Editorial Board
Vol. 4 No. 2 (2023): September Issue
Articles
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Enhancing Students’ Writing Procedure Text Using the Scramble Method
Abstract View: 893 PDF Download: 579Students can communicate their ideas more effectively by writing down their ideas. Nevertheless, writing still presents challenges for students. Therefore, this research aims to determine the impact of the scramble method in improving students' procedural text writing skills and to find out what aspects of writing improve after using the scramble method. The experimental method using a pre-experimental design was used to conduct this research. Since the total population of this study was 26 students nursing students in the fourth semester, all the students were taken as samples using the study population sampling technique. To measure the students’ writing ability, pre-and post-tests of procedures writing were applied. To analyze the data, a t-test of paired sample t-test was used. The result revealed that the scramble method was effective in improving students’ writing skills. The findings revealed that the t-obtained (14.08) was higher than the t-table (2.059) at a significant p-value level less than 0.5. It indicated that the scramble method improved students' writing skills. Besides, students' writing skills increased in the following areas: vocabulary (1.85), organization (1.58), structure (1.15), content (0.81), and mechanism (0.65). Students' writing improved with the scramble method as they actively participated in reassembling scrambled sentences, encouraging their enthusiasm to write on engaging subjects.
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Reading Anxiety and Reading Comprehension in Senior High School Students
Abstract View: 1603 PDF Download: 791There is an indication that language anxiety impairs one’s ability to perform a language. Anxiety was one of the factors that affected reading activities since it is up to humans to control their own anxiety in order to improve their reading comprehension. This study aimed to examine the correlation and the contribution of students' reading anxiety to their reading comprehension This study utilized quantitative research by employing a correlational research design. To collect data for this study, 88 students from one of the senior high schools in Banyuasin, South Sumatra, were chosen utilizing the cluster sampling technique. A reading anxiety questionnaire and a reading comprehension test were instruments to collect the data. The findings revealed that there was no significant correlation between students' reading anxiety and reading comprehension, with the correlation coefficient or R-value (.063) being lower than r-table (0.177). Furthermore, the significant level (sig.2-tailed) was (0.599). It showed that p (0.559) was more than (0.05). There was no contribution between students' reading anxiety and reading comprehension in this study since there was no significant association between reading anxiety and reading comprehension. The study's findings demonstrated that students' reading anxiety had no effect on their ability to comprehend what they read.
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Differentiated Learning Approach for Improving Report Text Learning Outcomes for Tenth Graders
Abstract View: 586 PDF Download: 492The use of differentiated learning approaches to learning has become a trend in the MERDEKA Curriculum. This study aimed to improve English learning outcomes of report text through the differentiated learning approach based on students' readiness. This study utilized Classroom Action Research conducted in class XB at SMAN 4 Palembang with 34 students. Data for this research were obtained from tests, observations, tasks, and documentation. The data were analyzed qualitatively and quantitatively. Qualitative analysis involved data processing, reading, classifying, and interpreting, while quantitative data were analyzed using percentage analysis. This study consisted of two cycles, starting with the pre-cycle. Initially, 12 students (35.3%) passed, while 22 students (64.7%) did not reach the Minimum Learning Mastery Standard (KKM) with an average score of 63.82. After Cycle I, the number of students who successfully completed the tasks increased to 15 (44.1%), with 19 students (55.9%) not reaching the target, and the average score improved to 71.17. In Cycle II, a significant improvement was observed, with 33 students (97%) reaching the KKM, and only 1 student (3%) did not pass, resulting in an average score of 89.11. The differentiated learning approach effectively enhances English learning outcomes. Teachers should employ differentiated learning for enhanced results and create engaging classrooms.
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TED Talks Video: A Technology to Teach Listening Skills
Abstract View: 1128 PDF Download: 816In the development of ICT, TED Talks Video as an authentic video can be used in listening classrooms. The use of real videos in listening comprehension lessons, like TED Talks, may enhance listening in English. Consequently, the study's goal was to determine whether or not students who were taught using the TED Talks Video application and those who were not had significantly different listening skills. It employed a quasi-experimental design. The eleventh graders at SMA Negeri 1 Pampangan participated in this study. The sample was selected by using a purposive sampling technique. The cloze test was used to obtain the data. A T-test was used to analyze the data. Based on the results of the independent sample t-test, the independent sample t-test result showed that the t-test obtained (2.825) was higher than the t-table (2.00) and ρ-value (0.000) was smaller than the α-value (0.05). It was shown that students who were taught using the TED Talks Video application had significantly better listening skills than those who were not. In conclusion, the TED Talks Video could be used to solve students' problems in listening skills. The TED Talks Videos can be used by English teachers as authentic listening materials and teaching aids.
