurate strategies. The aim is to make it easier for students to learn English, the more ways they can learn it the easier it is to master it. However, it is important to remember that learning English is not learning knowledge that requires high logical reasoning, memorizing formulas, mastering tenses, grammar, and formal English grammar, and so on. But learning English is nothing more than a skill that is continuously practiced until it is accustomed, any language learned requires the practice of speaking the language learned.
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Diarani, Noraning, and Kastam Syamsi. "The contribution of the reading habit, vocabulary mastery, and grammar to the experience writing skill of 5th grade students of state elementary schools." Jurnal Prima Edukasia 7, no. 1 (January 4, 2019): 28–39. http://dx.doi.org/10.21831/jpe.v7i1.14283.
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This study aims to find out the contribution of reading habit, vocabulary mastery, and grammar mastery to the experience writing skill of the 5th grade students of state elementary schools in Bambanglipuro Subdistrict, Bantul, Yogyakarta. This study is an ex-post facto using the correlational quantitative research approach. The population comprised all 5th grade students of state elementary schools in Bambanglipuro Subdistrict, Bantul, Yogyakarta totaling 300 students. A sample of 169 students was established using the proportional random sampling technique. The instruments consisted of a test and questionnaire. The test was used to measure the vocabulary mastery, grammar mastery, and experience writing skill. The questionnaire was used to measure reading habit. The data were analyzed using the multiple regression analysis. The results show that there is a significant and positive contribution among reading habit, vocabulary mastery, and grammar mastery to the experience writing skill.
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Sari, Galih Putri Kemala. "THE CORRELATION BETWEEN GRAMMAR AND VOCABULARY MASTERY TOWARD SPEAKING SKILL AMONG THE SEVENTH GRADE STUDENTS OF MTSN 1 KEDIRI." Jurnal Pendidikan Bahasa Inggris Proficiency 1, no. 1 (January 7, 2019): 19. http://dx.doi.org/10.32503/proficiency.v1i1.696.
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This research is aimed to know whether there is significant correlation between grammar and vocabulary mastery toward speaking skill among the seventh grade students of MTsN 1 Kediri. The design of this research was descriptive quantitative. The sample was 194 students. . The research instruments in this research were tests and questionnaire. The result was there is significant correlation between grammar and vocabulary mastery toward speaking skill among the seventh grade students of MTsN 1 Kediri. The value of correlation between X1 and Y is 0,46, then for correlation between X2 and Y is 0,234. It is recommended for the teachers to pay attention to the students’ speaking skill.
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Zadeh, Hasan Haghani, and Parviz Behrouzi. "The role of teachers’ metacognitive awareness on language learners’ knowledge of grammar and critical thinking skills." Revista Tempos e Espaços em Educação 13, no. 32 (May 7, 2020): 1–23. http://dx.doi.org/10.20952/revtee.v13i32.13618.
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The present study was an attempt to discover the probable effects of EFL teachers’ Metacognitive Awareness (MA) on Iranian EFL learners’ knowledge of grammar and critical thinking ability. The study aimed to see whether or not teachers’ MA can improve language learner’ knowledge of grammar and critical thinking skill. To this end, 100 EFL teachers were selected and completed Metacognitive Awareness Inventory (MAI). Then, 10 teachers with lowest degree of MA and 10 with highest degree of MA were selected to teach 207 intermediate language learners. The learners selected took a grammar tests and a critical thinking ability questionnaire test before and after the treatment. Collecting and analyzing the data, it was revealed that teachers’ MA affected language learners’ knowledge of grammar, while it did not influence the participants’ critical thinking skills. The findings of the present study might be useful for language teachers and teacher trainers.
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Iswahyuni, Dwi. "EMBRACING SOCIAL MEDIA TO IMPROVE EFL LEARNERS' ENGLISH SKILL." PROJECT (Professional Journal of English Education) 4, no. 4 (July 12, 2021): 704. http://dx.doi.org/10.22460/project.v4i4.p704-711.
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Regarding the importance of exploring the use of social media to enhance English skill, this study investigated the use of social media to improve English skill of EFL learners especially non-English college students. The objective of this study was to find out in what ways social media can contribute to the improvement of EFL learners’ English skill. The research method employed in this study was descriptive qualitative method. In gaining data, this study used questionnaire and observation. The results showed that almost all respondents took advantage of social media to learn English. Some social media used were YouTube, WhatsApp, Instagram, Facebook, Twitter, TikTok, etc. The respondents revealed that by the use of social media, their reading skill (97.3% of the respondents), their writing skill (94.6% of the respondents), their vocabulary mastery (91.9% of the respondents), their listening skill (89.2% of the respondents), their speaking skill (86.5% of the respondents), their grammar mastery (83.8% of the respondents) could be improved. Based on the findings of the study, it can be inferred that social media can contribute to the improvement of EFL learners’ English skill in many ways including reading skill, writing skill, vocabulary mastery, listening skill, speaking skill, and grammar mastery. Keywords: EFL Learners, English Skill, Social Media
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Daniel, Jimmi. "The effect Analysis of Grammar Mastery towards Writing English Skill." Wanastra: Jurnal Bahasa dan Sastra 9, no. 2 (September 7, 2017): 167–72. http://dx.doi.org/10.31294/w.v9i2.2616.
