Articles
<![CDATA[English teacher’s difficulties in designing lesson plan based on Indonesian 2013 curriculum ]]>
<![CDATA[Nurfitri Nurfitri]]>;
<![CDATA[Regina Regina]]>;
<![CDATA[Ryani Yulian]]>
<![CDATA[ Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 2, No 2 (2020): October 2020 ]]>
Publisher : <![CDATA[UPT Bahasa Universitas Tanjungpura ]]>
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DOI: 10.26418/jeltim.v2i2.39078
<![CDATA[The aim of this research was to gain deeper understanding concerning English teacher's difficulties in designing lesson plan based on the 2013 Curriculum. This qualitative case study employed observation, interview and document analysis. The instruments of collecting data consisted of observation checklists, an interview guide and field notes. The subject was one English teacher at SMP Negeri X Singkawang who has implemented the 2013 Curriculum. This research revealed that English teacher encountered difficulties in designing lesson plan based on 2013 curriculum on three stages. In pre design stage, the teacher found the difficulties in term of inability to formulate and design lesson plan due to limited time constraints. In whilst design stage, the English teacher experienced difficulties in assessment with many variables. In post-design stage, the English teacher coped with students’ reluctance in the teaching learning proces since the learning process was not appropriate with the lesson plan and lacked of facilities at school. It is recommended that the teacher should put more efforts to improve professional competencies by participating in activities such as training and workshop and accelerate knowledge improvement, creativity and technology to be able to apply the 2013 curriculum effectively.]]>
<![CDATA[‘MIND MAPPING GAME’ USING PICTURES TO IMPROVE STUDENTS VOCABULARY ]]>
<![CDATA[Januari Fitri]]>;
<![CDATA[Regina Regina]]>;
<![CDATA[Yohannes Gatot Sutapa Yuliana]]>
<![CDATA[ ICoTE Proceedings Vol 2, No 2 (2019): ICoTE Proceedings 2 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Tanjungpura ]]>
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<![CDATA[This article aimed to describe about the use of mind mapping game using pictures to improve students’ vocabulary. The use of mind mapping game using pictures is important for students’ junior high school of suburban areas. Mind mapping’ game can make students have fun in learning. Visual or using picture the students can see the real of words. Vocabulary is important for students in the suburban school, because they never learn about English before. Then, the teacher have guide them how to write, read, translate and remember the vocabulary. Teacher want introduce English. In order that, students have progress in learning and students’ vocabulary. The research methodology uses Classroom Action Research (CAR).]]>
<![CDATA[Improving Students’ Vocabulary Using Riddles Game A Classroom Action Research ]]>
<![CDATA[Anggun Kurnia Ningrum]]>;
<![CDATA[Dwi Riyanti]]>;
<![CDATA[Regina Regina]]>
<![CDATA[ ICoTE Proceedings Vol 2, No 2 (2019): ICoTE Proceedings 2 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Tanjungpura ]]>
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<![CDATA[This research was aimed to find out how can riddles game improve students’ vocabulary. This research was conducted through classroom action research (CAR) design. This research used observation and measurement as the technique of data collection. The tools of data collection were observation checklist, field note, and vocabulary test. Then, the analysis strategy used in this research was qualitative analysis to analyze qualitative data and quantitative analysis to analyze quantitative data. The result of this research displayed that the students’ vocabulary mastery improved. Students were more enthusiastic in the learning process. They were more active in following the vocabulary learning process. Then, the mean score and individual score of students also improved. Based on the research findings, it can be concluded that riddles game can improve students’ vocabulary. The teacher can apply riddles game in teaching vocabulary.]]>
<![CDATA[Improving Students’ Reading Comprehension of Narrative Text Through Cooperative Story Mapping Technique ]]>
<![CDATA[Kristina Laora]]>;
<![CDATA[Yohanes Gatot Sutapa Y]]>;
<![CDATA[Regina Regina]]>
<![CDATA[ International Journal of Learning and Instruction (IJLI) Vol 1, No 1 (2019): Volume 1 Number 1 April 2019 ]]>
Publisher : <![CDATA[Universitas Tanjungpura ]]>
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DOI: 10.26418/ijli.v1i1.33398
<![CDATA[Narrative Text has been used in the National Examination of English Language for students in Junior High School in Indonesia. This research attempts to help the students in comprehending the Narrative Text especially the elements of the story, main ideas and spesific informations. This classroom action research study focuses on the use of Cooperative Story Mapping technique to improve students’ reading comprehension. The subjects of the research were 27 students of class B in SMP Tarsisius. The research findings showed that students’ reading comprehension enhanced through the use of Cooperative Story Mapping technique. The students actively engaged in the story mapping process. It made much easier for the students to identify the elements of the story and provided creative way for the teacher in solving the problem for teaching a narrative text. Students enjoyed reading the narrative text by using Cooperative Story Mapping. Future studies should be developed by analyzing the topic in experimental point of view so it creates an ideal learning experience.]]>
