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<![CDATA[The Use of Task-Based Language Instruction in Teaching Multigrade Elementary Students on English Private Course ]]>
<![CDATA[Rizqi Febrian Pramudita]]>
<![CDATA[ FKIP e-PROCEEDING 2017: Proceeding of the Workshop on Intercultural Communication ]]>
Publisher : <![CDATA[Pendidikan Fisika FKIP UNEJ ]]>
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<![CDATA[Abstract: There are some ways to broaden learner’s ability in acquiring English nowadays. In formal school, the students commonly learn English with their classmate in the same level of grade. Nevertheless, by any circumstance, studying English in formal school should be committed within various grades of students, which can be called as multigrade class. It should be underlined that those studies are applied in formal school of rural area. However, in fact, multigrade class may happen in informal educational institution such as English course. This study is conducted to know whether or not there is a significant effect of teaching multigrade primary level students in regular class of an English private course to the progres of the students’ speaking performance by using Task-based Language Instruction. Therefore, the focus of the students’ competence is the fluency of their speaking and behavior during teaching learning activities. Keywords: Task-based language instruction, multigrade elementary students, English private course.]]>
<![CDATA[The Implementation of Genre Based Approach in the Teaching of Writing at SMPN 7 Jember ]]>
<![CDATA[Lailatul Hidayah]]>;
<![CDATA[Budi Setyono]]>;
<![CDATA[Zakiyah Tasnim[]]>
<![CDATA[ FKIP e-PROCEEDING 2017: Proceeding of the Workshop on Intercultural Communication ]]>
Publisher : <![CDATA[Pendidikan Fisika FKIP UNEJ ]]>
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<![CDATA[Abstract: Writing is one of the English skills that should be mastered by the English as a foreign language students. It is not an easy task for the English teachers to teach writing to the EFL students, as it requires the English teachers to consider what approach they are going to apply in classroom. One of the approaches that is suggested by the Ministry of Education is genre-based approach. This article as the summary of the thesis entitled The Implementation of Genre Based Approach in the Teaching of Writing at SMPN 7 Jember discussed how the teacher implements genre-based approach in the teaching of writing. This research belongs to descriptive case study that was intended to describe in details the implementation of genre-based approach in the teaching of writing at SMPN7 Jember done by the English teacher. It included how the teacher designs the teaching of writing using genre-based approach, how the teacher implements the genre-based approach in the teaching of writing in the classroom, how the teacher delivers feedback to the students, and how the teacher gives score to the students. The data of the research were analyzed using thematic analysis and the results were reported descriptively. The research result showed that the teacher implemented the four stages of genre-based approach. Those are Building Knowledge of the Field, Modeling of the text, Joint Construction of the Text and Independent Construction of the Text. The finding was highly expected to be an evaluative finding for the teacher and she was suggested to make variation of the teaching strategy to the different types of genre.Keywords: Genre Based Approach, Teaching Writing, Feedback, Scoring System, Thematic Analysis.]]>
<![CDATA[Motivating EFL Students by Using Tangible Reinforcers ]]>
<![CDATA[Fiska Nurrahma Oktavia]]>
<![CDATA[ FKIP e-PROCEEDING 2017: Proceeding of the Workshop on Intercultural Communication ]]>
Publisher : <![CDATA[Pendidikan Fisika FKIP UNEJ ]]>
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<![CDATA[Abstract: Motivation plays a fundamental role in the process of learning a foreign language. It connects students’ willingness to engage in lesson and learning activities and the reasons for doing so. Students motivation can come from the inside (intrinsic motivation) and or from the outside (extrinsic motivation). Those students who own intrinsic motivation feel that learning is enjoyable. However, in fact, many EFL students do not have motivation towards learning. Moreover, they think that English is difficult to be learnt. Students feel depresseed when they are not able to do such task, therefore teachers need to give them such stimulus to engage them towards learning (extrinsic motivation). Such stimulus can be in the form of tangible reinforces which are effective to attract students motivation. Moreover, due to the tangible reinforcees, the students behavior slowly changes to be more active in participating the teaching. This paper will be divided into sub topics dealing with introduction, the related literature review, the procedures of the activity and the expected results. Keywords: motivation, EFL students, tangible reinforces]]>
<![CDATA[The Use of Sociodrama to Improve Class XI Bahasa Students' Active Participation and Speaking Achievement at Madrasah Aliyah Negeri 1 Jember in the 2016/ 2017 Academic Year ]]>
<![CDATA[Moh. Fauzan]]>;
<![CDATA[Zakiyah Tasnim]]>;
<![CDATA[Sugeng Ariyanto]]>
<![CDATA[ FKIP e-PROCEEDING 2017: Proceeding of the Workshop on Intercultural Communication ]]>
Publisher : <![CDATA[Pendidikan Fisika FKIP UNEJ ]]>
