Garuda - Garba Rujukan Digital

The Effectiveness of Blog as Media in Improving The Students‟ Writing Skill of Descriptive Text (An Experimental Study of the Eight Graders of MTsN Brangsong Kendal in the Academic Year of 2013/2014 Thoriq Hidayaturrahman
(JELE) Journal Of English Language and Education Vol 1, No 1 (2015)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

This study aimed at comparing students‟ ability in writing descriptive text withblogtechnique and without blog. This study is used to answer the questions: Is thereany significant difference in the achievement between the students who wrotedescriptive text with blogtechnique and the students who wrote descriptive text withoutblog? And how well the students write descriptive text after being taught by using blog.Quantitative method was used in analyzing the gathered data. The basic outline showedthat in the writing skill, the second year students in the first semester of Junior HighSchool are supposed to write a descriptive text, so the data weredescriptive textswritten by two classes of the second year students of MTs Brangsong Kendal as thesample. One of them was the experimental group and the other one was the controlgroup. The result of the study shows that Blog technique applied in writingdescriptiontexts of VIIIgrade of MTs Brangsong, Kendal, actually gave contribution in improvingthe students‟ skill in writing descriptive texts. This technique could be an effectivemethod. It is proper since there was a significant difference between the control groupand the experimental group when the study was conducted. Based on the statisticalanalysis, it could be seen that the students‟ in the experimental group was improvinghigher than the control group. The mean of the experimental group was higher (from71.81to 80.11) than the control group (from 71.72 to 74.61). The t-value for two meansof post-test was 4.170; meanwhile the critical value at α = 5% was 1.67. Since the tvaluewas in the Ho rejection area, it was concluded that there is a significantdifference in the achievement between the students in control group who were not giventhe treatment and the experimental group who were given the treatment (Blogtechnique). By using this technique in the experimental class, the class situation wasvery enjoyable, the students freely communicated to each other to share their ideas.The writer had observed that the writing descriptive texts scores of the experimentalclass were higher than those of the students who wrote descriptive text without Blog.Keywords: Blog, Descriptive Text, WritingSkill

Register Realization in the Writing of 8th Grade Students of SMP Kesatrian Semarang (A Comparative Study between Dialogue and Recount Text) Azizah Ezard Maulina
(JELE) Journal Of English Language and Education Vol 1, No 1 (2015)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

This research aimed at comparing the contextual description of the field, tenor,and mode between written dialogue and recount text in the writing of the 8th grade students of SMP Kesatrian 1 Semarang. The next was to find which text was the student‟s major and find the reason why register realization in dialogue and recount text is the same or different. This was a qualitative research by employing descriptive comparative method. The corpus of the data of this research were written dialogue and recount text in the writing of the 8th grade students of SMP Kesatrian 1 Semarang. The results showed as follows: (1) the production of „experiential domain found‟, „short term goal‟, and „long term goal‟ in the written dialogue texts were more various than in the recount texts; (2) The production of agentive or societal roles, status, and socialdistance in dialogue texts were also more various than in recount texts; (3) The role of language, type of interaction, and the rhetorical trust in the written dialogues were different from the recount texts ( Meanwhile the medium and the channel of both texts were the same); (4) The students produced more various features in terms of contextual description of the field, tenor, and mode in written dialogues than in recount texts; (5) The similarities between written dialogues and recount texts found in the terms of medium and channel. Meanwhile the differences between them were found in the other terms (experiential domain etc.). In conclusion, the students were more major inmaking written dialogue than recount text.Keywords: Mood, Register, Theme, Transitivity, Recount Text

The Use of Recast in Teaching of Grammar for High and Low Achievers (The Case of Spoken Use of English by the Tenth Graders of Nahdhatul Ulama Vocational High School of Ungaran Olyvia Revalita Candraloka
(JELE) Journal Of English Language and Education Vol 1, No 2 (2015)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