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Rajagopalan, Isola. "Speaking Skills: Teaching of English Using Computers to Rural Students of IX Standard." Shanlax International Journal of English 7, no. 2 (March 17, 2019): 21–27. http://dx.doi.org/10.34293/english.v7i2.327.
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There are a growing demand and pressure on students to have a fair knowledge and command of English at present owing to the vast expansion of the knowledge era. It will not suffice if the students know about constructing sentences based on simple patterns. Command of expression is what is needed students are at a bay when they face interviews Inadequate possession of speaking skill of the students at the Higher secondary result in difficulty in attaining better speaking skill Teachers, have to find a way to enhance the performance of the students in learning Grammar. Ample opportunity should be given for promoting intellectual skills, critical thinking, reasoning and problem-solving ability. A suitable environment is to be created to develop the required skills to have a command over speaking skill.
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Fauziah Habibah, Fiza Asri. "THE EFFECTS OF TEACHING MEDIA AND GRAMMAR MASTERY TOWARDS STUDENTS’ SPEAKING SKILL AT STATE JUNIOR HIGH SCHOOLS IN TANGERANG BANTEN." Pujangga 4, no. 2 (December 12, 2019): 95. http://dx.doi.org/10.47313/pujangga.v4i2.704.
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<p>ABSTRACT<br />The research aims to know the effect of teaching media and grammar mastery towards students‘ speaking skill. This research was conducted at State Junior High Schools Cisauk Tangerang Banten with 574 population and the sample was 60 students which was gained through simple random sampling. This research is a kind of ex-periment method which means to give the different treatments upon two students‘ learning groups. The collec-tion of the data is done by giving multiple choice test. The gain data was then analyzed by using descriptive analysis. The research findings show that there is a significant effect of teaching media towards students‘ speaking skill at State Junior High Schools Cisauk in Tangerang Banten, there is a significant effect of grammar mastery towards students‘ speaking skill at State Junior High Schools Cisauk in Tangerang Banten, and there are significant interactive effects of teaching media and grammar mastery towards students‘ speaking skill at State Junior High Schools Cisauk in Tangerang Banten. Therefore, it can be recommended that the teachers should provide teaching media in teaching speaking skill and the students should have a good grammar mastery to have a good speaking skill.<br />Keywords: Teaching Media, Grammar Mastery, Speaking Skill<br />ABSTRAK<br />Penelitian ini bertujuan untuk mengetahui pengaruh media pembelajaran dan penguasaan tata bahasa terhadap kemampuan berbicara siswa. Penelitian ini dilaksanakan di sekolah Sekolah Menengah Pertama di Cisau, Tan-gerang, Banten dengan jumlah populasi sebanyak 574 orang siswa dan sampel sebanyak 60 orang siswa yang didapat dari teknik random sampling. Penelitian ini menggunakan metode eksperimen yaitu memberikan perla-kuan berbeda terhadap dua kelompok siswa. Pengumpulan data dilakukan dengan memberikan tes pilihan gan-da. Data yang didapat kemudian dianalisis menggunakan descriptive analysis. Hasil penelitian menunjukkan adanya pengaruh media pembelajaran terhadap kemampuan berbicara siswa di SMPN Cisau, Tangerang, Ban-ten, terdapat pengaruh penguasaan tata bahasa terhadap kemampuan berbicara siswadi SMPN Cisauk, Tange-rang, Banten, dan terdapat pengaruh interaktif yang signifikan media pembelajaran dan penguasaan tata bahasa terhadap kemampuan berbicara sisw di SMPN Cisauk, Tangerang, Banten. Oleh karena itu, para guru dianjur-kan untuk menyediakan media pembelajaran dalam pengajaran berbicara dan para siswa hendaknya menguasai tata bahasa yang baik agar mempunyai keterampilan berbicara yang baik.<br />Kata Kunci: pengaruh media, penguasaan tata Bahasa, kemampuan berbicara</p>
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Khan, Kiren S., Jessica Logan, Laura M. Justice, Ryan P. Bowles, and Shayne B. Piasta. "The Contribution of Vocabulary, Grammar, and Phonological Awareness Across a Continuum of Narrative Ability Levels in Young Children." Journal of Speech, Language, and Hearing Research 64, no. 9 (September 14, 2021): 3489–503. http://dx.doi.org/10.1044/2021_jslhr-20-00403.
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Purpose Narrative skill represents a higher-level linguistic skill that shows incremental development in the preschool years. During these years, there are considerable individual differences in this skill, with some children being highly skilled narrators (i.e., precocious) relative to peers of their age. In this study, we explored the contribution of three lower-level language skills to a range of narrative abilities, from children performing below expected levels for their age to those performing much higher than the expected levels for their age. We speculated that individual differences in lower-level skills would contribute meaningfully to variability in narrative skills. Method Using a sample of 336 children between 3 and 6 years of age ( M = 4.27 years, SD = 0.65), both multiple regression and quantile regression approaches were used to explore how vocabulary, grammar, and phonological awareness account for variance in children's “narrative ability index” (NAI), an index of how children scored on the Narrative Assessment Protocol–Second Edition relative to the expected performance for their age. Results Multiple regression results indicated that lower-level language skills explained a significant amount of variance (approximately 13%) in children's NAI scores. Quantile regression results indicated that phonological awareness and vocabulary accounted for significant variance in children's NAI scores at lower quantiles. At the median quantile, vocabulary and grammar accounted for significant variance in children's NAI scores. For precocious narrators, only vocabulary accounted for a significant amount of variance in children's NAI scores. Conclusion Results indicate that lower-level language skills work in conjunction to support narrative skills at different ability levels, improving understanding of how lower-level language skills contribute across a spectrum of higher-level linguistic abilities.
