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INDONESIA
Educate
Published by Universitas Pesantren Tinggi Darul ulum
ISSN : 23015101     EISSN : -     DOI : -
Core Subject : Education, Engineering,
Aerospace Engineering Education Languange, Linguistic, Communication & Media
Jurnal ilmiah tentang pendidikan bahasa dan Sastra diterbitkan oleh Prodi. Pendidikan Bahasa Inggris FBS Unipdu Jombang.
Arjuna Subject : -
Articles 6 Documents
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Search results for , issue " Vol 1, No 2 (2012): Jurnal Educate" : 6 Documents clear
COMMON GRAMMATICAL ERRORS MADE BY BEGINNER LEVEL STUDENTS (A STUDY OF LANGUAGE INTERFERENCE) -, Maisarah
Educate Vol 1, No 2 (2012): Jurnal Educate
Publisher : Educate

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Abstract

ABSTRACT First language has a significant effect on the second language acquisition. Indonesian ESL learners, particularly those of beginner learners, often refer to Bahasa Indonesian (L1) when they produce English sentences or utterance. This kind of phenomenon in the study of second language acquisition is called the interference of first language into second language (negative interlingual transfer). The result of the study showed that the errors occurred are preposition errors, article errors, verb errors, noun errors, conjunction errors, adjective errors, word order errors, and time expression errors. Markedness, besides the fact that they were intermediate-level students, was the most obvious factor that contributes to the errors. This means when a certain grammar rule in L2 (English) is more complex, the students were inclined to make errors. Some different structures between English and Bahasa Indonesia might contribute to errors as well. When the respondents faced certain English grammar which was different from that of Bahasa Indonesia, they tended to use their knowledge of L1 to construct the sentences. As a result, their sentence production sometimes fell into errors. Keywords: L1 interference, markedness, First-year  students
THE EFFECT OF ROLE PLAYING TECHNIQUE APPLIED ON STUDENTS` SPEAKING COMPETENCE Budi, Kartika Marta
Educate Vol 1, No 2 (2012): Jurnal Educate
Publisher : Educate

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Abstract

Abstract This study aims to see the effect of the role playing technique application in on students` speaking competence, that covers (1) How is the effect of Role Playing teaching technique applied to the students` speaking competence on experimental class; and (2) How is the effect of conventional teaching applied to students` speaking competence on control class. The subjects are the students of Junior High 2 level book program in YPIA English Course, Jalan Sumatera Branch, Surabaya. The data of this study were the students` scores, and from the tests` scores it can be seen that there is a positive significant difference in the experimental group. The t-test shows that there is an improvement on the students` speaking competence achievement. In conclusion, the role playing application effects on the significant difference on the students speaking competence achievement. Keywords: Role Playing, Speaking Competence
SELF-QUESTIONING IN TASK-BASED READING INSTRUCTION Fauziyah, Nailul
Educate Vol 1, No 2 (2012): Jurnal Educate
Publisher : Educate

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Abstract

Abstract English is, in context, as the first foreign language taught in Indonesia. This has become one of a major subject in our national academic curriculum for every grade. Hence, English has been taught in all kind of disciplines and professions. And English is being taught from the early learners as pre-school students till university learners. In English foreign language teaching, reading comprehension is one of the most important factors in assessing a learner’s linguistic competence. Where the ability to read in EFL learners is acknowledged to be the most stable and durable of the second language modalities. In other words, reading plays a vital role in second language acquisition. Indeed, it is a common problem for some English teachers to understand what happens when EFL read? And what classroom activities can promote successful reading in a foreign/second language?  Then, self-questioning is the ongoing process of asking questions before, during, and after reading that are used by a reader to understand text. The questions posed are based on clues that are found in the text and are generated to spark curiosity that focuses the reader´s attention on investigating, understanding, and connecting to the text. A Self-Questioning Strategy is a set of steps that a student follows to generate, think about, predict, investigate, and answer questions that satisfy curiosity about what is being read. Thus, its strategy guides the EFL learners to achieve a successful reading of English text. Key words: Self-Questioning, Task-Based Reading Instruction.
THE STUDENTS’ SCORES ON THE DIFFERENT INSTITUTIONAL TOEFLS AT THE SIXTH SEMESTER ENGLISH DEPARTMENT STUDENTS OF THE PALANGKA RAYA STATE ISLAMIC COLLEGE -, Sabarun
Educate Vol 1, No 2 (2012): Jurnal Educate
Publisher : Educate

