Articles
<![CDATA[Improving EFL Learners’ Speaking Ability through Storytelling Using Puppets ]]>
<![CDATA[Wati, Laila]]>;
<![CDATA[Fikni, Zahratul]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 2, No 1 (2018): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/veles.v2i1.609
<![CDATA[This study was intended to describe how story-telling using puppets developed the speaking ability of the seventh graders of SMP Islam Terampil Nurul Mujahidin NW Pancor Kopong in the academic year 2014-2015. This research was a collaborative classroom action research following Kemmis and McTaggart’s cyclical process of planning, acting, observing, and reflecting. The data were collected by administering observation checklist, questionnaire, self-assessment, field notes, and recorder. The result of the analysis pointed out that storytelling using puppets was very helpful not only in improving the result but also the process of instructional process. This is proven by that all criteria of success set in this research were achieved. Therefore, English teachers are suggested to implement the technique and use the media in their English class particularly in speaking activities.]]>
<![CDATA[INTERACTIVE WORD WALLS IN TEACHING VOCABULARY AT THE NINTH GRADE OF SMP IT PANCOR KOPONG IN ACADEMIC YEAR 2014-2015 ]]>
<![CDATA[Fikni, Zahratul]]>
<![CDATA[ Educatio Vol 10, No 1 (2015) ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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DOI: 10.29408/edc.v10i1.297
<![CDATA[The objective of this research was to find out the whether using interactive word wall for the ninth grade of SMP IT Pancor Kopong in academic year 2014-2015 is effective or not in teaching vocabulary. The research design of this study used pre-experimental in one group pretest – posttest design to know students’ skills in vocabulary. The participants of the research were the ninth grade of SMP IT Pancor Kopong consists of 20 students. The research instrument used by the writer was vocabulary test, the kinds of test were multiple choice, fill the blank, and matching the word. The data of this research were mainly gathered through the test, pre test and post test. The pre test was administrated to see the students’ ability in vocabulary mastery before used interactive word wall strategy. The post test was administrated to see the students’ progress in vocabulary mastery. After the data were collected, the researcher then analyzed them by using t test formula. The finding of the research showed that: mean score of pre test was 60.25, while mean score of post test was 73.45, and observed was 6.94. the table with df=n-1 (20-1=19) and significance level at 0.05 was 2.31. Based on the data analysis, the alternative hypothesis of this research was accepted because tobserved was higher than ttable (6.94>2.31).it can be concluded that teaching vocabulary using interactive word wall was effective to improve the students vocabulary mastery]]>
<![CDATA[ENGLISH FOREIGN LANGUAGE STUDENTS’ STRATEGIES IN OVERCOMING SPEAKING PROBLEMS ]]>
<![CDATA[Prasetyaningrum, Ari]]>;
<![CDATA[Wati, Laila]]>;
<![CDATA[Fikni, Zahratul]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 4, No 1 (2020): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
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<![CDATA[This study aimed at knowing students? dominant problems in speaking and students? strategies in overcoming their speaking problems. In this study the researcher used qualitative research. The subject of this study was the students? of the second semester of physics education study program at Hamzanwadi University which consisted of 12 students?. Observation, interview and questionnaire were used for collecting data. The result of this study showed that students? got the problems in speaking, the students? dominant problems those were anxiety of speaking, unavailability environment and lack of vocabularies. In solving the students? problem in speaking, the students? used some strategies those were role-play, telling-story and games.]]>
<![CDATA[Improving EFL Learners’ Speaking Ability through Storytelling Using Puppets ]]>
<![CDATA[Laila Wati]]>;
<![CDATA[Zahratul Fikni]]>
<![CDATA[ VELES Voices of English Language Education Society Vol 2, No 1 (2018): VELES Voices of English Language Education Society ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
Show Abstract
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Check in Google Scholar
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DOI: 10.29408/veles.v2i1.609
<![CDATA[This study was intended to describe how story-telling using puppets developed the speaking ability of the seventh graders of SMP Islam Terampil Nurul Mujahidin NW Pancor Kopong in the academic year 2014-2015. This research was a collaborative classroom action research following Kemmis and McTaggart’s cyclical process of planning, acting, observing, and reflecting. The data were collected by administering observation checklist, questionnaire, self-assessment, field notes, and recorder. The result of the analysis pointed out that storytelling using puppets was very helpful not only in improving the result but also the process of instructional process. This is proven by that all criteria of success set in this research were achieved. Therefore, English teachers are suggested to implement the technique and use the media in their English class particularly in speaking activities.]]>