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<![CDATA[ Abstract: This research was classroom action research. The aim of this research was to improve class XI Bahasa students' active participation and speaking achievement at Madrasah Aliyah Negeri 1 Jember. The subject of the research was class XI Bahasa students of Madrasah Aliyah Negeri 1 Jember, the total number of the subject was 36 students. The data collection methods in this research used test, observation, interview, and documentation. Then, the obtained data (students' active participation and speaking achievement) from each cycle was analyzed quantitatively. The result of observation Cycle 1 showed that the average percentage was 78.84%. This result achieved the minimum requirement of the students' active participation (75%). The speaking test results Cycle 1 showed 77.8% students could achieve score of passing grade that was 75. Then, Cycle 2 was still conducted to check the consistency of the results in Cycle 1. The result of observation Cycle 2 showed that the average percentage was 88.56%. This result also achieved the minimum requirement of the students' active participation (75%). The speaking test results Cycle 2 showed 85.29% students also could achieve score of passing grade that was 75. It can be concluded that the Use of Sociodrama Improved Class XI Bahasa students' active participation and speaking achievement at Madrasah Aliyah Negeri 1 Jember in the 2016/ 2017 Academic Year. Keywords: Sociodrama, Speaking, Speaking Achievement]]>
<![CDATA[Conversational Analysis of Language Realizations of Dispreferred Social Acts in Intimate Relationship in the Lion King (1994) Movie ]]>
<![CDATA[Dinda Anggi Novita Sari]]>;
<![CDATA[Musli Ariani]]>;
<![CDATA[I Putu Sukmaantara]]>
<![CDATA[ FKIP e-PROCEEDING 2017: Proceeding of the Workshop on Intercultural Communication ]]>
Publisher : <![CDATA[Pendidikan Fisika FKIP UNEJ ]]>
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<![CDATA[ Abstract: This study attempted to investigate the language realizations of dispreferred social acts from an animation movie called the Lion King (1994). The study aimed to give examples on how the English native speakers express their dispreferred social acts naturally performed by the characters with intimate relationship. It is important to know this because different culture between Indonesia and English may lead to different ways of expressing it. The realizations of dispreferred social acts by the characters that have intimate relationship in the movie are performed in mitigated and unmitigated forms. The finding suggests that these characters choose the mitigated form of the language realizations of dispreferred social acts as they want to maintain the social relationship with others. It is better to use the mitigated as those are more polite. In addition, due to their established relationship, they sometimes express their intimate expressions directly which in this case belongs to unmitigated form. Keywords: Adjacency Pairs, Dispreferred Social Acts, Language Realizations of Dispreferred Social Acts, Preference Organization, Conversational Analysis]]>
<![CDATA[The Effect of Using Word Wall on The Eighth Grade Students' Vocabulary Achievement at SMPN 1 Jember in 2015/2016 Academic Year ]]>
<![CDATA[Shallyntang Ditya Pradikasari]]>;
<![CDATA[Zakiyah Tasnim]]>;
<![CDATA[i Putu Sukmaantara]]>
<![CDATA[ FKIP e-PROCEEDING 2017: Proceeding of the Workshop on Intercultural Communication ]]>
Publisher : <![CDATA[Pendidikan Fisika FKIP UNEJ ]]>
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<![CDATA[ Abstract: This experimental research was conducted to know whether or not there was a significant effect of using word wall on the eighth grade students' vocabulary achievement at SMPN 1 Jember in the 2015/2016 academic year. The research data were collected from the vocabulary pre-test and post-test. The deviation between the results of pre-test and post-test were analyzed statistically by using t-test formula to know the mean difference between the experimental and the control groups. The value of t-test was 5.6850 that was higher than the value t-table at significant level of 5% with degree of freedom of 70, that was 1.994. It means that there was a significant difference between the experimental and the control group. In other words, there was a significant effect of using Word Wall on the eight grade students' vocabulary achievement at SMPN 1 Jember in the 2015/2016 academic year” was accepted. Hopefully, this research can help other researcher, teacher and students in English teaching and learning process. Keywords: vocabulary achievement, word wall, experimental research. ]]>
<![CDATA[Improving the Eighth Grade Students' Simple Present Tense Mastery by Using Stick Figures at SMP Negeri 5 Jember in the 2016/2017 Academic Year ]]>
<![CDATA[Mariska Aryaningtyas]]>;
<![CDATA[Siti Sundari]]>;
<![CDATA[Zakiyah Tasnim]]>
<![CDATA[ FKIP e-PROCEEDING 2017: Proceeding of the Workshop on Intercultural Communication ]]>
Publisher : <![CDATA[Pendidikan Fisika FKIP UNEJ ]]>
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<![CDATA[Abstract: The aims of this research were: (1) to improve the eighth grade students’ active participation in the teaching learning process of Simple Present Tense by using stick figures at SMP Negeri 5 Jember in the 2016/2017 academic year, and (2) to improve the eighth grade students’ Simple Present Tense mastery by using stick figures at SMP Negeri 5 Jember in the 2016/2017 academic year. The design of the research was Classroom Action Research (CAR). The research area was chosen by using the Purposive Method. The research subjects were the Eighth Grade Students of VIIIC at SMP Negeri 5 Jember in the 2016/2017 academic year. The data collection methods were obtained from administering a tense test, observation, giving interview, and documentation. The research was done in 2 cycles to achieve the criteria of success. Based on the results of the research, it showed improvement at the students’ active participation and their tense mastery. The percentage of the students’ active participation increased from 42% (16 students) in cycle 1 to 79% ( 30 students) in meeting 1 of cycle 2 and 87% (33 students) in meeting 2 of Cycle 2. Then, the percentage of the students who got ≥75 in the tense test increased from 57% (21 students) in cycle 1 to 81% (29 students) in cycle 2. It indicated that the results of the research met the criteria of success that stick figures could improve the eighth grade students’ active participation and Simple Present Tense Mastery. Keywords: Stick Figures, Students' Active Participation, Simple Present Tense Master ]]>