<![CDATA[Developing A Storybook as Supplementary Material for Junior High Schools Students Based on Kalimantan Legends ]]>
<![CDATA[Rinbud Rinardi]]>;
<![CDATA[Ikhsanudin Ikhsanudin]]>;
<![CDATA[Regina Regina]]>
<![CDATA[ International Journal of Learning and Instruction (IJLI) Vol 1, No 1 (2019): Volume 1 Number 1 April 2019 ]]>
Publisher : <![CDATA[Universitas Tanjungpura ]]>
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DOI: 10.26418/ijli.v1i1.33410
<![CDATA[The main purpose of this research is to develop a storybook for junior high school students based on Kalimantan Legends. The participant of this research were 60 students of junior high school, and an educational expert from Kabupaten Sambas. This research used the platform of design and development research proposed by Richey and Klein. The procedure used is the framework of Jolly and Bolitho, that consist of need analysis, material grid, first draft, evaluation, and final draft. The data of this research has been collected through questionnaires. There were five questionnaires employed in this research. The first questionnaire was given to the students to investigate the need of the students on reading materials based on Kalimantan Legends. The second questionnaire was employed to know the favorite legends of students. From the need analysis result, it can be concluded that students are interested in reading (68.30 %), they like to read stories (90 %). The students are interested to read their local stories (95 %), and they like the stories with adequate illustrations to help them understand the stories completely (70 %). On the other hand, they thought that the stories they have in their textbooks were not interesting (65%).]]>
<![CDATA[Developing a Guide Book of Project-Based Learning Utilizing Tiktok Videos for Online English Classes ]]>
<![CDATA[Dwi Susanto Ali Purwoko]]>;
<![CDATA[Regina Regina]]>;
<![CDATA[Iksanudin Iksanudin]]>
<![CDATA[ Acitya: Journal of Teaching and Education Vol 5 No 1 (2023): Acitya: Journal of Teaching and Education ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Kalimantan Timur ]]>
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DOI: 10.30650/ajte.v5i1.3485
<![CDATA[The pandemic has migrated learning activities from offline to online as the effort to break the chain of the spread of Covid 19. Capability in utilizing technology in teaching is essential to support teaching English activities. Developing the appropriate learning model and instruction media in current situation is required to create the online teaching learning activities to be more innovative, attractive and effective. Based on the need analysis obtained from the English teachers who joint BIMTEK of TikTok as teaching Media, they have experienced implementing learning model proposed by Kemendikbud (Project-Based), but they have not utilized TikTok as teaching media. Therefore, the purpose of research is to develop a guide book of project-based learning utilizing TikTok videos for online classes. Development research was used in this research based on ADD. The data were collected through questionnaires, field notes, and participants’ reflection and comments. The data indicated that providing the appropriate learning model by utilizing the familiar media among the students in current situation is needed to ensure the English teaching activities are acceptable in giving meaningful experiences for the students who learn from their respective homes. The result of this research is a guide book of TikTok Project Based teaching consisted of learning model implemented (project-based learning), the media utilization (TikTok videos), the sample of project-based TikTok activities, the sample of material designs, and video tutorials.]]>
<![CDATA[Students’ Perception toward the Use of Moodle-Reader for Improving Reading Comprehension ]]>
<![CDATA[Ivo Riyani]]>;
<![CDATA[Regina Regina]]>;
<![CDATA[Wardah Wardah]]>
<![CDATA[ Journal of English Education Program Vol 4, No 1 (2023) ]]>
Publisher : <![CDATA[FKIP - Universitas Tanjungpura ]]>
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DOI: 10.26418/jeep.v4i1.55203
<![CDATA[This research aimed to investigate the students’ perception toward the use of Moodle-reader for improving reading comprehension. This study was descriptive research with a qualitative approach that used questionnaires and interviews. The respondents were 20 participants who were part of the member of Academic Resources Center (ARC) as students in the English Education Student Program at Universitas Tanjungpura. The researcher found that the perceptions of each student about using Moodle-reader for improvement could be the same and also different. It depends on the student’s perspective or thoughts, feelings, and beliefs. Overall, the students responded positively about the use of Moodle-reader for improving reading comprehension. The researcher concluded that the students agreed that Moodle-reader is suitable for independent learning and improving reading comprehension. The researcher found that the five aspects (ease of access to Moodle-reader, perceived usefulness in Moodle-reader, students’ motivation using Moodle-reader, students’ satisfaction, and the features in Moodle reader) can influence students reading comprehension. Moodle-reader provided varieties of books based on students’ levels. Students could be enjoying the books. It makes students motivated to read many books. Therefore, Moodle-reader could positively impact students and improve their reading ability, especially in reading comprehension. ]]>