<![CDATA[INTERACTIVE WORD WALLS IN TEACHING VOCABULARY AT THE NINTH GRADE OF SMP IT PANCOR KOPONG IN ACADEMIC YEAR 2014-2015 ]]>
<![CDATA[Zahratul Fikni]]>
<![CDATA[ Educatio Vol 10, No 1 (2015) ]]>
Publisher : <![CDATA[Universitas Hamzanwadi ]]>
Show Abstract
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DOI: 10.29408/edc.v10i1.297
<![CDATA[The objective of this research was to find out the whether using interactive word wall for the ninth grade of SMP IT Pancor Kopong in academic year 2014-2015 is effective or not in teaching vocabulary. The research design of this study used pre-experimental in one group pretest - posttest design to know students’ skills in vocabulary. The participants of the research were the ninth grade of SMP IT Pancor Kopong consists of 20 students. The research instrument used by the writer was vocabulary test, the kinds of test were multiple choice, fill the blank, and matching the word. The data of this research were mainly gathered through the test, pre test and post test. The pre test was administrated to see the students’ ability in vocabulary mastery before used interactive word wall strategy. The post test was administrated to see the students’ progress in vocabulary mastery. After the data were collected, the researcher then analyzed them by using t test formula. The finding of the research showed that: mean score of pre test was 60.25, while mean score of post test was 73.45, and observed was 6.94. the table with df=n-1 (20-1=19) and significance level at 0.05 was 2.31. Based on the data analysis, the alternative hypothesis of this research was accepted because tobserved was higher than ttable (6.942.31).it can be concluded that teaching vocabulary using interactive word wall was effective to improve the students vocabulary mastery]]>
<![CDATA[GRAMMATICAL COHESION IN STUDENTS’ UNDERGRADUATE THESIS ]]>
<![CDATA[Ari Prasetyaningrum]]>;
<![CDATA[Maman Asrobi]]>;
<![CDATA[Siti Ayu Surayya]]>;
<![CDATA[Zahratul Fikni]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 11, No 2 (2022): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Metro ]]>
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DOI: 10.24127/pj.v11i2.4744
<![CDATA[The goals of this study were to find out the most dominant types of grammatical cohesion used in undergraduate thesis belonged students of study program of English language education at Hamzanwadi university by M.A.K Halliday’s theory. This study was classified into descriptive qualitative research with discourse approach. The author used documentation in the form of students’ undergraduate thesis for collecting the data. There were two kinds of data taken, namely primary and secondary data. The primary data referred to the thesis written by the learners of the eight semesters as their partial fulfilment task before having bachelor degree. The secondary data was data that complete the main data. The author showed the data in line with Creswell and Poth theory in which the author related the theory by examining the grammatical of the thesis. The research finding revealed the most dominant type of grammatical cohesion was reference which appear 6149 times or 65, 29 % then conjunction which was found 3107 times or 32, 99 %. Meanwhile, the least dominant types of grammatical cohesion were substitution which appeared 145 times (1, 53%) and ellipsis which appeared 16 times (0, 16%).]]>
<![CDATA[The Use of Students’ Oral Presentation in Enhancing Students’ Response in Teaching Reading ]]>
<![CDATA[Zahratul Fikni]]>;
<![CDATA[Ari Prasetya Ningrum]]>
<![CDATA[ Humanitatis : Journal of Language and Literature Vol 7 No 2 (2021): Humanitatis: Journal of Language and Literature ]]>
Publisher : <![CDATA[LPPM Universitas Bumigora Mataram ]]>
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DOI: 10.30812/humanitatis.v7i2.1226
<![CDATA[Abstract: This study was aimed to know is there an effect of the use students’ oral presentation in enhancing students’ response in teaching reading . The research design of this study used pre-experimental in one group pretest – posttest design to know students’ response in teaching reading. Pre-test was administrated at the first meeting before teaching them by using each of the defined techniques for the students and post-test was given to the students at the same test after completing the treatment. Then, the researcher analyzed and compared the result of the pre test and posts test to measure the independent variable. The participants of the research were the eleventh grade of SMAN 1 Suralaga, consists of 35 students. The research instrument used by the writer was oral question. The researcher asked the students to give respond based on the text given. This was aimed at knowing the students respond toward the reading text. After the data were collected, the researcher then analyzed them by using t test formula. The finding of the research showed that: mean score of pre test was 15.22, while mean score of post test was 20.87, and observed was 6.94. the table with df=n-1 (35-1=34) and significance level at 0.05 was 2.31. It is means that the treatment by using students oral presentation in enhancing students’ respond in reading text, there was a positive effect to students’ response in teaching reading]]>