The goals of this study were (1) to find out the effectiveness of recast in teachingof grammar for high achievers, (2) to find out the effectiveness of recast in teaching ofgrammar for low achievers, (3) to find out the effectiveness of clarification request inteaching of grammar for high achievers, (4) to find out the effectiveness of clarificationrequest in teaching of grammar for low achievers, (5) to find out the difference ofgrammar of high and low achievers taught using recast, (6) to find out the difference ofgrammar of high and low achievers taught using clarification request, and the last (7)to explain to what extent the interaction of teaching strategy (recast and clarificationrequest) and the influence of students’ achievements (high and low) to the students’grammar at the tenth grade of SMK NU Ungaran is. This research applies aquantitative method with a factorial design. The experiment class was treated by usingrecast, while the control class was treated by using clarification request. The studiedsubjects were 48 students of grade ten of Nahdhatul Ulama vocational high school ofUngaran which consists of 24 students of an experiment class and 24 students of acontrol class. The results of the research revealed (1) recast is effective to teachgrammar for high achievers,(2 recast is effective to teach grammar for low achievers,(3) clarification request is effective to teach grammar for high achievers,(4) clarificationrequest is not effective to teach grammar for low achievers, (5) there is no significantdifference between high and low achievers on grammar taught by using recast, (6)there is significant difference between high and low achievers on grammar taught byusing clarification request, (7) there is significant interaction of teaching strategy(recast and clarification request) and types of students of achievement (high and low) tothe students’ grammar at the tenth grade of Nahdhatul Ulama vocational high school ofUngaran.Keywords : Achievement, Grammar, Recast

Improving The Tenth Grade Students’ Writing Skill By Using Picture Series Dwi Pratiwi
(JELE) Journal Of English Language and Education Vol 2, No 1 (2016)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

AbstractAs a foreign language, English language is not easy to study by students in every grade. Many students cannot understand their materials because they have perception that studying English is very difficult for them. Writing is one of important components in language skills. On the other hand, it is considered difficult by learners including the students of SMA N 1 Sedayu especially class X IIS 3. The students’ writing achievement was still low. To solve this problem, the researcher did the classroom action research. The objectives of this research are describing the improvement of students’ writing skill through recount text using picture series, analyzing the students’ interests in writing skill through recount text using picture series, and finding out how far the improvement of the students using picture series in writing skill through recount text. This research involved 32 students from tenth grade of SMA N 1 Sedayu. In this research, to get the data researcher gave questionnaires, did observation, interview and tests. A classroom action research was used in this research to overcome student’s problem in writing skill. The mean in pre-test and post-test showed a different number. The mean of the pre-test was 61.7 which was still low score because the KKM is 75. Afterwards, the researcher conducted the next treatment, then did post-test and the mean of the students’ score was increased into 77,7. Besides, students also showed different interest in their learning English especially English writing skill.

The Effectiveness Of Animation Video In Teaching Speaking To Junior High School Kurniati Kurniati
(JELE) Journal Of English Language and Education Vol 2, No 1 (2016)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

AbstractThere were many problems happened in the E n g l i s h l e a r n i n g p r o c e s s i n S M P N 1 S e ye g a n , s u c h a s ; (1) the students were afraid of expressing their ideas; (2) they were lack of vocabularies; (3) they were bored in studying English including in their learning speaking. Thus, this research was intended to find out the effectiveness of animation video in teaching speaking to seventh graders in SMP N 1 Seyegan-Sleman. It involved 32 students of 7A as experimental class and 7B as control class. It was experimental study to overcome students’ problem in learning English speaking skill and used pre-test and post-test as the instrument. The used design was quasi-experimental study. It was done with pre-test before treatments and post-test after having treatments. It was found that teaching speaking using animation video was effective. It can be seen from the result of the statistical computation using t- test. The t-test result of post-test in both of classes was 2.170 while t-table with the degree of freedom N-2 at 5% significance level was 1.999. It means that the result of the t-test was higher than ttable. Therefore, teaching speaking skill using animation video was considered effective. Based on this finding the researcher suggested to the teachers to use animation video in improving speaking skill especially for students in Junior High Schools.

