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<![CDATA[THE EFFECTIVENESS OF DISCOVERY LEARNING IN IMPROVING ENGLISH WRITING SKILL OF EXTROVERTED AND INTROVERTED STUDENTS ]]>
<![CDATA[Sofeny, Daniar]]>
<![CDATA[ Jurnal Penelitian Humaniora Vol 18, No 1: Februari 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/humaniora.v18i1.3639
<![CDATA[This study aimed to describe the effectiveness of discovery learning in improvingEnglish writing skill of extroverted and introverted students which is compared withdirect instruction as the traditional learning method. In this research, the researcheremployed a quantitative research by using experimental factorial design. Thepopulation in this research was the eleventh graders of state senior high school Salein academic year 2013/ 2014 and the samples were 20 students from both classesand categories. The try out was conducted to measure validity and reliability. Andthe two ways ANOVA was conducted to test the hypotheses, two âway analysis ofvariance with F-test at the 5% (0.05) level of significance. The result of this studyrevealed that the use of discovery learning was effective to the extroverted studentsthan the introverted students. In line with it, the finding indicates that the use of directinstruction was also effective to introverted students than the extroverted students. Inother words, the result of the used of discovery learning had a bigger influence to theextroverted students rather than introverted students.]]>
<![CDATA[COMPARISON OF EFFECTIVENESS OF CLUSTER MAPPING, FLOW CHARTING, AND DOUBLE/ TRIPLE ENTRY ON TEACHING WRITING SKILL ]]>
<![CDATA[Sofeny, Daniar]]>
<![CDATA[ LITERA Vol 18, No 1: LITERA MARET 2019 ]]>
Publisher : <![CDATA[Faculty of Languages and Arts, Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/ltr.v18i1.21239
<![CDATA[The study was aimed to examine the effectiveness of three writing techniques, namely Cluster Mapping, Flow Charting, and Double/ Triple Entry in improving the students’ writing skill. The research technique used was descriptive comparative technique using a quantitative approach. It compared the equations and differences as phenomena to find what factors/ situations that can cause the occurrence of a particular event. The data collection techniques were Documentation study by taking the students’ writing product and interview by giving the question and answer while face to face between the interviewer with the respondent using a tool called interview guide. The try out was conducted to measure validity and reliability. The two ways ANOVA was conducted to test the hypotheses, two –way analysis of variance with F-test at the 5% (0.05) level of significance. The subject of this study was the fourth semester English students with a total of 22 people. The English students’ writing skill using three techniques was tobe the object under the study. The findings of the study were the average writing score of students using Cluster Mapping was 56.5, the average score of students’ writing using Flow Charting was 49.6, and the average score of students’ writing using Double/ Triple Entry was 63.0. It can be concluded that those three techniques of writing skill are effective to use but the most effective is the Double/ Triple Entry technique. Keywords: cluster mapping, flow charting, double/triple entry, writing skill Keywords: Cluster Mapping, Flow Charting, Double/ Triple Entry, Writing Skill]]>
<![CDATA[THE EFFECTIVENESS OF DISCOVERY LEARNING IN IMPROVING ENGLISH WRITING SKILL OF EXTROVERTED AND INTROVERTED STUDENTS ]]>
<![CDATA[Daniar Sofeny]]>
<![CDATA[ Jurnal Penelitian Humaniora Vol 18, No 1: Februari 2017 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/humaniora.v18i1.3639
<![CDATA[This study aimed to describe the effectiveness of discovery learning in improvingEnglish writing skill of extroverted and introverted students which is compared withdirect instruction as the traditional learning method. In this research, the researcheremployed a quantitative research by using experimental factorial design. Thepopulation in this research was the eleventh graders of state senior high school Salein academic year 2013/ 2014 and the samples were 20 students from both classesand categories. The try out was conducted to measure validity and reliability. Andthe two ways ANOVA was conducted to test the hypotheses, two –way analysis ofvariance with F-test at the 5% (0.05) level of significance. The result of this studyrevealed that the use of discovery learning was effective to the extroverted studentsthan the introverted students. In line with it, the finding indicates that the use of directinstruction was also effective to introverted students than the extroverted students. Inother words, the result of the used of discovery learning had a bigger influence to theextroverted students rather than introverted students.]]>
<![CDATA[KEYWORD MNEMONIC IN BOOSTING THE STUDENTS’ VOCABULARY MEMORIZATION FOR YOUNG LEARNERS LEVEL ]]>
<![CDATA[Daniar Sofeny]]>;
<![CDATA[Siti Muamanah]]>
<![CDATA[ Getsempena English Education Journal Vol. 8 No. 1 (2021) ]]>
Publisher : <![CDATA[English Education Department ]]>
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DOI: 10.46244/geej.v8i1.1281