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Lestari, Fifa. "AN ANALYSIS OF STUDENT SPEAKING SKILL USING ROLE PLAY METHOD." PROJECT (Professional Journal of English Education) 3, no. 1 (January 27, 2020): 114. http://dx.doi.org/10.22460/project.v3i1.p114-119.
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One of the skills that must be mastered in learning English is speaking. However, many people do not have the confidence to speak English because of several problems, both in grammar, vocabulary, pronunciation or fluency. One of the many methods that can improve speaking skills is role-playing. The purpose of the study is to find out whether role-playing techniques can improve students' speaking skill or not. It turns out that from several opinions of students that the speaking skills of students can practice pronunciation, and can increase vocabulary. Based on the data, it can be concluded that role-playing techniques can improve students' speaking skills. Keywords: Speaking Skills, Role Play
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Hidayat, Didin Nuruddin. "Designing A Language Lesson: Pedagogical and Linguistic Perspectives." Vision: Journal for Language and Foreign Language Learning 7, no. 2 (October 31, 2018): 96. http://dx.doi.org/10.21580/vjv7i22864.
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<p>Designing a language lesson is a challenging task for teachers. In order to have a good language lesson, teachers cannot just rely on the textbook. They need at least to develop the lesson from the textbook or even to design their own lesson. Teachers also need to consider how they are going to apply the lesson planned in the classroom. Another consideration would be to integrate the specific language skill and/or element with the other skills. This is essential in order to achieve the utmost results of teaching and learning. This paper discusses a language lesson in the area of grammar - <em>Used To</em> <em> -</em> designed by the author. The lesson is not only intended to expose learners with the structure and rules of grammar, but also allow learners to practice the grammar in use. Hence, the developed grammar lesson aimed to improve the communicative competence of the learners. Considering the wide aspect of teaching analysis, the present article focuses on the application of the lessons in the classroom, the aspects of language skills covered, as well as the linguistic foundation for the exercises. It is hoped that this article can provide insights to language educators in developing grammar lessons that cater to the considerations of pedagogical and linguistic perspectives.</p>
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Fitri Senny Hapsari, Nurul Frijuniarsi, and Natalia Tri Astuti. "Using Kahoot! In Distance Learning To Increase Engineering Students English Skill." Journal of Development Research 5, no. 1 (May 31, 2021): 51–60. http://dx.doi.org/10.28926/jdr.v5i1.152.
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Since April 2020 The Ministry of Education stated the “Learning from Home” policy, that’s why The research was conducted during the COVID-19 pandemic in the academic year of 2020-2019 starting in April 2021. Where learning is learning process have been held virtually with the support of internet and some communication and computer-based device. As a matter of fact, distance learning is not as simple as it should be. So the purpose of this research is to improve grammar skills through interactive learning media so that it is interesting and does not make students bored while following the distance learning. Therefore, the authors conducted research by knowing the use of learning media based on Kahoot as an effort to improve students' English grammar skills. The research method applied is the Classroom Action Research Method which goes through 2 cycles with the final results showing that the use of kahoot as an alternative learning media is very effective in growing up the enthusiasm of students to attend lectures so that it has an impact on improving students' English grammar skills with the finding of the average score of students with The number of 70 in the first cycle and 80 as the average value in the second cycle, these results significantly increased from the average score of 60 before the implementation of kahoot as learning media.
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Ali Fauzi. "THE USE OF GRAMMAR-TRANSLATION METHOD TO TEACH READING TO THE TENTH CLASS STUDENTS AT SMK YPM 12 TUBAN ACADEMIC YEAR 2020/2021." Tadris : Jurnal Penelitian dan Pemikiran Pendidikan Islam 15, no. 1 (August 19, 2021): 24–35. http://dx.doi.org/10.51675/jt.v15i1.126.
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English is the first foreign language in Indonesia which is considered important in transferring and developing science and technology, arts and building the relationship among countries. Based on the 1994 basic course outline, the purpose of English teaching at Technical Senior High Schools is to develop the four language skills: listening, speaking, reading and writing. The teaching of those four language skills can be done in integrative way in which the emphasis is on developing the students’ reading skill. The less attention to a certain language skill may cause the students’ unbalanced mastery of English. However, teaching reading using certain method like grammar-translation method is also important because by it students will be able to understand the English text, grammar and structure and translation well through which they will be a means of improving other skills such as speaking. From the reasons, the researcher wants to study about The Use of Grammar-Translation Method to Teach reading to the Tenth Class Students at SMK YPM 12 Tuban Academic Year 2020/2021. This title is chosen because he is sure that reading is also important besides speaking, writing and listening.
This study is in form of descriptive analysis which means that he describes what he finds in the real life and he reveals them to prove the rightness of his assumption. He tries to find the data and process them and just describes his finding. He analyzes and describes about the use of grammar-translation method in teaching reading and the problems the teacher and students face in the process of teaching and learning. Besides them, it is also prominent to tell the process or activities in the teaching of reading using grammar-translation method. It is hoped that some alternatives to solve these problems can be found. Therefore it is expected that this study will be useful for English teacher as the alternative method to teach reading, for the readers to add their knowledge about different ways in teaching reading and for the students in general to be the reference to add their knowledge and to do further research.