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Abstract

ABSTRACT The study attempts to investigate whether there is statistically difference or not on the students’ score between the Deborah’s institutional TOEFL and the Barron’s institutional TOEFL. The study belonged to Ex post facto research. The study was conducted at the sixth semester English department students of Palangka Raya State Islamic College of 2011/ 2012 academic year. The number of the subjects was 62 students.  This study was restricted to two focuses on testing: the Deborah’s institutional TOEFL and the Barron’s institutional TOEFL.  The research instruments applied in the study were test and documentation. To answer the third research problem, the t test for correlated samples was applied. The research findings showed that, based on the statistical calculation, it was found that the t value was 2.904. Based on the Table of t value, if df was 61, the 5% of significant level of t value was at 1.671 and the 1% of significant level of t value was at 2.390.  It could be seen that the empiric t value at 2.904 was higher than the t value theoretic. This could be interpreted that at the 5% and 1% of significant level, there was significant difference on the students’ score between the Deborah’s institutional TOEFL (Mean= 398.63) and the Barron’s institutional TOEFL Mean= 413.92).  This meant that Ha stating that there is statistically difference on the students’ score between the Deborah’s institutional TOEFL and the Barron’s institutional TOEFL was accepted and Ho stating that there is no statistically difference on the students’ score between the Deborah’s institutional TOEFL and the Barron’s institutional TOEFL was rejected. It meant that there was statistically difference on the students’ score between the Deborah’s institutional TOEFL and the Barron’s institutional TOEFL. In this sense, the Barron’s institutional TOEFL was easier than the Deborah’s institutional TOEFL. Key Words: Students’ Score, Institutional TOEFL.
COMMON ERRORS MADE BY PMC STUDENTS AT EEC (EFFECTIVE ENGLISH COURSE) JOMBANG IN PRONOUNCING ENGLISH SILENT-LETTERS Fanani, Achmad; Mawardi, Mohammad Yazid
Educate Vol 1, No 2 (2012): Jurnal Educate
Publisher : Educate

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Abstract

Abstract Interference is the influence of first language (L1) into second language (L2)(negative interlingual transfer) that generally leads to errors. Thus the mother tongue of first language in fact interferes to the second language. Besides, markedness is the obvious factor contributing the errors as well. This study investigates the interference of Indonesian language (L1) into the English language acquisition commonly made by PMC, Prospective Model Class, students at Effective English Course (EEC) Jombang. More specifically, this study describes the influence of Indonesian pronunciation into English pronunciation acquisition that causes errors and the language-based factors that influence the occurrence of interference. The result of this research shows that the errors related to the interference of L1 are categorized into 12 kinds of errors: pronouncing silent ‘b’, pronouncing silent ‘c’, pronouncing silent ‘d’, pronouncing silent ‘g’, pronouncing silent ‘gh’, pronouncing silent ‘h’, pronouncing silent ‘k’, pronouncing silent ‘l’, pronouncing silent ‘p’, pronouncing silent ‘s’, pronouncing silent ‘t’, and pronouncing silent ‘w’. Keywords: L1 interference, markedness, PMC students
PENGARUH METODE PEMBELAJARAN KOOPERATIF TIPE TAI (TEAM ASSISTED INDIVIDUALIZATION) TERHADAP KETERAMPILAN BERBICARA (話し方) BAHASA JEPANG SISWA KELAS XI IPS SMA NEGERI 11 SURABAYA TAHUN AJARAN 2010-2011 -, Fitrotunnaja
Educate Vol 1, No 2 (2012): Jurnal Educate
Publisher : Educate

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Abstract

Abstrak Kesulitan siswa kelas XI SMA Negeri 11 Surabaya dalam melakukan percakapan bahasa Jepang membuat proses belajar mengajar menjadi tidak efektif dan tidak menyenangkan, sehingga hasil belajar yang diperoleh siswa juga kurang memuaskan. Berdasarkan hasil dan pembahasan penelitian dapat ditarik simpulan bahwa perbedaan keterampilan berbicara bahasa Jepang dalam penelitian ini semata-mata disebabkan oleh pengaruh penerapan metode pembelajaran kooperatif tipe TAI dan metode pembelajaran konvensional, dengan demikian metode pembelajaran kooperatif tipe TAI mempunyai pengaruh positif. Hal ini dibuktikan dengan adanya peningkatan hasil belajar siswa di kelas eksperimen lebih besar dibandingkan dengan peningkatan hasil belajar siswa di kelas kontrol. Berdasarkan koefisien korelasi yang sangat rendah simpulan penelitian tidak dapat digunakan untuk memprediksi atau menggeneralisasikan pada siswa kelas XI SMA Negeri Surabaya. Jadi metode pembelajaran kooperatif tipe TAI mempunyai pengaruh positif tetapi tidak signifikan terhadap siswa kelas XI IPS SMA Negeri 11 Surabaya tahun ajaran 2010/2011. Kata kunci : pembelajara kooperatif, TAI, hanashikata

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