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Developing Writing Skills in Descriptive Text Using the Dictogloss Technique of Senior High School Students
Abstract View: 623 PDF Download: 500Dictogloss is a teaching technique to help teachers in the teaching and learning process, particularly in teaching descriptive text. This study was aimed at finding out whether or not there were any significant differences between students who were taught by using Dictogloss and students who were not. There were 90 students of tenth grade MAN 2 Palembang involved in this investigation comprising two groups, 45 students of the experimental group and 45 students of the control group. The Purposive sampling technique also was used in this study. The writers used a non-equivalent group design. They taught the experimental group students to write descriptive writing by using the dictogloss technique, meanwhile, the control group students taught by using the lecturing method. The data from two groups were collected from the result of the pretest and post-test scores which were analyzed to get the main score differences. The writers found out that the mean score of the experimental group improved significantly from 63.8 pretest to 73.4 in the posttest. The results of the Independent T-test showed that the mean score between the control and experimental groups was 4.664. It meant that there was a very significant difference between the two groups which was caused by the technique given to the experimental group.
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Enhancing Tenth Graders' Reading Comprehension of Narrative Texts Using SQP2RS
Abstract View: 642 PDF Download: 445Reading is an essential skill that contributes significantly to the success of language learning; therefore, it should be prioritized. Reading skill needs comprehension to understand the context and get new information from the texts. To comprehend the texts, the readers need a strategy. This study aimed to find out whether or not there was any significant difference in students’ reading comprehension of narrative text between those who were taught by using SQP2RS and those who were not. This study used quasi quasi-experimental method to conduct the research. There were 72 students taken as samples using purposive sampling. In collecting the data, the result of the test was used as a pretest and posttest. To verify the hypothesis, the result of the Paired Sample T-Test found that the t-obtained was higher than 0.05. It indicated there was no significant improvement in students’ reading comprehension. Furthermore, the result of the independent sample t-test found that the t-obtained was lower than the t-table and the significance value of the Paired Sample T-Test was higher than 0.05. It indicated that there was no significant improvement in the tenth graders’ reading comprehension achievement. Meanwhile, the result of the Independent Sample T-Test showed that there was no significant difference in students’ reading comprehension between the experimental and control groups. Thus, it can be concluded that the SQP2RS strategy could not be an effective strategy to improve students’ reading comprehension of narrative text.
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Grammatical Errors Made by the Students During Seminar Proposal Examination
Abstract View: 547 PDF Download: 427Those proficient in spoken English grammar can adequately grasp the English language. This ability differs significantly from written English grammar since it occurs naturally and spontaneously during conversations without any preparation. This study examined spoken grammatical errors committed by English major students during the seminar proposal examination at one public university in Jambi. To carry out this study, the researcher utilized case study research. This research effort enlisted the participation of five students from the eighth and tenth semesters of an English education study program, one male and four females. The researcher classified the grammatical errors based on Richard’s theory (1990) as (1) Errors in the production of verb groups, (2) errors in the distribution of verb groups, (3) miscellaneous errors, (4) errors in the use of prepositions, (5) errors in the use of articles, and (6) errors in the use of the question. The spoken grammatical errors were assessed using the six categories above after listening, audiotaping, and transcribing their seminar proposal assessment. The findings and discussion sections will go through each feature type in further detail. The researcher expected to get some distinct information in relation to students’ spoken grammatical errors and make some improvements through teaching and learning developments.
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Cultivating Secondary Students’ Speaking Skill Using Tea Party Technique
Abstract View: 592 PDF Download: 382The study focused on using the Tea Party Technique to improve the speaking abilities of eighth-grade students. The Tea Party technique is a cooperative strategy that encourages the students to actively communicate with their speaking partners. The purpose of the study was to examine the effectiveness of the Tea Party technique in improving the speaking abilities of eighth-grade students and to ascertain whether there was a difference in the speaking abilities between the students who received a treatment using the Tea Party technique and those who did not. A quasi-experimental design was employed by the researchers. The eighth-grade students of SMP Tri Dharma Palembang in the 2020–2021 academic year were involved as the target population. The researchers used cluster random sampling to choose the sample. 42 students participated as the sample, which was split into an experimental and a control group. Every group had twenty-one participants. An oral test was used to gather the data. The test was administered twice. Both the Paired Sample T-Test and the Independent Sample T-Test were used to analyze the gathered data. The results of the Paired Sample T-Test showed that the Tea Party technique was effective in improving the eighth-grade students' speaking skills. The Independent Sample T-Test also showed that there was a significant difference in the students' speaking skills between those who were taught using the Tea Party Technique and those who were not.