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Hellmann, Esther, and Linnea C. Ehri. "The impact of story grammar instruction and text difficulty on students’ skill in summarizing narratives." Written Language and Literacy 23, no. 1 (October 19, 2020): 29–58. http://dx.doi.org/10.1075/wll.00032.hel.
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Abstract Previous research on teaching summarizing skill has focused on summarizing strategies that are appropriate for expository texts rather than narrative text. Findings of these studies showed an advantage for older over younger students but did not control for text difficulty, so age effects may have been confounded by text difficulty. The present study tested an intervention designed to improve summarizing of narrative texts, taking into account the factor of text difficulty. Thirty fourth-grade participants (mean age = 9.7 years) were pretested for reading and summarizing skill. Participants receiving the summarizing treatment (N = 15) were taught to write summaries of narrative texts based on story grammar components. Participants receiving the writing control treatment (N = 15) were taught to write about connections between their lives and the text. Results showed that the story grammar intervention improved the quality of narrative summaries and that better summaries came from easier text than harder text. The present study reveals a shortcoming of previous summarizing studies that attributed superior performance to age without considering text difficulty. Findings show the effectiveness of teaching fourth graders to apply story grammar components to improve their skill in summarizing narrative text.
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Nan, Chengyu. "Grammar and Grammaring: Toward Modes for English Grammar Teaching in China." English Language Teaching 8, no. 12 (November 12, 2015): 79. http://dx.doi.org/10.5539/elt.v8n12p79.
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<p>The value of grammar instruction in foreign language learning and teaching has been a focus of debate for quite some time, which has resulted in different views on grammar and grammar teaching as well as different teaching approaches based on different perspectives or in different language learning contexts. To explore some modes for grammar teaching in China on the basis of distinguishing grammar and grammaring, this research reviews briefly the current situations of grammar teaching at colleges in China and the various teaching modes adopted in different teaching contexts. Two teaching modes are suggested, linguistic mode and story-telling mode, which may activate inquiry learning and active learning. Linguistic mode, which emphasizes the dual features of grammar learning, is more reasoning-centered than knowledge-centered and is designed from linguistic and academic perspective for advanced learners. Story telling mode, which focuses on smooth communication in different contexts, is more skill-centered than rule-centered and is designed from social and communicative perspective for beginners. Exploring the modes for teaching grammar from linguistic and social perspectives will be a pilot study for inquiring other aspects of grammar teaching as well as for teaching grammar to the learners of other languages.</p>
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Sang Soo Lee. "The research teaching skill using Focus on Form of grammar education." Journal of North-east Asian Cultures 1, no. 33 (December 2012): 507–24. http://dx.doi.org/10.17949/jneac.1.33.201212.030.
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Rad, Hanieh Shafiee. "Effect of PCaRD DGB Flipped Learning on EFL Learners’ Grammar Skill." Journal of AsiaTEFL 18, no. 2 (June 30, 2021): 544–58. http://dx.doi.org/10.18823/asiatefl.2021.18.2.10.544.
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Kusumaningrat, Cokorda Istri Mas. "Guide Conversation Method In English Speaking Learning For Business Administration Class." Ganaya : Jurnal Ilmu Sosial dan Humaniora 4, no. 1 (March 27, 2021): 285–99. http://dx.doi.org/10.37329/ganaya.v4i1.1266.
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This study aims to determine the use of the guide conversation method in teaching speaking skillfor business at Business Administration Class of STISPOL Wira Bhakti Denpasar. This study uses a library research method, which is a research method based on expert opinions about speaking skills with the guide speaking method. So it can be concluded that learning English, especially speaking skills, requires a variety of precise strategies. The goal is to make it easier for students to learn English for business (English for special purposes) especially for telephoning, However, it should be remembered that learning English is not learning knowledge which requires high reasoning power, memorizing formulas, mastering tenses, grammar, and formal English grammar, and so on. However, learning English is nothing more than a skill that is continuously practiced until it is accustomed to it.
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Arega, Endale Endrias. "Impediments of Students' English Language Speaking Skill in Two Selected Preparatory Schools in Wolaita Zone." European Scientific Journal, ESJ 13, no. 14 (May 31, 2017): 83. http://dx.doi.org/10.19044/esj.2017.v13n14p83.
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This study was intended to investigate impediments of students' English Language speaking with particular reference to Wolaita Sodo and Areka Preparatory Schools. The study also examines causes that account for these impediments. The subjects of the study were grade 11 students of the aforementioned schools. The samples of the study were 620 students out of 2,388 students in both preparatory schools; again 14 students and 8 English Language teachers were selected for the interview. The sample students were selected using simple random sampling technique. The data gathering instruments used were questionnaire, interview and classroom observation. To achieve the objectives, descriptive method of research design is used. To analyze the obtained data, both qualitative and quantitative methods of data analysis were used. The findings show that: lack of confidence from the student side, excessive use of mother tongue, preference of grammar and vocabulary than speaking, poor speaking background, shortage of vocabulary, teachers' emphasis on grammar and vocabulary, teacher centered way of teaching, large class size, lack of access to teaching aids, shortage of text books and references. Each of these factors was also caused by different problems such as: Classmates’ laughing when one makes a mistake while speaking; focusing on teaching grammar than speaking; focusing of exam questions mainly on grammar and vocabulary than speaking, nature of the English Text Book and teachers' experience of traditional teaching. Finally, the recommendations were forwarded based on the findings.
