Articles
<![CDATA[An analysis of students’ listening comprehension through video-based internet material (BBC) in second grade students of SMAN 4 Bandar Lampung in 2016-2017 ]]>
<![CDATA[Prasetya, Yoga]]>;
<![CDATA[Anggia, Helta]]>
<![CDATA[ Journal of English Education Studies Vol 2 No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Mathla'ul Anwar Banten ]]>
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DOI: 10.30653/005.201921.39
<![CDATA[This research aims to apply BBC (British Broadcasting Cooperation) to students. BBC is one of broadcaster in Britain and it provides a website to learn. Its name is BBC Learning English and it shows many videos and the facilities to learn. The purpose of this research is to analyze the students’ listening comprehension. In this research, I used qualitative research. The kind of research was used to get information about phenomenon and an accident during the research. The method of this research was audio-visual method where students used their sight and hearing sense. Because BBC provided many videos, it was apt with this method. In here, students did not merely acquire the information from their hearing sense but they were helped by the picture and the accident. The result of this research showed that the improvement from first meeting to second meeting. The improvement happened in their comprehension. In the first meeting, six students can be said fail in the test. They wrote everything in the video but they could not comprehend the topic. In the second meeting, most of them caught the material well. The topic was comprehended extensively. Mostly, students could simply comprehend the material that I presented through BBC. Based on the fact in this research, they preferred to use this website than others. It stimulated them to learn. It is a proof that BBC could help them in the listening comprehension. It is not only about listening comprehension but students could learn grammar and vocabulary.]]>
<![CDATA[STUDENTS’ CRITICAL THINKING IN ONLINE DISCUSSION FORUM ]]>
<![CDATA[Sela Fitriana]]>;
<![CDATA[Helta Anggia]]>
<![CDATA[ International Conference on Education and Language (ICEL) 2016: 4th ICEL ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[Online discussion forum is well-known in educational technology development especially in blended learning because it supports the traditional face to face (f2f) class. Online discussion forum is familiar as the leading of critical thinking process. This paper reports about qualitative study on web-based class by using blended learning focuses on online discussion forum. This study is held in order to analyze the critical thinking process that appears during online discussion forum class. This study is conducted with 26 students of speaking class of Bandar Lampung University. Observation and questionnaire are conducted to see critical thinking process during online discussion forum class. The finding of the study will help the further study to develop critical thinking ability.]]>
<![CDATA[THE USE OF AUTHENTIC MATERIALS IN SPEAKING CLASS AT THE SECOND SEMESTER STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM OF TEACHER TRAINING AND EDUCATION FACULTY OF BANDAR LAMPUNG UNIVERSITY ]]>
<![CDATA[Helta Anggia]]>;
<![CDATA[Randi Setyadi]]>
<![CDATA[ International Conference on Education and Language (ICEL) 2016: 4th ICEL ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[This study was done in order to describe the students’ interest and motivation who were assigned by using the authentic materials through Schoology in speaking II class. The population of this study was the second semester students of English Education Study Program in UBL. Researcher used two kinds of instruments included the observation of students’ interest and motivation after they were assigned with authentic materials and the questionnaire aimed to describe their experiences during the treatment given. Result of this study showed that students’ interest and motivation improved and the treatment gave positive effect for their speaking ability. ]]>
<![CDATA[Teaching English Words’ Literal Meaning To 2nd Semester Students of FKIP UBL Through Stage Hypnosis ]]>
<![CDATA[Helta Anggia]]>
<![CDATA[ International Conference on Education and Language (ICEL) Vol 2 (2014): 2nd ICEL 2014 ]]>
Publisher : <![CDATA[Bandar Lampung University (UBL) ]]>
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<![CDATA[This study reviewed the use of stage hypnosis in teaching students English words meaning. Memorization is one principle in mastering vocabulary that takes a quiet interval until someone really owns words (Thornbury, 2002). To reduce study time problem, the researcher applied a suggestive principle, teaching students by inserting positive suggestion. In this case, stage hypnosis, part of hypnotism, was provided as a solution to that study time problem. The positive suggestion was translated into suggesting students about literal meaning of words in English. The sample consists of four second semester students of English Study program of UBL Bandar Lampung. After the observation (pretest-treatment-1stposttest-2nd posttest), and interview to the sample, the researcher found that stage hypnosis is very significant for teaching words meaning. All sample show a significant behavioral change by unconsciously knowing the 10 difficult words’ meaning. The interview also proved their preference of this new instant technique. The second posttest was held for reliability reason. It indicated that their memory of words meaning were successfully stored in their long-term memory. Finally, the researcher concluded that stage hypnosis must be further developed for English vocabulary mastery teaching.]]>
