JOURNEY (Journal of English Language and Pedagogy)

Implementing Lee-Min Hoâ€™s Lifestyle Video To Improve Studentsâ€™ Writing Skills In Writing Biography Text

Ridwan Ridwan — 2021-01-07

The research aims to describe the process of Implementing Lee-Min Hoâ€™s lifestyle video to improve studentsâ€™ writing skills in writing Biography text for the tenth-grade students of Madrasah Aliyah Negeri 3 Banyuwangi in the academic year 2019/2020. This research method used Classroom Action Research as a design. And this classroom action research involved thirty-three students in Madrasah Aliyah Negeri 3 Banyuwangi as a population. Besides, the researcher used a qualitative approach, there were data collection techniques used to collect data such as the interview, observation, and tests. It showed that there was an improvement in studentsâ€™ scores in writing Biography text, from the preliminary study until cycle II. By applying the score of criteria success (SKM) 73, 42 % of students passed from the score of criteria success (SKM) in a preliminary study, and then it was improved in cycle I, There was 76% of students passed from the score of criteria success (SKM). Finally, students got an improvement in cycle II. 100 % of students passed from the score of criteria success (SKM). from these results, the researcher concluded that implementing Lee-Min Hoâ€™s lifestyle video was been successful in increasing students' abilities in writing Biography texts.

Implementing Role Play to Improve Speaking Skill

Ahmad Faruk — 2021-01-07

Many students are really passive and reluctant to speak English in the classroom. Therefore, This research is designed as research on improving studentsâ€™ speaking ability in class The method of this research was classroom action research. Kemmis and Mc Taggart's (MC Niff, 1992;27) design is used in this research, which consists of four phases; planning, implementation, observation, and reflection in each cycle. The Method was conducted in three cycles. The subjects of this research were 19 students in the first semester of the Eighth-grade students of Mts Al-Amiriyah in the academic year 2019/2020. After collecting the data, the writer found that improving studentsâ€™ ability in the expression of happiness through the Role Play technique works well. Based on the data analysis, the result of the research was progressing. It is showed that the studentsâ€™ mean score for speaking ability in the expression of happiness improved. It could be seen on data analysis results from each cycle (62,5 on cycle 1, 68,42 on cycle 2, and 76,32 on cycle 3). Even students fulfilled KKM (standard achievement) on cycle 2, however, the teacher and collaborator decide to do 3 cycles to make sure that using role-play was really suitable for studentsâ€™ speaking ability improvement. Based on the result of the data analysis, the writer took a conclusion that the Role Play technique works well and can be applied because by doing this action the students are interested and enjoy it. There is no doubt that through the Roleplay students provided with a chance to study language freely in a related atmosphere.

The Effectiveness of Using Hangman Game in Speaking Skill

Dewi Hawa — 2021-01-07

This research used experimental research exactly Pre-experimental. The sample of the research was Al-Maâ€™muroh survival Course in the academic year 2019/2020. The total number of students is 15 students. To get the data, the researcher used pre-test and post-test. The pre-test was given by students before treatment, and the post-test was given by students after treatment. In analyzing the data, the researcher gives the test to the students. In the second step, the researcher corrects the students' answer papers and giving the score. After getting the score, the researcher analyses them. Based on the data analysis of the research are following: (1) the studentsâ€™ speaking before taught by hangman game, (2) the studentsâ€™ speaking after taught by hangman game is good, (3) there is significantly different of the studentsâ€™ speaking of Al-Maâ€™muroh in the academic year 2019/2020 before and after being taught by using hangman game media for teaching speaking skill. So the researcher concludes that teaching writing skills using video clips as media is effective in increase the writing skill, based on the result of data analysis in this study. This can be seen from the significant value (2-tailed) less than 0.05 (95% confidence interval) that is 0.00. This indicated that the results of the analysis are significant.

The Effectiveness of Using Video Clip in Teaching Writing Skill at the Survival Students

Adib Ahmada — 2021-01-07

This research used experimental research exactly Pre-experimental. The sample of the research was Azizy Course students of Al Aziziyah Dormitory in the academic year 2019/2020. The total number of students is 15 students. To get the data, the researcher used pre-test and post-test. The pre-test was given by students before treatment, and the post-test was given by students after treatment. In analyzing the data, the researcher gives tests to the students. In the second step, the researcher corrects the students' answer papers and giving the score. After getting the score, the researcher analyses them. Based on the data analysis of the research are following: (1) the studentsâ€™ writing before taught by video clips as media is fair, (2) the studentsâ€™ writing after taught by video clips as media is good, (3) there is significantly different of the studentsâ€™ writing of Azizy Course students in Al Aziziyah Dormitory in the academic year 2019/2020 before and after being taught by using video clips as media for teaching writing skill. So the researcher concludes that teaching writing skills using video clips as media is effective in increase the writing skill, based on the result of data analysis in this study. This can be seen from the significant value (2-tailed) less than 0.05 (95% confidence interval) that is 0.00. This indicated that the results of the analysis are significant.

