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THE USE OF PEER FEEDBACK TO ENHANCE STUDENTS ABILITY TO WRITE DESCRIPTIVE TEXT Mahdiyyah, Khadijah; Herawati, Atti; Vonti, Lungguh Halira
Journal of English Teaching and Linguistics Studies (JET Li) Vol 2, No 2 (2020): Journal of English Teaching and Linguistics Studies (JET Li)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jetli.v1i2.2475

Writing is one of productive skills that is different from other skills. In writing, students need more time to express their idea in a written form. Besides, teacher also needs time to give feedback to motivate the students in revising their work. To make the activity of giving feedback more effective and efficient, this research was conducted. It is aimed to find out whether peer feedback has positive effect or not in enhancing students ability to write descriptive text. This research involved the third semester students of English Language Education Study Program, Pakuan University. The sample was 21 students from semester 3A. They were chosen by using random sampling technique. The researcher used quantitaive approach and applied pre-experimental method. She chose one group pre-test post-test design. The instrument of this research was writing test to measure students ability to write descriptive text. In addition, the data were analyzed by using t-test formula. From the calculation, she finds the result of t-test value is 9.41 meanwhile the t-table value is 2.09 from the significant level 0.05 with the degree of freedom (df) is 20. It means that the t-test value is higher than t-table value (9.41 more than 2.09). The calculation indicates that the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. Thus, peer feedback affects students ability to write descriptive text.

STUDENTS' PERCEPTIONS OF THE IMPLEMENTATION OF LITERATION PROGRAM Irawan, Tata Regita Sherfaty; Vonti, Lungguh Halira; Herawati, Atti
Journal of English Teaching and Linguistics Studies (JET Li) Vol 6, No 1 (2024): Journal of English Teaching and Linguistics Studies (JET Li)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jetli.v6i1.8543

The purpose of reading is to get information or an understanding of what the reader wants to convey through the text. However, interest in reading is still a big problem in Indonesia. This study aims to look at students' positive perceptions of the implementing literation program. This study employed a qualitative method and used questionnaires and interviews as research instruments. There were 33 students as research respondents taken from the pioneer class at private senior high school. The results of this study indicate that the PESAT literation program plays an important role in increasing students' interest in reading, improving their reading skills, assisting them in acquiring new insights through reading books as well as developing their reading, writing, and speaking skills.

THE USE OF FORM-FOCUSED INSTRUCTION (FFI) ON STUDENTS ABILITY TO WRITE A BIOGRAPHICAL RECOUNT TEXT Andriyani, Aan; Vonti, Lungguh Halira; Sutisna, Entis
Journal of English Teaching and Linguistics Studies (JET Li) Vol 2, No 2 (2020): Journal of English Teaching and Linguistics Studies (JET Li)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jetli.v1i2.2471

Writing is one of the language skills that should be mastered by students. However, the skill is not easy to be grasped since students are not only demanded to generate ideas, but they also should understand how the written language constructed by using appropriate words, tenses, and the construction of the text itself. Thus, the teacher should facilitate students to develop their writing ability. Form-Focused Instruction (FFI) was chosen as an approach that can be applied on teaching writing. This research was conducted to investigate the effect of Form-Focused Instruction (FFI) on students ability to write a biographical recount text. The population of this research was tenth grade students of SMA Negeri 8 Kabupaten Tangerang. 36 students of class X MIA 2 were the sample used in this research by using random sampling technique. Pre-experimental method with one group pre-test post-test design was applied in conducting this research. The instrument of this research was writing test which was given to measure students writing ability. The data were gained from the pre-test and post-test. The data were analyzed by using t-test formula. From the calculation, it was found that the t-test value is 14.84 when was higher than the t-table value (2.03). Therefore, the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. Thus, it can be concluded that the use of Form-Focused Instruction (FFI) affected students ability to write a biographical recount text.