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Madjid, Merla. "Improving Speaking Skill by Using Group Work Method." JLA (Jurnal Lingua Applicata) 3, no. 1 (June 15, 2020): 1. http://dx.doi.org/10.22146/jla.50732.
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There are four skills in English and one of the skills that students think is very difficult is speaking. Speaking is the skill that needs more practice and exercise, otherwise speaking fluency cannot be improved. Teacher needs to use different teaching techniques in order to reach all students effectively. The objective of this research is to see whether the method in teaching Speaking English by using the group work technique has a positive effect on the academic achievement of the students at Polytechnic ATIM (ATI Makassar), especially for Agro Industrial Engineering students who studied at the second grade. This research was carried out through class action research where teacher give some materials , apply the method, then give direct testing such as written test to find out how far students understand about the materials after they discussed in group. It is one of the assessment materials. Others assessments are taken from groups’ activities in class room, groups’ presentation, Individual’s interview test and questionnaire. This technique plays a positive role in improving the academic achievement in speaking. The technique can also improve students’ motivation in learning English; develop their Self-confidence and cooperation among students. The finding from questionnaire proves that this method can also be used to improve students’ mastery of grammar in use and motivate students in learning grammar. The method promotes learner autonomy by allowing students to make their own decision in the group without being told what to do by the teacher.
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Amalia, Dian Risky, and Nanda Fitriana Lukya. "Tahlil al-Akhta’ an-Nahwiyyah fi at-Ta’bir at-Tahririy fi IAIM Metro Lampung." International Journal of Arabic Language Teaching 2, no. 01 (June 23, 2020): 66. http://dx.doi.org/10.32332/ijalt.v2i01.2088.
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The writing as a language skill is not a simple skill. However, writing skills are the most difficult language skills to master because writing is a very complex cognitive process. One of the rules of writing that should be taken into account is the writing of grammar (grammar). The purpose of this study was to determine how grammatical errors in the editorial expression of the third mannequin of the University of Islamic Knowledge Metro Lampung. Based on an analysis of the data that was conducted. Type of this research It is qualitative and descriptive the researcher used methodically, qualitative research is a process of research and understanding based on the methodology that investigates the social phenomenon and human problems. The results of the research found that there are 20 errors in the editorial expression of students of the third stage of the University of Islamic Knowledge metro Lampung with details of 5 errors in the category of al ism almarfu’ (2 errors in the mubtada’, 1 errors in the na’at, 1 errors in the‘athaf, 1 errors in the fa’il), 5 errors In the category of al ismu almanshub (2 errors in the maf’ul bih, 3 errors in the ‘athof), 10 errors in the category of al ism almajrur (4 errors in the idhafah, 1 errors in the badal, and 4 errors in the syibh aljumlah). The final result presentation result is 25% erors in the category of al ism almarfu’, 25% errors In the category of al ismu almanshub and 50% in the category of al ism almajrur.
Key words: writing, grammar, error analysis
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Apsari, Yanuarti, Indra Andriana Saputra, and Gian Leriandini. "STUDENTS’ PERCEPTION OF SNOWBALL THROWING IN TEACHING GRAMMAR." PROJECT (Professional Journal of English Education) 2, no. 2 (March 30, 2019): 152. http://dx.doi.org/10.22460/project.v2i2.p152-158.
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The aim of the research is to investigate students’ perception of snowball throwing technique in teaching grammar. The research used qualitative descriptive research method and the participants of the research were second grade of SMPN 2 Padalarang. The data were obtained from questionnaire and interview. Questionnaire was used to obtain information about students' perception towards the implementation of snowball throwing in teaching grammar and interview was also used to get more specific information that cannot be accessed through questionnaire. From the questionnaire, the students answered strongly agree is 66,67%, agree 19,44% and disagree 13,89% that this technique is good to be implemented in teaching grammar. Therefore, the result shows that the implementation of snowball throwing technique in teaching grammar can help students to learn English grammar. Based on questionnaire and interview, they enjoyed learning with this technique and they showed some improvement on their participation of learning activity, their their creativity and their cooperative skill when learning with this technique.Keywords: Grammar, Snowball Throwing Technique , Students’ Perception.
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Moh Munir. "تعليم اللغة العربية في المعهد الإسلامي بفونوروغو." Studi Arab 10, no. 2 (December 30, 2019): 151–72. http://dx.doi.org/10.35891/sa.v10i2.1860.
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Learning Arabic in Indonesia has experienced the ups and downs along with the dynamics of education in Islamic educational institutions. It gives good attention in Arabic teaching is Islamic boarding school. The Islamic boarding school students have not been able to master language skills well, like Arrisalah concerns with speaking skill and Al amin Hudatul Muna 1 concerns with reading skill. This research focused on three aspects: the materials, the instrutions process and the kinds of languages activities in Arabic teaching in modern and salaf Islamic boarding school for class two. It is kind of qualitative study design to describe the results and collecting the data.The results of this study are: (1) the Arabic teaching materials in modern Islamic boarding school consist of 7 subjects, and salaf consist of 5 subjects. (2) the instructional method in modern Islamic boarding school are used grammar translation method, direct method, audio lingual method, reading method and inductive method. The instructional method in salaf islamic boarding school are used grammar translation method and deductive method. (3) the kinds of language activities in modern Islamic boarding school devided into two kinds namely language activities inside the class and language activities outside the class.