Improving Studentsâ€™ Reading Comprehension by Using Folktale

Shanti Wahyuni — 2021-01-07

The objective of the study is to produce the instructional strategy by using folktale. The researcher limits the discussion only in the case of improving students' reading comprehension by using folktale in Elementary Class at An-Nahdloh English Course. This research uses a classroom action research method. This study aims to produce instructional strategies to read using folktale. The study was completed at Elementary Class An-Nahdloh English course with a total of 15 students. The research procedure is in the form of a cycle. Each cycle consists of four stages, including Planning, acting, observing, reflecting. Data collection techniques through tests. Data collection uses reading tests using folktale. In the test, the students read some folktale text, and the teacher gives 3 exercises. 1 question contains 10 points for use in taking scores. The results of the reading test in cycle 2 have increased from cycle 1. The average value in cycle 1 is 67,87 while in cycle 2 it becomes 91,33. In addition to the increased average scores, the percentage of students categorized as complete learning â‰¥ 75% also increased from 46,67% to 100%. Therefore, it was very clear that folktale could help students to improve their reading comprehension. From the results of the using folktale in Elementary Class at An-Nahdloh English Course can improve reading comprehension with the following steps as 1) The teacher greets, 2) The teacher addresses students, 3) The teacher reviews the definition of Folktale, 4) The teacher forms a group, 5) The teacher gives the dialogue folktale text, 6) Students read folktale texts together with groups, 7) Questions and answers, 8) The teacher gives a conclusion, 9) The teacher gives a final greeting.

The Use of Describing Picture in Teaching Speaking Skill

Zulfi Zumala Dwi Andriani — 2021-01-07

This study aims to determine the use of picture descriptions in teaching speaking English and to determine the progress of students' ability in speaking English after being taught using picture description media. The population of this research is the eleventh-grade students of religion two MA Al Amiriyyah Blokagung Banyuwangi. Describing pictures can motivate students to learn English and can also help teachers to make students interested and comfortable in learning, especially in speaking, according to Killer and Huebner, "As a learning medium, pictures can help teachers to make students interested and comfortable learning. especially English. What's more, pictures can present real situationsâ€. It is expected that students can improve their speaking skills. Also, describing pictures can be used to stimulate their imagination and motivation to learn English, especially in speaking skills. This study uses the Qualitative method. Data collection techniques using observation, interviews, and documentation.

The Use of Picture Media in Teaching Writing of Descriptive Text

Mohamad Nor Shodiq — 2021-01-07

In learning English, writing is one of the important skills that must be learned for students in high school. One good strategy that can be used by teachers in English classrooms is the image media strategy. Image media strategy is one good strategy to express their ideas and be applied in written form. The objectives of this study are: (1) to describe the implementation of the image media strategy in writing. (2) to find out the benefits for students when the teacher applies the image media strategy in teaching writing descriptive texts. This study uses a qualitative method that uses descriptive qualitative to analyze data. This research was conducted At tenth-grade student and tenth grade English teacher MA Al Amiriyyah Blokagung. The findings in this study using image media in teaching descriptive text have many advantages for students and teachers in teaching descriptive text. First, this strategy can improve writing skills. Secondly, students can easily write descriptive texts in their own words. Third, increase students' feelings and motivation.

The Effect of Direct Method in Teaching Speaking Skill

Moh Mahmud — 2021-01-07

The main focus of this research is to determine the differences in students' speaking abilities before and after being taught using the direct method. In this research, the type is pre-experimental. While the design used is one group pretest-posttest design. Researchers used one class as a sample of 28 students. The researcher gives a pretest before being taught with the direct method to determine students 'speaking skills before being taught the direct method, and after being taught using the direct method students are given a posttest to find out the students' speaking abilities after being taught by the direct method. The technique used to collect data is a test. The test is used to collect the speaking skills data of eleventh-grade students of IPA 2 SMA Darussalam Blokagung. Techniques in analyzing data using the T formula are to find out the difference in the mean pretest and posttest scores of students with the help of SPSS version 23. Then the value is compared with the T-table by considering df. Based on data analysis, the researcher found a difference in students' speaking abilities before and after being taught by the direct method with consideration t_ogreater than the table of either 5% or 1%. This means that H_ais accepted and H_ois rejected. So it can be concluded that there is a difference between students' speaking skills before and after being taught by the direct method.

Implementing Picture Series To Improve Speaking Skill

Rohmatul Choiriyah — 2021-01-07

This research is aimed to improve the English speaking skills by using picture series at the Tenth grade of SMK Darussalam Blokagung Banyuwangi in the academic year of 2019/2020. This is action research. This research consisted of two cycles. In doing the research, the researcher involved 15 students of Class TKR X 1, one English teacher as the collaborator, and the researcher herself. The data were obtained from the observation during the implementation of the actions, interviews with the students of Class TKR X 1, discussion with the collaborators, and conducting speaking tests: test, daily meeting tests, and the test. The data were in the form of planning, observation, implementing, reflecting, interview and scores. The results of this study indicate that there is an increase in student involvement and student speaking skills. This is indicated by the students' grades in four aspects of speaking: accuracy, fluency, pronunciation, and vocabulary. The student's mean score on the accuracy aspect increased after the application of the image. The student's accuracy score improved from the initial total score of 775, 925the total score in cycle 1, 1182.5 total scores in cycle 2. It is concluded that the series of pictures applied in this study can solve problems in the speaking class and also improve the teaching and learning process of speaking.

Implementing Video Media to Improve Speaking Skill

Faiqotur Rizkiyyah — 2021-01-07

English is one of international language in the world. There are four skills in English those are writing skill, listening skill. Reading skill, and speaking skill. This research take speaking skill which is focused on the conversation or communication. Language is a means to communicate among many people in the society. From the obtained evidence by the researcher there were some result that the members had the lower score, from 10 members basic class of ECA Course there were 10members that had a value below the average, the obtained result was gotten from the result of oral interview with the members. Obtained result of interview test can be concluded that there were some members who is still difficult in speaking skill. This type of research uses Classroom Action Research because researcher act directly in research, starting from the beginning to the end of the action. From the research finding, students become more active and not bored, Students memorize faster than the previous method, Students become more enthusiastic to do speaking practice, Little by little improvement is better than before, In the fourth stage of meeting students are able to apply speaking skill in classroom, The studentâ€™s memorization is getting stronger. From 10 students, 9 students achieve the criteria of succes, while the rest student didnâ€™t achieve the criteria of succes.