THE USE OF PROBABLE PASSAGE STRATEGY ON STUDENTS' ABILITY TO WRITE A NARRATIVE TEXT Yustika, Ariani; Vonti, Lungguh Halira; Suryanti, Yanti
Journal of English Teaching and Linguistics Studies (JET Li) Vol 2, No 2 (2020): Journal of English Teaching and Linguistics Studies (JET Li)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jetli.v1i2.2473

Writing is one of the language skills that needs to be learned by students in English subject. It is an important part of communication. Students are expected to be able to write the narrative text into some paragraphs with the chronological sequences. However, students still have difficulties to find the idea and to write the narrative text because of their lack of understanding grammar and vocabularies. Probable passage strategy is an appropriate strategy to solve the problems. The aim of the research is to investigate the effect of using probable passage strategy on students ability in writing a narrative text. The research was conducted to the eighth grade of SMP PGRI 16 Bogor. In conducting this research, the writer applied pre-experimental method and chose one group pre-test and post-test design. There were 26 students from class VIII-C taken as the sample by using random sampling as technique sampling of this research. The data were taken from two tests; pre-test and post-test. The data were analyzed by using t-test formula. Based on data calculation, she found the result of t-test value is 11.98. Meanwhile, t-table value is 2.06 at significant level 0.05 with the degree of freedom (df) is 25. It shows that the t-test value is higher than t-table value (11.98 more than 2.06). It means the alternative hypothesis (Ha) is accepted. Therefore, it can be concluded that the use of probable passage strategy affects students ability to write a narrative text.

Flipped Learning in TEYL Class: The Implementation and Students Perception Vonti, Lungguh Halira; Andovita, Leora Grahadila
Journal of English Teaching and Linguistics Studies (JET Li) Vol 3, No 1 (2021): Journal of English Teaching and Linguistics Studies (JET Li)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jetli.v3i1.3414

The study is aimed to describe the implementation of flipped learning and also to know the students perception toward the implementation of flipped learning in TEYL class. The study was conducted to the seventh semester students of English Education Study Program in Faculty of Teachers Training and Educational Sciences, Pakuan University. The method of the study is descriptive experimental research. The result of the study showed that the lecturer's overall experience in the course was quite encouraging and motivating for other lecturers or researchers as that the student engagement to the material was improved, and there were many active discussions of the material took place in the classroom activities, and the students also expanded their learning skills as they needed to read and review the material independently. Based on the students' point of view, related to their perception of the implementation of flipped learning, most of them gave positive perception since they stated that the learning model was motivating and also gave them opportunities to interact with their friends and lecturer.

Comic Strip on Students’ Narrative Text Writing Ability Fauzi, Irvandie Rahmat; Suryanti, Yanti; Vonti, Lungguh Halira
Pedagonal : Jurnal Ilmiah Pendidikan Vol 7, No 2 (2023): Pedagonal : Jurnal Ilmiah Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagonal.v7i2.8348

The aim of this research is to prove the effectiveness of comic strips on students' narrative text writing ability. Comic strips are sequential art associated with text with short sequences of images telling short stories. This research applied a pre-experimental method with one group pre-test and post-test design chosen as the research methodology. The eight-grade students in Islamic Middle Schools are taken as the population of this research. Thirty-six students were selected as the samples using the random sampling with the lottery system. The tests were given to measure their narrative writing ability, and the data were analyzed using the t-test formula. From the calculation, the researcher finds the result of the t-test value is 8,49 with the degree of freedom (df) of 35, and the t-table value at the significant level of 0.05 is 2.042. The result shows that the value of the t-test is higher than t-table. It means that the alternative hypothesis (ha) is accepted. Therefore, the researcher concludes that using comic strips positively affects students' ability in writing narrative texts.

THE USE OF PEER FEEDBACK TO ENHANCE STUDENTS ABILITY TO WRITE DESCRIPTIVE TEXT Mahdiyyah, Khadijah; Herawati, Atti; Vonti, Lungguh Halira
Journal of English Teaching and Linguistics Studies (JET Li) Vol 2, No 2 (2020): Journal of English Teaching and Linguistics Studies (JET Li)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Writing is one of productive skills that is different from other skills. In writing, students need more time to express their idea in a written form. Besides, teacher also needs time to give feedback to motivate the students in revising their work. To make the activity of giving feedback more effective and efficient, this research was conducted. It is aimed to find out whether peer feedback has positive effect or not in enhancing students ability to write descriptive text. This research involved the third semester students of English Language Education Study Program, Pakuan University. The sample was 21 students from semester 3A. They were chosen by using random sampling technique. The researcher used quantitaive approach and applied pre-experimental method. She chose one group pre-test post-test design. The instrument of this research was writing test to measure students ability to write descriptive text. In addition, the data were analyzed by using t-test formula. From the calculation, she finds the result of t-test value is 9.41 meanwhile the t-table value is 2.09 from the significant level 0.05 with the degree of freedom (df) is 20. It means that the t-test value is higher than t-table value (9.41 more than 2.09). The calculation indicates that the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. Thus, peer feedback affects students ability to write descriptive text.

