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All Journal The Journal of English Literacy Education
Ridha Ilma
Tridinanti University, Palembang
Education Languange, Linguistic, Communication & Media Other

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TEACHING ENGLISH GRAMMAR THROUGH POWER TEACHING Ridha Ilma
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 2 No. 2 (2015): The Journal of English Literacy Education: The Teaching and Learning of English
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

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Abstract

The study investigated whether to teach English grammar or not. In doing the study, the writer used the experimental method by using a quasi-experimental design on two groups of students. The eighth-grade students of SMP N 9 Palembang became the population. The writer used the experimental method by using a quasi-experimental design on two groups of students. The total number of students was two hundred and seventy-eight. The sample was fifty-two students that were taken by using the purposive sampling technique. Twenty-six students were in the experimental group, and twenty-six students were in the control group. Tests and questionnaires became the instruments for collecting the data. The test was administered twice, i.e., as the pre-test and the post-test. The result showed that teaching English grammar through power teaching had an independent sample t-test analysis; it was found that t-obtained was 3.708 (df=50; p=0.025), the critical value of the test was 2.009, meaning the research hypothesis (H1) was accepted. It means there was a significant difference between ching and those who are taught through lecturing.
ENHANCING VOCABULARY MASTERY OF KINDERGARTEN STUDENTS THROUGH DIFFERENTIATED INSTRUCTION Ridha Ilma; Rahma Dianti
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 3 No. 2 (2016): The Journal of English Literacy Education: The Teaching and Learning of English
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

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This study was aimed at examining the application of differentiated instruction in enhancing vocabulary mastery to the students of TK ARKAAN Palembang. This study was a classroom action research. Test and observation were the instruments to collect the data. This study consisted of two cycles, cycle I and cycle II. Planning, implementation, observation, and reflection were the phases of the study. Thirty three of students of TK ARKAAN Palembang were the sample of the study. Data calculation showed that there was a significant improvement of students’ vocabulary mastery, the means score in cycle I was 48.48 and in cycle II was 86.36. In other words, the improvement of students’ vocabulary score was 37.88. Then, there was also significant improvement of students learning completeness. The learning completeness in cycle I was 24.25% and cycle II was 90.90% and the improvement was 66.65%. In other words, vocabulary mastery of students at TK ARKAAN Palembang was enhanced by using differentiated instruction. The students’ perception toward the implementation of differentiated instruction was good.
Co-Authors Rahma Dianti