Flouting Maxim By Sherlock Holmes and dr. Watson In Tv Series Of Sherlock Season Lina Affifatusholihah; Agustinus Hary Setyawan
(JELE) Journal Of English Language and Education Vol 2, No 2 (2016)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

AbstractIn running daily activities, people will always meet and interact with other people, and language is a medium that is used by humans to interact with each other. In a conversation or discussion, everyone should pay attention to the four maxims in order that there are no errors in communication. However, it is not uncommon that the four rules above are breached by the speakers. This is called non-observance of the maxims, and one of a non-observance of the maxims that often occurs in is flouting maxim. The aims of this paper are to describe types of maxims that are flouted by Sherlock Holmes and dr. Watson as well as to describe how the maxims are flouted in Sherlock TV series season 1. This research used qualitative descriptive method. The researcher classifies the utterances to know what kind of maxim which are flouted, categorizes those into the category based on the Grice’s theory of Cooperative Principle, namely: maxim of quantity, quality, relation and manner. The research procedure begin by searching the script in the internet, matching the utterances in the script and in film and sorting the utterances between Sherlock Holmes and dr. Watson as well observing every word or sentence which are flouted by the main characters. The findings find that all kinds of maxims are flouted by Sherlock and dr. Watson. The result of analysis shows that the maxim flouted when the speakers say something irrelevant; something roguishness or lied to hide the truth in the form of rhetorical question; the information becomes more or too informative than what is required; and something obscurity of expression, ambiguity, or unnecessary prolixity.

The Effectiveness Of English Interactive Media In Teaching Writing (An Experimental Study Conducted For Eleventh Graders In SMA N 1 Sedayu, Bantul Yogyakarta) Atayewa Merjen Gurbangeldiyewna; Hermayawati Hermayawati
(JELE) Journal Of English Language and Education Vol 3, No 1 (2017)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

The objectives of the study are to find out the ability of the students in writing descriptive text both before and after the treatment either at control group or experiment group; to find out the effectiveness of Interactive Media for teaching writing descriptive text; to find out what writing elements that received significant improvement after being taught by Interactive Media. This research was conducted using experimental study to overcome students’ problem in learning English especially writing skill. The researcher used two classes as the subject: XI MIPA-1 as the experiment group and XI MIPA-4 as control group. Those MIPA classes belong to Argo Mulyo High School /SMA N 1 Sedayu, Argomulyo, Bantul.The experimental class was taught the descriptive text by using Interactive Media in the form of Macromedia Flash while control groupwas taught by using non-computer based lessons. Total sample of both classes were 60 students. The research was conducted within quasi-experiment study which used pre-post tests design of experiment and control groups. The researcher used this method in order to find out whether computer-based instruction/Interactive Media could make significant improvement on the students’ descriptive writing skill. Such effectiveness was seen from difference of means between pre-post of both control and experiment groups and its t-test score at the degree of significancy. The t-test was higher than the t-table, Interactive Media then was proved significancy in improving the students’ writing descriptive text skill. The students’ writing was analyzed and scored based on rubrics postulated by Brown and Bailey including paragraph organization, its content, language structure, vocabulary and mechanics. The experiment shows that the t-test was (3.16) which is higher than t-table (2.000). The aspects of wtiting that has significant improvement were content, organization, structure, vocabulary - means pre-test of experimental group = 76.5 and control group = 70.8 increased into, experimental group = 87.22 and control group = 78.8 during post test with standard deviation of experimental group = 7.7 and control group = 9.97. Since there was a significant improvement of students’ writing skill by using Interactive Media, this research then confirms that Interactive Media is effective for teaching writing at SMA level.

Improving Students‟ Listening Competence by Using Contextual Teaching and Learning (A Classroom Action Research Conducted at the Second Grade of MTs. Ma‟arif 2 Muntilan, Magelang) Happy Annisa; Octa viani; Hermayawati Hermayawati
(JELE) Journal Of English Language and Education Vol 1, No 1 (2015)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