<![CDATA[In Favour of Experiential Learning: An Endeavour Alluding to Students’ Cognitive Milieu ]]>
<![CDATA[Rizki Febri Andika Hudori]]>
<![CDATA[ FKIP e-PROCEEDING 2017: Proceeding of the Workshop on Intercultural Communication ]]>
Publisher : <![CDATA[Pendidikan Fisika FKIP UNEJ ]]>
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<![CDATA[ Abstract: This retrospective article portrays the endeavor associating the learning of language and of subject matter under the philosophy of experiential learning. Specifically, it seeks to point out how the adopted framework aids English instructors to embolden and sustainably propel junior high school students cognitively to learn English. The cognition manifests itself as a crux which in this case is perceived as the uttermost issue. It is due to the psychological characteristics of the students, which is mainly pertinent to their limitation to deal with the abstract, that numerous favourable strategies attending to experiential learning are seen to be mostly doable and helpful. Relying on the pedagogical premise, the English instructors are enabled to bestow powerful impetus arousing students’ motivation through fostering their exuberant involvement in the classroom orchestra.Key words: experiential learning, cognition, and involvement]]>
<![CDATA[The Effect of Using Word Detective Strategy on the Eleventh Grade Students’ Vocabulary Achievement at SMAN Pakusari in the 2016/2107 Academic Year ]]>
<![CDATA[Shabrina Anindya Puteri]]>;
<![CDATA[Bambang Suharjito]]>;
<![CDATA[I Putu Sukmaantara]]>
<![CDATA[ FKIP e-PROCEEDING 2017: Proceeding of the Workshop on Intercultural Communication ]]>
Publisher : <![CDATA[Pendidikan Fisika FKIP UNEJ ]]>
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<![CDATA[Abstract: The aim of this research was to investigate whether or not there was a significant effect of using word detective strategy on the eleventh grade students’ vocabulary achievement at SMAN Pakusari in the 2016/2017 academic year. Word detective strategy is one of the interesting strategies. It is a strategy in teaching vocabulary that makes the students become a detective to look for the meaning of the word by using context clues and word part clues. This research was conducted in SMAN Pakusari. The population of the research was the eleventh grade students of SMAN Pakusari in the 2016/2017 academic year. The researcher used cluster random sampling to choose the research respondents. The researcher applied Homogeneity test to know whether or not the condition of the population was homogeneous. Then, the result of the homogeneity test was analyzed by using ANOVA. Based on the homogeneity test, the population was homogeneous. Thus, the researcher used lottery to choose the experimental class and control class. The primary data were taken from the students’ vocabulary test and the supporting data were taken from the interview with the English teacher and the school documentation. The result of this research showed that there was a significant effect of using Word Detective Strategy on the eleventh grade students’ vocabulary achievement at SMAN Pakusari in the 2016/2017 academic year. Keywords: Word Detective, Teaching Vocabulary, Experimental Research.]]>
<![CDATA[The Cultural Condition of Speech Community and Linguistic Signs in What a Girls Movie ]]>
<![CDATA[Areta Puspa]]>
<![CDATA[ FKIP e-PROCEEDING 2017: Proceeding of the Workshop on Intercultural Communication ]]>
Publisher : <![CDATA[Pendidikan Fisika FKIP UNEJ ]]>
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<![CDATA[ Abstract: Language definitely portrays its communal or societal features of the community from which it emerges. This robust relation is evident both in the deep structure and in the surface structure of certain language, which at last incurs language particularities. Those language particularities robustly stipulate the communal or societal bonding by which someone is deliberately demanded to forge his personal conscience with the shared appropriateness of the community he wishes to mingle with. As a result, a single language speaker may possess a number of socio-linguistic repertoires, each of which is coloured by different communities. These linguistic repertoires apparently go beyond the societal or communal demands in as much as educational, political, economic, and professional motives also have bearing impact on the repertoires to rely on. This paper is intended to unearth the speech community and linguistic signs embedded in the movie entitled What A Girl Wants. Specifically, it emphasizes on analyzing the social differences in terms of linguistic repertoires and shared appropriateness. As a further analysis on communal bonding, it was also revealed that individuals have the liberty to either procure or repudiate particular social identity attributed to them regardless the fact that there are some situational demands in particular social context. Key words: language, identity, communities, appropriateness, and bonding]]>