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Dewi, Ratna Ayu Pawestri Kusuma. "Implementing Teacher Races Game (TRG) to Improve Students' Grammar Skill Simple Past Tense." EDUTEC : Journal of Education And Technology 4, no. 2 (December 21, 2020): 187–201. http://dx.doi.org/10.29062/edu.v4i2.104.
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Vocabulary and grammar are the most essential components of all use of language as they have to be taught to the language learner to support to the development of the four skills, especially for writing skills Richard (1987:45). Unfortunately, Grammar has been believed as the most terrific problem for most of adolescence learners. They were terrific to construct wrong order of sentence (grammar) and this problem will effect on creating ideas in writing. This case indicates that grammar should be mastered by English learners especially students who want to create ideas in writing. Teacher races game provides a series of fun activity, and gives all the members’ opportunity to work cooperatively (Smith, 2008). This game can fulfill teacher’s need that is link and integrate four basics English language skills—listening, speaking, reading and writing skills into learning and teaching activity. This study was an experimental quantitative study which needs two subject groups – experimental and control group. The population chosen is one state junior high school in Surabaya. The simple random samples used; and VIII C as an experimental class and VIII A as a control class. The pre-test and post-test were given to both of the groups. Tests consist of tryout, pre-test and post-test that were used to collect the data. According to the collected data, the researcher made statistical calculation by using t-test and analysis to answer the research question. Ttest results were examined to know the comparison of experimental and control groups’ mean. The ttest of pre-test and post-test scores of the experimental and control group presented tvalue10.93. Meanwhile, the tvalue for rejecting the null hypothesis with df 50 at t.05 was 2.009. It indicated that tvalue > than tvalue (10.93>2.009) so that it can be concluded that null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted.
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Islamiah, Neneng, and Nurhasanah Nurhasanah. "SPEAKING SKILL AND PICTURE SERIES ON EFL CLASSROOM." Journal of English Teaching, Applied Linguistics and Literatures (JETALL) 2, no. 2 (November 26, 2019): 77. http://dx.doi.org/10.20527/jetall.v2i2.7311.
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This study was aimed to find out whether by using this techniques can motivate students in speaking. Result shows that the students’ ability in speaking English has a better ability after the students having the treatment. It is also proves that the application of procedures in using pictures series can also improve the students ability in speaking in five terms according to Oller,John W, they are accent, vocabulary, grammar, fluency, and comprehend. The purpose of the study aims to investigate whether the ability of the students after they have had treatment have better in the ability than before. This study was administered to the eleventh grade students of MIPA on SMAN7 Banjarmasin. The results of the research show that the teaching techniques can improve students speaking ability in both the first cycle and the second cycle, but the researcher only took 18 students for this study because their ability in speaking English is medium to low in ability in contrast to other students. This finding also proves that students’ ability. It also proves that the application of procedures in using serial pictures can improve the ability of English speaking students in five terms as mention before. From the data analysis the value of significant column p- 2tailed at the table show .000 which is lower than 0.05. That is the researcher conclude that; accent, vocabulary, grammar, fluency and also comprehension, the formulated null hypothesis was rejected. Regarding the result of the research showed that it did work.
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Sabaruddin. "Facebook Utilisation to Enhance English Writing Skill." English Language Teaching 12, no. 8 (July 9, 2019): 37. http://dx.doi.org/10.5539/elt.v12n8p37.
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This paper aims to investigate the use of Facebook in enhancing English writing skill of Indonesian students in the secondary high school context. The result of this research is hopefully beneficial to overcome English writing difficulties of secondary high school students in Indonesia. The discussion informs that Facebook utilisation in teaching writing improves learners motivation to write in English, increases grammar mastery of the students, and provides abundant learning materials for the learners to develop their English writing ability. The result of this study will be useful as a reference for English teachers to adjust Facebook use into their teaching practice in order to help students in improving their English writing skill.
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Nata, Julia Rheinta, Fungky Lusiana Sinamo, and Erikson Saragih. "AN ANALYSIS OF WRITING MATERIAL BASED ON ENGLISH GRAMMAR IN THE STUDENT’S TEXTBOOK FOR VOCATIONAL HIGH SCHOOL." Jurnal Perspektif Pendidikan 14, no. 2 (December 28, 2020): 78–88. http://dx.doi.org/10.31540/jpp.v14i2.1046.
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This research is mainly intended to find out whether the writing materials based on English grammar in the student’s textbook for Vocational High school is compatible or not with English material. This research applies descriptive research. In collecting data, the researcher does content analysis. The data are analyzed by steps, (1) presenting the materials (2) comparing the materials (3) judging whether materials of English textbook appropriate with the grammar of writing materials or not (4) drawing conclusions. The result of the analysis shows that the percentage of the compatibility of writing skills developed writing materials in the textbook is 73,68%, it means the textbook is good and compatible with writing material and the other skill which are developed in the textbook involve the compatibility of the listening materials, reading materials and speaking materials are 26,31%. This research implies the textbook entitled “Modul Bahasa Inggris” at first grade for Vocational High School is good writing materials to support the learning process of English grammar.