<![CDATA[The young learners are mostly easy in memorizing the vocabulary of English as a foreign language, but they also very quickly forget them. They need an effective technique to overcome this problem. This study aims to explain the effectiveness of the Keyword Mnemonic Technique in boosting their English vocabulary memorization. The quasi non-equivalent experimental is used as the research method. The subjects of this study are the thirty students of elementary school class five from Lampung Tahalo. The result shows that the significant value of the independent t-test was 0,000>0,05. It means that there is a difference between the experimental class and the control class. The sample t-test shows a significant number of 0,000>0,05. It means that the student's achievement is good after receiving the mnemonic method. It could be concluded that the keyword mnemonic technique can improve or assist the students in memorizing the English vocabulary. The teacher at the beginner level can use this technique as the strategy to boost the students in memorizing the English vocabularies as a foreign language.]]>
<![CDATA[THE CONVERSATIONAL IMPLICATURES IN FILM “THE VOW” BASED ON GRICE’S COOPERATIVE PRINCIPLE AND IT’S MAXIMS ]]>
<![CDATA[Daniar Sofeny]]>
<![CDATA[ Edulitics (Education, Literature, and Linguistics) Journal Vol 1 No 1 (2016): June, 2016 ]]>
Publisher : <![CDATA[English Language Teaching Department (Prodi Pendidikan Bahasa Inggris) ]]>
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<![CDATA[It is widely argued that Grice’s theory of implicature has wide anduseful applications. Based on Grice’s Cooperative Principle and its maxims, thisstudy attempts to analyze pragmatically the conversational implicatures in film“The Vow”. The result shows that in the conversation, the four maxim areflouted. The maxims of Quantity (2, 86%) the highest score. 13 out of 22dialogues flouted this maxim. The second frequently flouted are the maxim ofrelevance and manner (1, 6%), and then followed by maxim of quality (1, 54%).These maxims are considered to be flouted based on the category and thecharacteristic given by Grice (1967). In this analysis, I argue that the step-by stepreasoning rigor of the CP and its maxims is worth being inspected by linguistsin general and pragmatiticists in particular. Keywords: cooperative principle and its maxims, conversational implicatures.]]>
<![CDATA[THE EFFECTIVENESS OF DISCOVERY LEARNING IN IMPROVING ENGLISH WRITING SKILL OF EXTROVERTED AND INTROVERTED STUDENTS ]]>
<![CDATA[Daniar Sofeny]]>
<![CDATA[ Edulitics (Education, Literature, and Linguistics) Journal Vol 1 No 2 (2016): December, 2016 ]]>
Publisher : <![CDATA[English Language Teaching Department (Prodi Pendidikan Bahasa Inggris) ]]>
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<![CDATA[This study aimed to describe the effectiveness of discovery learning in improving English writing skill of extroverted and introverted students which is compared with direct instruction as the traditional learning method. In this research, the researcher employed a quantitative research by using experimental factorial design. The population in this research was the eleventh graders of state senior high school Sale in academic year 2013/ 2014 and the samples were 20 students from both classes and categories. The try out was conducted to measure validity and reliability. And the two ways ANOVA was conducted to test the hypotheses, two-way analysis of variance with F-test at the 5% (0.05) level of significance. The result of this study revealed that the use of discovery learning was effective to the extroverted students than the introverted students. In line with it, the finding indicates that the use of direct instruction was also effective to introverted students than the extroverted students. In other words, the result of the used of discovery learning had a bigger influence to the extroverted students rather than introverted students. Keywords: Discovery Learning; Extroverted; Introverted; Writing Skill.]]>
<![CDATA[THE STUDENT-TEACHERS’ ATTITUDES TOWARD EFL LEARNING ]]>
<![CDATA[Daniar Sofeny]]>
<![CDATA[ Edulitics (Education, Literature, and Linguistics) Journal Vol 3 No 2 (2018): December, 2018 ]]>
Publisher : <![CDATA[English Language Teaching Department (Prodi Pendidikan Bahasa Inggris) ]]>
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<![CDATA[This paper outlines the results of a survey which was carried out, to identify English Study Program UNIROW Tuban students’ attitudes towards learning the English language as a foreign language. The study investigated students’ motivation in terms of three motivational constructs: instrumental motivation, integrative motivation and personal motivation. In determining what attitudes college students at UNIROW have towards learning English as a foreign language. The 30 students involved in this project were from 2017A class. The students were asked to explain why they wished to become English teachers. A questionnaire and interviews were used for data collection. The students’ reasons for studying English revealed a wide array of attitudes and motivations. Surprisingly, almost half of the students exhibited negative attitudes towards learning English and entering the teaching profession. Other students demonstrated more positive attitudes. Personal reasons were also regarded as important motives by the students. However, regarding the integrative reasons, the results provided evidence that learning English as a part of the culture of its people had the least impact in students’ English language motivation. On the other hand, the data for the students’ attitudes revealed that most of students had positive attitudes towards the social value and educational status of English. Finally, some pedagogical implications that would help tap the students’ motivation and attitudes were presented. Key Words: Attitudes, Foreign Language, Learning English.]]>
