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All Journal Jurnal Celtic International Journal of English Education and Linguistics (IJoEEL)
Hamdani, Beny
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Languange, Linguistic, Communication & Media

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TEACHING READING THROUGH RECIPROCAL TEACHING METHOD Hamdani, Beny
Celtic: A Journal of Culture, English Language Teaching, Literature and Linguistics Vol 7, No 1 (2020): June 2020
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (472.069 KB) | DOI: 10.22219/celtic.v7i1.11936

Abstract

 This paper aims to investigate whether the university students who are taught reading through Reciprocal Teaching Method achieve better in reading ability than those who are taught through Direct Reading Thinking Activities. The design of this study is a quasi-experimental, non-randomized control group, pretest-posttest since it is conducted in a classroom setting that the subjects have been organized into classes. The subject of the study was the fourth term of university students of English education study program consisting 30 university students. The instrument of this research was a test as Pre-test and Post-test in the form of reading comprehension questions. The data analysis used Independent T-Test. Based on the result of the calculation of post-test from experimental and control groups, the alternative hypothesis (Ha) was accepted. The result of the study shows that the use of the Reciprocal Teaching Method can improve the university students’ reading ability. It proves the hypothesis of the study that students who are taught reading through the Reciprocal Teaching method achieve better in reading ability than those who are taught through Direct Reading Thinking Activities. Based on this result, it can be concluded that the Reciprocal Teaching Method can be used as an alternative method to teach reading, so that the students are able to understand the texts comprehensively. It also makes the university students more active in the teaching learning process and can improve their ability as well. 
Enhancing Vocabulary Among EFL Young Learners Through Picture-Word Inductive Model Hamdani, Beny
International Journal of English Education and Linguistics (IJoEEL) Vol 2, No 1 (2020)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v2i1.1101

Abstract

AbstractThis paper critically aims to enhance English vocabularies among EFL young learners of the fifth grade students through picture-word inductive model at elementary school Zainul Hasan Genggong Probolinggo in the academic year of 2019-2020. The research problem is How is the effective picture-word inductive model to enhance vocabulary among young learners of elemantary school Zainul Hasan Genggong Probolinggo? The type of the research is classroom action research. It was conducted in two cycles. The subjects of the research were 20 students of fifth grade. The data were collected from the test, interview, documentation and observation. The result showed that the students had increased their English vocabulary mastery which can be seen from the test result provided by the researcher. This is the evident from the test result that overall there was an increase in the English vocabulary mastery of 5 grade students as much as 50.70 % in the first cycle and 85.54 % in the second cycle. Meanwhile, the observation result showed that the students seemed more enthusiastic during the learning process.  In reference to the actions conducted in two cycles, the use of the picture-word inductive model enhances the students’ vocabulary by practicing words into sentences and more attention on mechanical aspects such as spelling and pronunciation. Keywords : Young Learners, Vocabulary Mastery, Picture-word inductive model.
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