Keywords : content analysis, writing materials,textbook
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Gray, James W., and Ryan W. Smithers. "Task-Based Language Teaching With a Semantic-Centred Pedagogic Grammar." Canadian Journal of Applied Linguistics 22, no. 2 (September 11, 2019): 88–108. http://dx.doi.org/10.7202/1063775ar.
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Task-based language teaching (TBLT) is well known for providing authentic opportunities for second and foreign language (L2) skill development. However, for many learners the use of traditional grammar within TBLT lacks the functional support necessary to create accurate and fluent L2 output. The current study replaced traditional grammar explanations with a semantic meaning-order approach to pedagogical grammar (MAP or MAP grammar) as a means to bridge the language in tasks to their function and thereby strengthen form-to-meaning understanding. The study combined TBLT and MAP grammar to look for changes in the complexity, accuracy, and fluency of 127 L2 learners’ writings. The results showed TBLT and MAP separately increased syntactic complexity, whereas the combination of the two provided gains in accuracy and fluency. This was achieved by systematically directing learners’ attention to a sequence of functional choices thereby simplifying necessary metalinguistic explanations.
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Pratiwi, Zakiyah Farhanah, and Mutiara Ayu. "THE USE OF DESCRIBING PICTURE STRATEGY TO IMPROVE SECONDARY STUDENTS’ SPEAKING SKILL." Journal of English Language Teaching and Learning 1, no. 2 (December 30, 2020): 38–43. http://dx.doi.org/10.33365/jeltl.v1i2.603.
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Describing picture strategy is one of the techniques that can be used to improve students' speaking skills. Speaking skill is one of the subjects that difficult to be mastered by young learners. This study was conducted in SMA Al Azhar 3 Bandar Lampung at first-grade students. With qualitative data, the result showed that describing a picture strategy can improve students' speaking skills. This finding is in line with the previous research finding that describing pictures can help students to improve students’ speaking skills. Nevertheless, there are some problems gained in using describing picture strategy. Many students could not apply grammar correctly when they speak by using the strategy. The students are difficult to understand English when their friends speak English using describing the picture.
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Alam, Zerin. "Developing Listening Skills for Tertiary Level Learners." Dhaka University Journal of Linguistics 2, no. 3 (January 15, 2010): 19–52. http://dx.doi.org/10.3329/dujl.v2i3.4141.
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Although ELT in Bangladesh is moving away from the traditional grammar translation approach towards a CLT framework, we still do not give emphasis to all four skills which is recommended in the communicative approach. As listening remains a neglected skill the writers argue for the need to incorporate this skill at the tertiary level in order to improve communicative competence and in particular proficiency in Academic English. The article first discusses the theoretical overview for teaching listening including listening for academic purposes. Then it presents practical and effective tasks and materials that are appropriate for the Bangladeshi university context and will develop students' proficiency in Academic English.DOI: 10.3329/dujl.v2i3.4141 The Dhaka University Journal of Linguistics: Vol.2 No.3 February, 2009 Page: 19-52
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Nisrawati, Wa Ode. "Analysis of Students’ Needs Related to their Learning Preferences." PAROLE: Journal of Linguistics and Education 8, no. 1 (October 31, 2018): 38. http://dx.doi.org/10.14710/parole.v8i1.38-45.
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The objective of this research was to find out the Islamic Economy students’ needs and wants in learning English at State Islamic University of Pekalongan. The researcher used questionnaire to investigate and elicit opinion related to the needs, demands for English skills and preference of English learning activities, difficulties and barriers encountered by the students in learning English. The result reveals that most students show high demand on the speaking skill and want to develop it more. Besides, this research reveals that the students are facing difficulties and problems in communication because of the lacks of vocabulary, speaking skill, and grammar. Considering this result, it is suggested that the instructor/lecturer need to give more input of vocabularies especially vocabularies related to students’ major and occupational purposes.
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Anggita, Anggita, Edy Sutrisno, and Novi Desanti. "Developing Students’ Writing Skill By Using Webquest." Eksos 15, no. 2 (May 13, 2020): 104–28. http://dx.doi.org/10.31573/eksos.v15i2.87.
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Many Polytechnic’s students are not interested in writing and lose their enthusiastic. They often have many basic mistakes in written works and get low scores when doing writing tests. It is very difficult for them to come up with ideas and organize these ideas using an appropriate choice of vocabulary, sentence and paragraph organization, and translate these ideas into a readable text. Based on that problem, therefore, the main objective of this research is to examine to what extent the use of webquest can develop the writing skill of POLNEP’s students and to identify the mistakes of students’ writing skill in terms of content, grammar, organization, vocabulary, and mechanics. This research was a Classroom Action Research (CAR) which was carried out at Business Administration Department of Pontianak State Polytechnic. The population of this research was the fourth semester students of Business Administration Department of Pontianak State Polytechnic in the academic year of 2017/2018. The sample of this study was chosen because the students in this class had the lowest average score of writing test among the other classes. The total number of the students was 29. The procedure of the cycle consists of planning, acting, observing, and reflecting. This research used a number of data collection tools including writing test, semi-structured interview and observation. To analyze the data, the researcher used students’ writing test results which was scored by consulting the writing scoring rubric. To avoid subjectivity and personal bias of writing score, the researcher used inter-rater. The findings of the study showed that the use of Webquest develops students’ writing skill. Their writing improved syntactically and grammatically from draft to draft in the cycle. The students can manage to write longer paragraph with clear topic sentence and some related supporting ideas. They produce less mistakes in word order, tenses, sentence pattern, and other grammar forms. Besides, they show that they use wide vocabulary and sentence variety in their writing. The result proves positive insight that webquest is one of appropriate method to develop students’ writing skill.