STUDENTS' PERCEPTIONS OF THE IMPLEMENTATION OF LITERATION PROGRAM Irawan, Tata Regita Sherfaty; Vonti, Lungguh Halira; Herawati, Atti
Journal of English Teaching and Linguistics Studies (JET Li) Vol 6, No 1 (2024): Journal of English Teaching and Linguistics Studies (JET Li)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/jetli.v6i1.8543

The purpose of reading is to get information or an understanding of what the reader wants to convey through the text. However, interest in reading is still a big problem in Indonesia. This study aims to look at students' positive perceptions of the implementing literation program. This study employed a qualitative method and used questionnaires and interviews as research instruments. There were 33 students as research respondents taken from the pioneer class at private senior high school. The results of this study indicate that the PESAT literation program plays an important role in increasing students' interest in reading, improving their reading skills, assisting them in acquiring new insights through reading books as well as developing their reading, writing, and speaking skills.

THE USE OF FORM-FOCUSED INSTRUCTION (FFI) ON STUDENTS ABILITY TO WRITE A BIOGRAPHICAL RECOUNT TEXT Andriyani, Aan; Vonti, Lungguh Halira; Sutisna, Entis
Journal of English Teaching and Linguistics Studies (JET Li) Vol 2, No 2 (2020): Journal of English Teaching and Linguistics Studies (JET Li)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Writing is one of the language skills that should be mastered by students. However, the skill is not easy to be grasped since students are not only demanded to generate ideas, but they also should understand how the written language constructed by using appropriate words, tenses, and the construction of the text itself. Thus, the teacher should facilitate students to develop their writing ability. Form-Focused Instruction (FFI) was chosen as an approach that can be applied on teaching writing. This research was conducted to investigate the effect of Form-Focused Instruction (FFI) on students ability to write a biographical recount text. The population of this research was tenth grade students of SMA Negeri 8 Kabupaten Tangerang. 36 students of class X MIA 2 were the sample used in this research by using random sampling technique. Pre-experimental method with one group pre-test post-test design was applied in conducting this research. The instrument of this research was writing test which was given to measure students writing ability. The data were gained from the pre-test and post-test. The data were analyzed by using t-test formula. From the calculation, it was found that the t-test value is 14.84 when was higher than the t-table value (2.03). Therefore, the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. Thus, it can be concluded that the use of Form-Focused Instruction (FFI) affected students ability to write a biographical recount text.

THE USE OF PROBABLE PASSAGE STRATEGY ON STUDENTS' ABILITY TO WRITE A NARRATIVE TEXT Yustika, Ariani; Vonti, Lungguh Halira; Suryanti, Yanti
Journal of English Teaching and Linguistics Studies (JET Li) Vol 2, No 2 (2020): Journal of English Teaching and Linguistics Studies (JET Li)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Writing is one of the language skills that needs to be learned by students in English subject. It is an important part of communication. Students are expected to be able to write the narrative text into some paragraphs with the chronological sequences. However, students still have difficulties to find the idea and to write the narrative text because of their lack of understanding grammar and vocabularies. Probable passage strategy is an appropriate strategy to solve the problems. The aim of the research is to investigate the effect of using probable passage strategy on students ability in writing a narrative text. The research was conducted to the eighth grade of SMP PGRI 16 Bogor. In conducting this research, the writer applied pre-experimental method and chose one group pre-test and post-test design. There were 26 students from class VIII-C taken as the sample by using random sampling as technique sampling of this research. The data were taken from two tests; pre-test and post-test. The data were analyzed by using t-test formula. Based on data calculation, she found the result of t-test value is 11.98. Meanwhile, t-table value is 2.06 at significant level 0.05 with the degree of freedom (df) is 25. It shows that the t-test value is higher than t-table value (11.98 more than 2.06). It means the alternative hypothesis (Ha) is accepted. Therefore, it can be concluded that the use of probable passage strategy affects students ability to write a narrative text.

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