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Made Adi Andayani T.

Universitas Jember

Author-ID : 6343444

Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Students' Perception on The Implementation of The Whole Brain Teaching Technique in Speaking Class Nur Kholifah; Aan Erlyana Fardhani; Made Adi Andayani T.
EFL Education Journal Vol 8 No 3 (2021): Vol. 8. No. 3. NOVEMBER 2021
Publisher : English Education Study Program

Abstract This research aimed to determine the students’ perception on the implementation of the Whole Brain Teaching Technique in speaking class and its benefits for the students at SMPN 2 Banyuanyar Probolinggo. The subject was the seventh grade students who were taken from two classes. This research applied the descriptive quantitative method by using close-ended questionnaire consisting of 34 statements. It was analyzed statistically to know the category of students’ perception. The result of the questionnaire showed that the students had positive perception on the implementation of the Whole Brain Teaching Technique in speaking class. It showed that the total score of the students’ questionnaire was 2594. If the score of the questionnaire was between >2125 up to <2762,5 then it was considered as positive perception. Besides, the implementation of the Whole Brain Teaching Technique gave some benefits for the students. It can be seen from the result of the highest percentage and mean score which were analyzed by using Data Analysis Toolpak in Microsoft Excel. The result showed that the highest percentage and mean score were 3,6 (92%) for the statement “Class-yes help the students to get their attention back”, 3.4(98%) for the statement “Teach-Okay help them remember the material easily”, 3.4 (96%) for the statement “Mirror Technique help them remember and understand the material easily”, and 3.3 (100%) for the statement “Swicth Technique give the same chance for the students to be the speaker and the listener. It means that the implementation of this technique give some benefits for the students. In summary, the students’ perception of the implementation of the Whole Brain Teaching Technique in speaking class was positive and it also provided some benefits for the students during its implementation.

The Use of “English Tenses Practice” Application in Mobile Phone to Improve the Tenth Grade Students’ Mastery of Past Tense and Present Perfect Tense at Senior High School Dian Pratiwi; Siti Sundari; Made Adi Andayani T.
EFL Education Journal Vol 8 No 2 (2021): Vol. 8. No. 2. JULY 2021
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v8i2.30867

This classroom action research aimed to improve the tenth grade students’ mastery of past tense and present perfect tense by using “English Tenses Practice” application and to know how the application improve the students participation during the teaching and learning process. The research participants were the X MIPA 3 students which were chosen purposively based on the students’ previous English main score. The data were collected by using grammar post-test and observation in the teaching and learning process of grammar. Then, the collected data were analyzed using descriptive statistic to know how the students’ grammar mastery and their active participation after given an action. The results of the analysis showed that the use of “English Tenses Practice” application could improve the students’ grammar mastery of past tense and present perfect tense and their participation after given an action in the first cycle. It is suggested for English teacher that “English Tenses Practice” application on mobile phone can be used as the medium in the teaching and learning process of grammar.

The Implementation of Portfolio Assessment in the English Class at Junior High School Bning Puspita Natin; Siti Sundari; Made Adi Andayani T.
EFL Education Journal Vol 8 No 2 (2021): Vol. 8. No. 2. JULY 2021
Publisher : English Education Study Program

This research was conducted by using the qualitative case study design to report the implementation of portfolio assessment by the English teacher of public junior high school in the Regency of Banyuwangi., especially the detailed procedures as well as the students’ portfolio. The participant of this research was the seventh-grade English teacher. The English teacher was selected as the research participant because the English teacher has implemented the portfolio assessment since the academic year of 2017/2018. The English teacher used the strategy which was based on the students’ conditions and their needs. The researcher interviewed the English teacher three times and documented the students’ portfolios. Then, the researcher applied the model of Creswell (2013) to analyze the data collected. The result of this research revealed that the English teacher implemented the portfolio assessment which was adapted the portfolio assessment proposed by Zainul (2001) and the students’ needs as well as their conditions. Keyword: Portfolio Assessment, Students’ needs and condition, Teacher’s Implementation,

The English Teacher’s Written Corrective Feedback on the Students’ Writings in Vocational High School Firyaal Mujahidah; Made Adi Andayani T.; Siti Sundari
EFL Education Journal Vol 8 No 2 (2021): Vol. 8. No. 2. JULY 2021
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v8i2.30869

This study was aimed to find out the types of Written Corrective Feedback (WCF) given by the English teacher to the students’ writings, the reason of the teacher in giving certain types of WCF, and the contributions of the WCF for the students. This study employed a case study design which involved one English teacher and three students from different acquisition levels. The data were obtained from documentation and interview. The types of WCF given by the teacher were classified by using the theory from Ellis (2008). The data from the interview were analyzed by using thematic analysis proposed by Braun and Clarke (2006). The results showed that the teacher used Direct WCF, Unfocused WCF, and Electronic Feedback in correcting the students’ errors. It was found that the teacher gave those types of WCF in order to make the students understand about the mistakes that they made in their writings. It was also found that high and medium achieving students stated that WCF from their teacher were beneficial for them in order to avoid the same mistakes in the future while low achieving student did not get the benefit of feedback.

The Sentence Fallacies in the Narrative Writing: A Descriptive Study of Gender Differences at Senior High School Siti Sundari; Annisa Nur Aurin; Made Adi Andayani T.
EFL Education Journal Vol 8 No 1 (2021): Vol. 8. No. 1. MARCH 2021
Publisher : English Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19184/eej.v8i1.30860

Writing is one of the important skills that should be mastered by the students. Unfortunately, most of the students still have problems in writing especially in writing good sentences. Problems occur when the sentence form is incorrect. This research was intended to describe the tenth grade students’ sentence fallacies in their narrative writingsand explore the gender differences in their writing products based on the sentence fallacies. The sentence fallacies focused on sentence fragments, comma splices, and run-on sentences. There were 14 male students’ writings and 14 female students’ writings investigated in this research. A descriptive analysis was used to describe the students’ sentence fallacies and the percentage of male and female students’ sentence fallacies. Based on the result of the data analysis, it was found that both male and female students made the three kinds of sentence fallacies in their narrative writings. However, the male students made less sentence fallacies in almost all kinds of sentence fallacies, except in comma splice. The male students made more comma splices compared to the female students.

The Effect of Think-Pair-Share Strategy on The Eighth Grade Students’ Descriptive Text Reading Comprehension Achievement at Junior High School Agri Imandha Ruslen; Made Adi Andayani T.; Sudarsono Sudarsono
EFL Education Journal Vol 8 No 2 (2021): Vol. 8. No. 2. JULY 2021
Publisher : English Education Study Program

This study aimed at finding whether there was an effect of Think-Pair-Share Strategy on the eighth grade students’ descriptive text reading comprehension achievement at Junior High School. The design used was quasi-experimental research with post-test only. The experimental group was given TPS strategy, while the control group was given the question and answer strategy as their teaching strategy. In the end, post-test was given to both groups and the data was analyzed using the independent sample t-test with 5% significant level by using SPSS software. The sig (2-tailed) was 0.010 which is less than 0.05 with 95% of significance level. The alternative hypothesis was accepted. Thus, there was a significant effect of TPS strategy on students’ reading comprehension.

Co-Authors Aan Erlyana Fardhani Agri Imandha Ruslen Annisa Nur Aurin Bning Puspita Natin Dian Pratiwi Firyaal Mujahidah Nur Kholifah Siti Sundari Sudarsono Sudarsono

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