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All Journal Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching)

Fuzi Fauziyah

Suryakancana University

Author-ID : 3798046

Arts Education Languange, Linguistic, Communication & Media

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IMPROVING ENGLISH SPEAKING SKILL WITH LOCAL CULTURE-BASED LEARNING THROUGH BIG BOOK Firdha Akhdania Kamilah; Fuzi Fauziyah; Vina Aini Salsabila; Milma Vinca Cantikka Hidayat
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 7, No 2 (2019)
Publisher : Universitas Suryakancana

This study aims to describe the implementation of language learning by applying local cultures through big book and to find out the improvement of students’ English speaking skill by using big book. This study applies Classroom Action Research (CAR) which had two cycles consisted of planning, action, observation, and reflection. This study involved 30 students of grade VB of Islam Kreatif Muhammadiyah Elementary School Cianjur. The data of this study were gathered from observation, questionnaire, and interview. Then, the data were analyzed by comparing the score of each cycle for the quantitative data and triangulation for the qualitative data. According to the data, the study indicates there was an improvement in cycle one to cycle two. In cycle one, the average score was 64,4 and 76,9 in the cycle two. Furthermore, the students admitted that big book was improved their local culture knowledge, but they were not conscious that their speaking abilities were improved. The students also felt excited and enjoyed the teaching learning process. Based on these results, the researchers concluded that learning language combined with local cultures by using big book gave positive impacts on improving students’ English speaking skill and students’ local cultures knowledge.

PRE-SERVICE TEACHERS’ TALK IN VOCATIONAL HIGH SCHOOL: A CLASSROOM INTERACTION ANALYSIS Elis Homsini Maolida; Fuzi Fauziyah; Siti Gina Meilani; Susi Sulastri
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 8, No 2 (2020)
Publisher : Universitas Suryakancana

In teaching and learning process there is an interaction between teacher and students known as classroom interaction. Classroom interaction can be broken down into two: teacher’s talk and student’s talk. However, in many classes it is common that teacher’s talk is more dominant than students’ talk. Deploying descriptive qualitative study, this paper aimed to find out types of pre-service teacher’s talk in vocational high school classroom interactions, and to find out the type that most frequently used in that classroom interaction. The data were obtained from transcripts of the teaching video from three English pre-service teachers. The data were then analyzed and categorized by using framework of teachers’ talk proposed by Flanders (1970) namely Flanders Interaction Analysis Categories (FIAC). The result of this study shows that all categories of teachers’ talk occurred in the pre-service teacher classroom interaction with varied percentage of occurrence, such as Asks Question 53%, Accepts Feeling 3%, Praises or Encourages 7%, Accepts or Uses Ideas of Student 6%, Lecturers 9%, Gives Direction 18%, and Criticizes or Justifies Authority 4%. From the data, it can be seen that Asking Question is the category occurred the most in the classrooms which shows the pre-service teachers’ preference on using questions in their classroom interaction.Keywords: English class, classroom interaction, pre-service teacher, teacher’s talk, Flanders Interaction Analysis Categories (FIAC)

COOPERATIVE LEARNING STRATEGY IN CRITICAL READING ENGLISH TEXT THROUGH TEAM GAME TOURNAMENT (TGT) AND JENGA Fuzi Fauziyah; Siti Gina Meilani; Salsabila Salsabila
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 9, No 1 (2021)
Publisher : Universitas Suryakancana

The rapid development of information has the potential to spread negative content such as hoax news, hate speech, or issues of radicalism and intolerance. In this case, critical reading skills are needed. By reading critically, readers can become more objective, able to sort and not easily swayed. However, the learning implementation of critical reading is not easy, especially coupled with the students' low reading interest and ability, especially towards English reading texts. This narrative review aims to examine cooperative learning strategies in critical reading of English texts through Team Game Tournament (TGT) and Jenga. The method used is literature study by examining various sources from journal articles in various databases, proceedings, and official websites on critical reading, cooperative learning, TGT, and Jenga games. The selected data is then reduced, classified, analyzed, and concluded. The results of literature search show that in critical reading students not only understand the content of the text but also analyze and evaluate the text they read. In this case, cooperative learning facilitates students to critically exchange ideas about the insights, ideas, and points of view they get from the text. TGT, as a form of cooperative technique, has advantages of making students work together to try to improve critical reading scores quickly and accurately in groups. In practice, Jenga which is believed to have the superiority of cooperative, communicative, and effective aspects can be used by modifying and adding questions related to critical reading so that students try to understand and analyze the text accurately. Seeing the advantages of TGT as a cooperative learning strategy and the benefits of the Jenga in critical reading, the integration between the two can facilitate three important aspects, namely critical, fast and accurate so that it has the potential to develop students' critical reading skill in reading English text.Keywords: critical reading, cooperative learning, team game tournament (TGT), jenga

Co-Authors Elis Homsini Maolida Firdha Akhdania Kamilah Milma Vinca Cantikka Hidayat Salsabila Salsabila Siti Gina Meilani Susi Sulastri Vina Aini Salsabila

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