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All Journal Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Studies in English Language and Education
Neneng Islamiah
Universitas Islam Kalimantan Muhammad Arsyad Al Banjary
Education Languange, Linguistic, Communication & Media

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SPEAKING SKILL AND PICTURE SERIES ON EFL CLASSROOM Neneng Islamiah; Nurhasanah Nurhasanah
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 2, No 2 (2019): JETALL Volume 2 Number 2 2019
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (270.255 KB) | DOI: 10.20527/jetall.v2i2.7311

Abstract

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.
Perception Of Students In Using Youtube On Learning English Neneng Islamiah
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 4, No 2 (2021): JETALL Volume 4 Number 2 2021
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v4i2.8814

Abstract

The aim of this research was to know perception of watching English movie on Youtube at the second semester the second semester of English department Islamic University of Kalimantan of the 2018/2019 academic year. The subject of this research is the students of class regular A. The instrument used in the data collection was a questionnaire that consist of two part, the first part to find out the students who ever watched English movie on Youtube and the second part to know students’ perception use of watching English movie on Youtube. The data were analyzed using statistical  and shown in tables of frequency.The finding showed that by watching English movie on Youtube English  movie has an influenced for those students in improving their English achievement, then  help them to learn new vocabulary and could be one of  the effective  media in learning English Achievement.  Keywords : learning english, English movie, Youtube 
EFL reading comprehension and reading strategies of different genders Neneng Islamiah; Yudha Aprizani; Iwan Perdana
Studies in English Language and Education Vol 4, No 2 (2017)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (292.246 KB) | DOI: 10.24815/siele.v4i2.6658

Abstract

Two of the most examined dimension of reading strategies that have an affective influence on different genders are cognitive strategy and metacognitive strategy. This study was aimed to find out whether reading comprehension using different strategies would have different result or not for the two different genders. The researchers used a quantitative causal-comparative research approach, and data were collected from two instruments: reading comprehension test and questionnaires. A number of 50 students (25 females and 25 males) from one of the universities in Banjarmasin participated in this study. The results showed that between the two types of strategies, the cognitive strategy was mostly favoured by the male students, and metacognitive strategy was favoured by the female students. Nevertheless, their metacognitive or cognitive reading strategies preference does not significantly differ in their reading comprehension score. The interaction between two independent variables did not significantly happen in this research. The choice of using certain reading strategy was not determined by the category of gender. In other words, a certain type of gender using a certain type strategy did not give better results in reading comprehension. 
EFL reading comprehension and reading strategies of different genders Neneng Islamiah; Yudha Aprizani; Iwan Perdana
Studies in English Language and Education Vol 4, No 2 (2017)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v4i2.6658

Abstract

Two of the most examined dimension of reading strategies that have an affective influence on different genders are cognitive strategy and metacognitive strategy. This study was aimed to find out whether reading comprehension using different strategies would have different result or not for the two different genders. The researchers used a quantitative causal-comparative research approach, and data were collected from two instruments: reading comprehension test and questionnaires. A number of 50 students (25 females and 25 males) from one of the universities in Banjarmasin participated in this study. The results showed that between the two types of strategies, the cognitive strategy was mostly favoured by the male students, and metacognitive strategy was favoured by the female students. Nevertheless, their metacognitive or cognitive reading strategies preference does not significantly differ in their reading comprehension score. The interaction between two independent variables did not significantly happen in this research. The choice of using certain reading strategy was not determined by the category of gender. In other words, a certain type of gender using a certain type strategy did not give better results in reading comprehension. 
Co-Authors Iwan Perdana Nurhasanah Nurhasanah Yudha Aprizani