his research was conducted to improve students‟ listening competence byusing Contextual Teaching and Learning (CTL) method. The aims of conducting thisresearch were as follows: (1) improving students‟ listening competence through CTL;(2) finding the students‟ interest improvement on their listening by using CTL; (3)finding the improvement of the students‟ listening competence by using CTL. TheClassroom Action Research was used by the researcher in conducting this research.Furthermore, the pre-test, treatments, and post-test were given to find the students‟listening improvement in learning using CTL.The result of the research showed thatCTL could improve the students‟ listening competence. It could be seen from theaverage scores in the pre-test and post-test. The average score of students in the pretestwas about fifty six point two. Meanwhile, the average score in the first post-test andsecond post-test were seventy two point five and eighty point six. The result of thestudents‟ average score showed the improvement in their listening achievement by byusing CTL. The students‟ interest improved through the students‟ active contributionduring the learning processes which was measured by using scoring rubric of“metacognitive rubric motivation”. Therefore, it can be concluded that CTL is effectiveto teach listening to the students. In short, the method can be used by the teacher as analternative to teach listening.Keywords: Classroom Action Research, CTL, Listening, Method, Motivation

The effectiveness of process genre and product genre approaches to teach writing to introvert and extrovert students (the case of the tenth year students of state senior high school 1 Wirosari-Grobogan in the academic year of 2013/2014) Wahyu Kyestiati Sumarno
(JELE) Journal Of English Language and Education Vol 1, No 1 (2015)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

This present study aims to investigate the effectiveness of Process Genreand Product Genre Approaches to teach writing to introvert and extrovertstudents. A quasi-experimental study with 2x2 factorial designs was conductedto gain answers. Data were collected by using Myers Briggs Type Indicator,observation notes and a pre-and-posttest. Data were analyzed by using T-test,Two-Way Anova, and Tukey test. The findings revealed that first, ProcessGenre Approach was significantly effective to be used to teach writing to boththe introvert and extrovert students; while, the Product Genre Approach wasonly effective to be used to teach writing to the extrovert students. Second,quantitatively, the Process Genre Approach was not significantly more effectiveto be used to teach writing compared to the Product Genre Approach. Third,the students‟ personalities significantly influenced their writing quality, inwhich the extrovert students‟ writings were better than the introvert students‟writings. Fourth, there was a significant interaction occurred between theteaching approaches and the students‟ personalities on their writing quality.Based on the study results, the researcher suggests English teachers to considerusing Process Genre Approach in their writing classes and identify eachstudent‟s personality in the very beginning of lessons, acknowledging that thestudents‟ personalities significantly influence the students‟ writing quality.Keywords: Process Genre Approach; Student’s Personality; Writing Instruction

The Realization of Interpersonal Negotiation in the Conversation Elysa Hartati
(JELE) Journal Of English Language and Education Vol 1, No 2 (2015)
Publisher : LPPM Universitas Mercu Buana Yogyakarta

This study aimed toinvestigate how the students of English Department of theState University of Semarang realize interpersonal negotiation in their conversationand find out what kinds of problems that emerge when the students have aninterpersonal negotiation in their conversation.In analyzing the data, the descriptivequalitative approach was employed with small quantification was made to support theanalysis. Besides, the choices of mood, modality, speech roles as well as clause categorywere applied to analyze the data.The research findings showed that from theobservation towards 10 (ten) students done by practicing the conversation in pairs,there were only 3 (three) pairs that could realize the interpersonal negotiation in theirconversation. Most of students used declarative mood types (56.6%) more in theirconversation. It indicated that they wanted to initiate the exchanges by givinginformation more often. The modality that they used most was probabilitymodalization (41.2%). With high and medium categories of probability, the studentsexpressed their idea of the situation given.Though the students produced declarativemood more in their conversation, it did not directly indicate that they could realizeinterpersonal negotiation well. Most of the declaratives produced was moremaintaining the information exchange. The giving speech roles of the clauses producedby the students sometimes were inappropriate with the topic being discussed. It madethe conversation inconvenient. Even though the use of modalization and modulation toexpress interpersonal negotiation was not problematic, they did not use it optimally;only 17 clauses out of 143 clauses made use of them.Keywords : realization, interpersonal negotiation, conversation

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kab. bantul,

Daerah istimewa yogyakarta

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name -

Contact Email -

Phone -

Journal Mail Official -

Editorial Address -

Location Kab. bantul, Daerah istimewa yogyakarta INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kab. bantul,

Daerah istimewa yogyakarta

INDONESIA