<![CDATA[An Analysis of students’ anxiety factors of EFL students’ Speech Production ]]>
<![CDATA[zahratul fikni]]>
<![CDATA[ Jurnal Langua Vol 5 No 2 (2022): Langua: Journal of Linguistics, Literature, and Language Education ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, STKIP Kie Raha Ternate ]]>
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DOI: 10.5281/zenodo.7145574
<![CDATA[English Foreign Learners (EFL) students are considered to master English when the students can speak in English fluently which can be seen from their speech production. Nevertheless, becoming fluently competent is particularly difficult for foreign language learners as it is influenced by a number of factors. Among the several factors which affect foreign language learning especially speaking, anxiety emerges to be the crucial one that has a debilitating effect on the oral performances of students. This study was purposed to analyse speaking anxiety level and factors of English Foreign Language student’s anxiety in speech production. The data were gathered from qualitative research with random sampling conducted on the second semester consist of 30 students taking Speaking for Academic Communication class at Hamzanwadi University. A closed-ended questionnaire of Foreign Language Classroom Anxiety Scale and semi-structured interviews was administered to the participants to explore the anxiety level and the factors of their anxiety in speech production. The results show severe anxiety level which indicated that students are highly anxious when speaking English. Furthermore, the findings revealed that the factors contributed to the students’ speaking anxiety were shyness with audience, fear of not being able to convey the message well, lack of preparation, low self-confidence and low-proficiency. Keywords: foreign language anxiety, speaking anxiety, speech production, anxiety factors]]>
<![CDATA[The Effect of Listening Comprehension through Podcast among Indonesian Pre-Intermediate EFL Learners ]]>
<![CDATA[Heki Hamdani]]>;
<![CDATA[Zahratul Fikni]]>;
<![CDATA[Baiq Suprapti Handini]]>
<![CDATA[ ELT in Focus Vol. 5 No. 1 (2022): ELT in Focus ]]>
Publisher : <![CDATA[ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG ]]>
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<![CDATA[This research is aimed at investigating the influence and students’ perception of podcast on students’ listening skill in university level. This research involved twenty students of fourth semester of English Education Research Program at a private university in Nusa Tenggara Timur as participants. The instruments utilised to collect data in this research were the pre- and-post-test. In addition, a survey questionnaire was distributed to students to investigate their perspectives on the use of podcast in teaching listening. Quantitative and qualitative method design was applied in this research. Findings revealed that there is a significance difference between pre- and-post-test results. Data analysis utilising the paired samples test revealed that the significance value (sig. 0.00) is less than 0.05, implying that the Podcast has a substantial impact on students' listening comprehension. Additionally, according to the results of the research, students who participated agreed that they liked podcasts because they helped them acquire listening skills. Podcasts featured amazing subjects and activities that granted both lecturers and students to expand their understanding and enhance their English skills for academic reasons.]]>
<![CDATA[Authentic Assessment of Speaking Skill In EFL Class ]]>
<![CDATA[Siti Maysuroh]]>;
<![CDATA[Zahratul Fikni]]>;
<![CDATA[Astrid Dwimaulani]]>;
<![CDATA[Khaerunnisa Miraja]]>
<![CDATA[ Journey: Journal of English Language and Pedagogy Vol 6 No 1 (2023): Journey: Journal of English Language and Pedagogy ]]>
Publisher : <![CDATA[IKIP Budi Utomo Malang ]]>
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DOI: 10.33503/journey.v6i1.2108
<![CDATA[The objectives of this study are to find out and determine the dominant type of authentic assessment used by teachers, the activity of authentic assessment implemented by teachers, the advantages and disadvantages of using authentic assessment in speaking class.This study used qualitative methods which employed interview, observation, and documents to collect the data. Using the purposive sampling technique, three English teachers at MA NW Perian under Yayasan Pondok Pesantren Pendidikan Darul Muttaqien (YP3DM) NWDI Perian were chosen as the participants of the study. The results of this research showed that (1) the dominant type of authentic assessment used in assessing speaking was performance based assessment; (2) the dominant authentic assessment activities used in assessing speaking were discussion, role-play and debate activity; (3) all of the English teachers agreed that using authentic assessment helped their students demonstrate and perform their true abilities without cheating; and (4) the most disadvantages felt by teachers in implementing authentic assessment in speaking class is that it consumes a lot of time because the teacher must complete the assessment everyday in every activity.]]>