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Rahardiani, Irene Femi, Dewi Rochsantiningsih, and Endang Setyaningsih. "Optimizing Reflective Practice Through Students’ Dialogue Video Recording to Improve Students’ Speaking Skill." English Education 5, no. 2 (January 29, 2017): 33. http://dx.doi.org/10.20961/eed.v5i2.36055.
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<p>This article describes an action research held at seventh grade students of a junior high school in Surakarta on the implementation of reflective practice through students’ dialogue video recording to improve students’ speaking skill. The research data are collected through observation, interview, questionnaire and speaking tests. The data are then analysed through the procedure of assembling, coding, comparing, building interpretations, and reporting the outcomes. The research findings point out that reflective practice through students’ dialogue video recording improves students’ speaking skill which including: 1) the students developed their vocabularies; 2) most of the students could pronounce in acceptable pronunciation; 3) many students could speak fluently without too many pauses or repetition; 4) students could correctly use the grammar and they could recognize the wrong and correct the grammar that had been taught. Besides, the students’ mean score also improves from 34 in pre-test, 45 in test 1 and 64.5 in post-test.</p>
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Haryanto, Subaidi. "TEACHING ENGLISH GRAMMAR WITH CLT AND EXPLANATION METHOD." Wahana Akademika: Jurnal Studi Islam dan Sosial 2, no. 2 (March 7, 2016): 3. http://dx.doi.org/10.21580/wa.v2i2.373.
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<p>Teaching English grammar can be taught by some methods. Two of them are communicative language teaching (CLT) and explanation method. Both CLT and explanation method can be used to present the English language materials such as authentic materials, Scrambled sentences, language games, picture strip stories, poems, songs, poetry, map, and role play. Each of them has strength and weakness. Teaching with CLT can make the class become interesting and the student will not get bored. Whereas, by only using the explanation the student will get bored and the teacher as well. In Indonesia CLT is a modified version to adopt teaching English skills such as reading, writing and and speaking. Structural approach is still applied for teaching language elements such as structure/grammar and vocabulary. Explanation method is used to develop reading skill. However, based on the data of test result by the students, the result of explanation technique is more effectively targeted better than CLT.</p><p> <strong><em>Keywords</em></strong>: <em>grammar</em>, <em>communicative</em>, <em>explanation</em>, <em>technique</em>, <em>teaching</em></p>
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Parnawati, Tantry Ajeng, and Atik Ulinuha. "ENGLISH AT HIGHER EDUCATION LEVEL: A NEED ANALYSIS." Premise: Journal of English Education 8, no. 2 (October 20, 2019): 226. http://dx.doi.org/10.24127/pj.v8i2.2296.
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This study aimed to reveal students’ skills on each English language skill and find out what students need and want on English language learning at higher education level. To meet the aim of the study, a mixed-method approach was employed. The participants of this study were students who have enrolled in a General English course at the target University. Quantitative data was gained from an online questionnaire and Qualitative data was obtained from the interviews. The result of this study showed that students are more confident with their reading and writing skills than their speaking and listening skills. The finding also showed that they need to learn more about speaking skill. For the students’ need, English for supporting their job gained the highest percentage among the other choices. However, students also wanted to learn more on grammar. Therefore, an adjustment for English teaching material at higher education level at the target university needs to conduct
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Fata, Ika Apriani, Usman Kasim, Dian Fajrina, and Arief Darmawan. "A Study on Teacher’s Experiment and Students’ Development with Listing Technique (LT) in Writing EFL Class." Al-Ta lim Journal 22, no. 3 (December 10, 2015): 220–35. http://dx.doi.org/10.15548/jt.v22i3.146.
Full textAbstract:
This paper reports a case study of students’ writing development at state junior high school in Indonesia. The common problems in writing are developing main ideas, vocabulary and grammar subsequently using listing technique is one of the ways to generate ideas. It develops and arranges students’ ideas well. The purpose of this study is to find out whether listing technique can improve students’ writing skill or not with quantitative design. There were 23 students as the sample in which design randomly. The instruments were test and lesson plan. There were two test; pre-test and post-test. The result of test found that there was significant difference of the students’ writing skill between pre-test and post-test after teaching by using listing technique. To prove the hypothesis, the writer used t-score formula. Based on data analysis t-score was 12.5, meanwhile t-table was 2.074. Also, listing technique could improve students’ ability of writing aspects. Therefore, the writer concluded that teaching writing descriptive text by using listing technique gave good effect for students’ writing skill and the ability in aspects of writing; content, vocabulary and grammar. Keywords: Developing writing skill, listing technique, EFLCopyright © 2015 by Al-Ta'lim All right reserved