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All Journal Joal : Journal of Applied Linguistics JJournal of Classrom Action Research (JCAR)
Jonris Tampubolon
Universitas Prima Indonesia
Languange, Linguistic, Communication & Media

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The Effectiveness of Using Sequence Picture Media in Teaching EFL Students in Writing Procedure Text Jonris Tampubolon; Edi Suprayetno
Journal of Applied Linguistics Vol. 1 No. 2 (2022): January, 2022
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (960.808 KB) | DOI: 10.52622/joal.v2i1.48

Abstract

Teaching EFL students are both challenging and demanding as English is neither the students’ mother tongue nor their second language. Therefore, it is essentially required to select an effective way or technique in achieving the objectives of the lesson. This study was aimed to investigate the use of sequence picture technique and its effectiveness in teaching EFL students how to write a procedure text. This study was conducted by using quantitative research with one group pretest-posttest design at Universitas Prima Indonesia. The steps involve administering pretest measuring the dependent variable, applying the experimental treatment X to the subjects; and administering a posttest again measuring the dependent variable. There were 40 students taken as the subject of the study. The data were collected through a pretest and a posttest. The result on this study showed that the students’ responses and performances were improved. It can be seen from the finding which showed that students’ percentage in using the language components such as grammar, sequence words, commands or imperative sentences, and adverbial phrases accurately. The result of the questionnaire also showed that the students considered sequence picture technique was effective in helping them write procedure text correctly.        Key Words: EFL Students, Procedure Text, Sequence Picture Media
Improving Students’ Vocabulary Achievement through Anagram Rina Herawati Barus; Jonris Tampubolon
Journal of Classroom Action Research Vol. 1 No. 1 (2022): February, 2022
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1041.484 KB) | DOI: 10.52622/jcar.v1i1.50

Abstract

This study is aimed at improving the students’ vocabulary achievement through anagram. This study was conducted by using classroom action research. The subject of this study was the 2009/2010 ten grade students of SMA Negeri 1 Pancur Batu which consisted of 30 students. For collecting data, the instrument used quantitative data (vocabulary test) and qualitative data (diary notes, interview sheet and observation sheet). Based on the data, it was found that the students’ score increased from the pre test until the post test of the first and the second cycle. In the pre test, the mean of the students was (54,93), in the post test of the first cycle was (68) and the mean of the students of the second cycle was (82,46). The students’ score also increased from pre test to post test cycle I until post test cycle II. It was found that teaching vocabulary through anagram can improve the students’ vocabulary achievement. It is concluded that teaching vocabulary through anagram is significantly effective in teaching vocabulary. Keywords: Classroom Action Research, Vocabulary Achievement, Anagram
The Effect of Accompaniment Music on the Concentration and Learning Outcomes of Grade VIII Students in Alpha Omega Education Tutoring Center Jonris Tampubolon; Else Frine Tamba
Journal of Classroom Action Research Vol. 1 No. 2 (2022): August, 2022
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (839.274 KB) | DOI: 10.52622/jcar.v1i2.92

Abstract

Feeling fed up and bored in learning mathematics occurs because of the imbalance between the right brain and the left brain, by forcing the brain to work very hard, can cause fatigue in the brain which results in a decrease in the concentration of students, especially mathematics. One method that can be used to increase concentration that can make the brain can relax in learning mathematics is to listen to classical music. The results of this study showed that there was a difference in the average grade of experimental classes that used accompaniment music while learning and control classes with learning without accompaniment music, obtained the average score of the experimental class posttest was 88.00 while the control class was 76.00 and the test calculation of the difference in the average score of the experimental class posttest and control classes was obtained tcount = 2.74 < ttable = 2.05, Which means that music affects concentration and improvement of student learning outcomes. Keywords: Music, Concentration, Learning Outcome
SECOND LANGUAGE ACQUISITION: RECONCILING THEORIES Darman Pangaribuan; Jonris Tampubolon
Journal of Applied Linguistics Vol. 2 No. 1 (2022): July, 2022
Publisher : English Lecturers and Teachers Association (ELTA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52622/joal.v2i2.80

Abstract

This article makes the case that earlier explanations of SLA shouldn't be discounted. Instead, when combined, they offer a more comprehensive and in-depth understanding of the acquisition process. The ability of second language acquisition (SLA) to naturally adjust to various situations present in both internal and external settings provides evidence in favor of the assertion that SLA is a sophisticated adaptive system. On the basis of this comprehension, frequently debated second language theories, such as behaviorism, will be viewed as explanations for individual components of SLA. Excerpts from a few English language learning histories are given as examples of how students explain their learning processes in order to support this idea. The last assertion is that SLA should be seen as a chaotic/complex system. Keywords: Second Language Acquisition; Language Learning Histories
Co-Authors Darman Pangaribuan Edi Suprayetno Else Frine Tamba Rina Herawati Barus