<![CDATA[An Analysis on Derivational Morphemes in the Joe Biden’s Inauguration Speech ]]>
<![CDATA[Ummi Yuliani]]>;
<![CDATA[Regina]]>;
<![CDATA[Endang Susilawati]]>;
<![CDATA[Sudarsono]]>;
<![CDATA[Luwandi Suhartono]]>
<![CDATA[ Journal of Scientific Research, Education, and Technology (JSRET) Vol. 2 No. 1 (2023): Vol. 2 No. 1 2023 ]]>
Publisher : <![CDATA[Kirana Publisher (KNPub) ]]>
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DOI: 10.58526/jsret.v2i1.82
<![CDATA[This research aims to identify the most dominant type of derivational morphemes and the formation process of derivational morphemes found in the Joe Biden’s inauguration speech. This research was a descriptive study. The researcher used documents to collect the data. The corpus of this research was the transcript of the inauguration speech by Joe Biden. The data were collected from the official website “The White House”. Then, the data were sorted out of the corpus. This research used open coding and focused coding to analyze the data. The writer used the theory of Fromkin, Rodman, and Hyams to analyze the most dominant type of derivational morphemes and Koltai’s theory to analyze the formation process of derivational morphemes. The findings of this research found that the most dominant type of derivational morphemes found in the Joe Biden’s inauguration speech are suffixes with 147 data out of 158 data. The formation processes of derivational morphemes found are noun formation, verb formation, adjective formation, and adverb formation. Noun formation becomes the most dominant formation process with 107 data out of 158 data. This research covered two types of derivational morphemes and four formation processes of derivational morphemes as a discussion for further linguistic study on morphology, especially derivational morphemes.]]>
<![CDATA[An Analysis on The Teacher’s Oral Feedback in Teaching English : (A Descriptive Qualitative Research at SMK Negeri 6 Pontianak in Academic Year 2022/2023) ]]>
<![CDATA[Nurul Puspitasari]]>;
<![CDATA[Regina]]>;
<![CDATA[Dwi Riyanti]]>;
<![CDATA[Rahayu Apriliaswati]]>;
<![CDATA[Eni Rosnija]]>
<![CDATA[ Journal of Scientific Research, Education, and Technology (JSRET) Vol. 2 No. 2 (2023): Vol. 2 No. 2 2023 ]]>
Publisher : <![CDATA[Kirana Publisher (KNPub) ]]>
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DOI: 10.58526/jsret.v2i2.128
<![CDATA[Feedback is one of the important components in the teaching and learning process. Feedback given by the teacher can make the teaching and learning process more effective. The teacher can optimize the learning process by giving feedback so students can understand the material better. Feedback can make students know their weaknesses and strengths so they can learn from there and evaluate themselves. This study focused on the types of oral feedback the teacher gave in teaching English at SMKN 6 Pontianak, especially in teaching students' speaking skills in class XI. This study aims to determine the types of oral feedback the teacher uses to teach speaking skills and find out the most frequently used oral feedback. The researcher conducted classroom observations and teacher interviews to collect data, which were then analyzed using the interactive model from Miles, Huberman, and Saldaña (2014). Based on classroom observations and teacher interviews, the researcher found that the teacher used positive and corrective oral feedback to teach students' speaking skills. Positive oral feedback was given in the form of reinforcement 22 times (46.81%) and evaluative nine times (19.15%), which totalled 31 times (65.96%). Other than that, corrective oral feedback was given in three different ways: recast 10 times (21.28%), elicitation three times (6.38%), and request for clarification three times (6.38%). Overall, the teacher gave oral corrective feedback 16 times (34.04%). From all types of oral feedback, it can be concluded that the most frequently used oral feedback by the English teacher at SMKN 6 Pontianak is positive oral feedback. While the most frequently used oral corrective feedback is recast.]]>
<![CDATA[A Study on Students’ Perception of Using Movies to Improve English Speaking Skill : (A Descriptive Study at Year-11 of SMA Negeri 2 Mempawah Hilir) ]]>
<![CDATA[Della Anugrah Pratiwi]]>;
<![CDATA[Sudarsono]]>;
<![CDATA[Yohanes Gatot Sutapa]]>;
<![CDATA[Regina]]>;
<![CDATA[Sumarni]]>
<![CDATA[ Journal of Scientific Research, Education, and Technology (JSRET) Vol. 2 No. 2 (2023): Vol. 2 No. 2 2023 ]]>
Publisher : <![CDATA[Kirana Publisher (KNPub) ]]>
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DOI: 10.58526/jsret.v2i2.88
<![CDATA[This research is to identify how the students’ perception of using movie to improve students’ English speaking skill of SMA Negeri 2 Mempawah Hilir. It is a descriptive study and the participants are 60 students of year-11 of SMA Negeri2 Mempawah Hilir. The data were obtained using questionnaires. The data analysis is focused on students’ perception as the main component supporting compelling education and learning. The result of this research were analyzed qualitatively. The findings showed that the students have mostly been positively responded. It can be seen from the results of the questionnaire. For positive response, the students expect it would give them more many educational movies published that can help them supplement their education. Overall, it can be concluded that using movie had been contributed to improve the students’ English speaking skill.]]>