<![CDATA[Boosting the English Vocabularies of Young Learners through Tik-Tok Application in Digital Era ]]>
<![CDATA[Daniar Sofeny]]>;
<![CDATA[Dian Fadhilawati]]>;
<![CDATA[Ninik Nuzulul Hidayah]]>
<![CDATA[ Jurnal Sinestesia Vol. 12 No. 1 (2022) ]]>
Publisher : <![CDATA[Pusat Studi Bahasa dan Publikasi Ilmiah ]]>
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DOI: 10.53696/27219283.125
<![CDATA[Tik-Tok Application is one of application that are great demand by people in this digital Era, no exception for the children in Elementary school. This study examined about how the students’ vocabulary score before and after taught by using the Tik-Tok application and whether there was any significant difference of students’ score before and after taught by using Tik-tok application. The researcher used the method of pre-experimental design using one group pretest-posttest with quantitative approach. The instrument used to obtain the data was test. The hypothesis itself was tested by using T-test technique. From the data obtained, the average total score of students' vocabulary mastery before taught by using the Tik-Tok application was 55.00 and the average score of students’ vocabulary mastery after taught by using the Tik-Tok application was 86.87. Statistical calculations using T-test have shown the results of tcount (14,586) and the result of ttable for standard 0.050% is 2.03951. It is known that tcount is higher than ttable (14.586 > 2.03951). The alternative hypothesis is accepted, and the null hypothesis is rejected. Based on the result of this research, the students’ score of vocabularies were increase from 55,00 to 86,87. Then the second result is, there were significant differences scores, between before and after receiving treatment by using the Tik-Tok application. So, Tik-tok application is effective for the teacher who want to increase the students’ English vocabularies mastery.]]>
<![CDATA[THE USE OF MIND MAPPING AND FLOW CHARTING IN TEACHING ENGLISH WRITING SKILL OF INTROVERTED STUDENTS ]]>
<![CDATA[Daniar Sofeny]]>;
<![CDATA[Irmayan Irmayan]]>
<![CDATA[ E-LINK JOURNAL Vol 5, No 2 (2018): E-LINK JOURNAL ]]>
Publisher : <![CDATA[Universitas Islam Lamongan ]]>
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DOI: 10.30736/ej.v5i2.59
<![CDATA[Introverted student is a type of student who has a personality related to the world in his own mind. Based on some researches results, they showed that the type of introverted students is getting lower in achievement compared to the extroverted type. For this reason, the researchers tried to apply the techniques in order to improve the introverted students’ achievement in learning English. The researchers focused on the writing skill. So, the writing techniques, namely Mind Mapping and Flow Charting are used in this research to improve their writing skill. This study was aimed to know the effectiveness of using Mind Mapping in teaching English writing skill of introverted Students, to know the effectiveness of using Flow Charting in teaching English writing skill of introverted Students, and to determine the better technique between Mind Mapping and Flow Charting in teaching English Writing Skill of Introverted Students. The research technique used was descriptive comparative with a quantitative approach. The results of this study indicated that both techniques are equally effective. The results of the average writing test for the use of Mind Mapping techniques is 56.5, while for the use of Flow Charting techniques is 49.6. From the results of the average score, it can be concluded that flow charting techniques are more effectively used to improve the students writing skills with introverted types.]]>
<![CDATA[SELF ASSESSMENT IN WRITING SKILL OF INTROVERTED STUDENTS ]]>
<![CDATA[Daniar Sofeny]]>
<![CDATA[ E-LINK JOURNAL Vol 6, No 2 (2019): E-LINK JOURNAL ]]>
Publisher : <![CDATA[Universitas Islam Lamongan ]]>
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DOI: 10.30736/ej.v6i2.172
<![CDATA[Self assessment is one of parts in assessment process. This process helps the students evaluate their own work and learning process. This study try to implement one of self assessments, namely Type Token Ratio (TTR). It calculates word repetition by deviding the total number of words in a text (tokens) by the number of individual words. This self assessment will be used to only one type of personalities, namely introverted students. The aims of the study are describing the types of token that most used by the introverted students, describing the types of token rarely used by the introverted students, and describing the introverted students opinion about Type Token Ratio (TTR) for their writing. The descriptive qualitative method was implemented in this study. the sources of the data were taken from twenty students of first semester in English Educational Program of UNISDA Lamongan. The findings showed that types of token most used by the introverted students are: nouns appear 466 times, verbs appear 266 times, pronouns appear 266 times and prepositions appear 251 times. Whereas, they rarey used: adverbs appears 171 times, determiners appears 159 times, conjunctions appear 123 times, adjectives appear 94 times and interjections appear 7 times. Based on the result, it can be concluded that the introverted students most often use noun and most rarely use interjection in their writing. Almost all of students think that TTR is good and help them to measure their vocabulary variety.Key words: Self Assessment, Writing Skill, Introverted]]>