<![CDATA[THE IMPLEMENTATION OF EXTENSIVE READING IN THE THIRD SEMESTER STUDENT OF ENGLISH DEPARTMENT UNIVERSITAS BANDAR LAMPUNG IN ACADEMIC YEAR 2017-2018 ]]>
<![CDATA[Muhammad Wahyudi]]>;
<![CDATA[Helta Anggia]]>
<![CDATA[ LINGUISTIKA Vol 8, No 2 (2017): Oktober ]]>
Publisher : <![CDATA[Universitas Bandar Lampung ]]>
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<![CDATA[This research is based on the researcher’s experience as a student of college in learning English. Most of the students were got failed in motivation to read in class, it happened because we used to give a reading text that we don’t know and we don’t like it. It make us become lazy to read the material of reading text which is given because of lack of motivation that happened. In the end we often can’t get the point of the idea of the reading text that given and felt that the problems have influenced our reading rate become stuck, or there are no improvements. The researcher chose a method extensive reading to overcome the problem. This research is aimed to know how the improvement of extensive reading approach on the reading motivation, reading rate in the third semester student of English Department Universitas Bandar Lampung studying English as a foreign language. The students’ motivation and reading rate improved after the implementation of extensive reading. By this method the students were asked to inculate reading habits behaviour, so the students like reading more and motivated to read than before. This research was qualitative mthod using three indicators observation, questionnaire and interview. The subject of research consisted of 41 students of the third semester students of English Department Universitas Bandar Lampung. The result showed that extensive reading method could motivate the students to get better achievement in reading. Such as: extensive reading helped them improve their reading rate and motivation to read.]]>
<![CDATA[THE ROLE OF GROUP DISCUSSION IN IMPROVING STUDENTS’ VOCABULARY AT SMA PERSADA BANDAR LAMPUNG ]]>
<![CDATA[Dian Cahyaning Pertiwi]]>;
<![CDATA[Helta Anggia]]>
<![CDATA[ LINGUISTIKA Vol 8, No 1 (2017): April ]]>
Publisher : <![CDATA[Universitas Bandar Lampung ]]>
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<![CDATA[This research aimed to know how the role group discussion in improving students’ vocabulary mastery at SMA Persada Bandar Lampung. This research was qualitative method which used triangulation method – observation, questionnaire, and interview. The researcher also gave activity for students to strengthen the result of triangulation data. This subject of research was consisted of 24 students of X.2 at SMA Persada Bandar Lampung.The result showed that the highest percentage 62.5% strongly agree was about ‘active participant’ as indicator which made improvement for students’ vocabulary. Students felt active while they were having group discussion. On the other hand, the result also showed the students’ social skill development in during group discussion. Some students said they could share their opinion with their friends. It meant that the role of group discussion could give influence to students’ vocabulary in learning English at SMA Persada Bandar Lampung. In conclusion, the role of group discussion was very helpful in learning.]]>
<![CDATA[THE EFFECT OF USING THREE-STEPS INTERVIEW TO IMPROVE STUDENT’S SPEAKING SKILL TOWARDS ELEVENTH GRADE STUDENTS OF SMA AL-AZHAR 3 BANDAR LAMPUNG IN ACADEMIC YEAR 2016/2017 ]]>
<![CDATA[Erika Utami]]>;
<![CDATA[Helta Anggia]]>
<![CDATA[ LINGUISTIKA Vol 7, No 2 (2016): October ]]>
Publisher : <![CDATA[Universitas Bandar Lampung ]]>
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<![CDATA[The focus of the object to be examined in this research is to find out if there is a improvement of using Three-Steps Interview in improving students’ speaking skill towards eleventh grades students of SMA Al-Azhar 3 Bandar Lampung in Academic Year 2016/2017. The research is an experimental research design which measure the score of pre-test and post-test as an appliance to know whether there is an effect of using Three-Steps Interview or not. The subject of this research is consisted of 58 students which are divided into experimental class and control class. The data is analyzed by using independent sample test. The result shows that students’ mean score of experimental and control class in post-test is significantly different. It shows the t-count is higher than t-table (11,871 > 2, 0032). Therefore, null hypotheses were rejected and alternative hypotheses were accepted. It means that there is an effect of using Three-Steps Interview to improve students’ speaking skill. These researches suggest that there is an effect of using Three-Steps Interview in improving students’ speaking skill towards eleventh grades students of SMA Al-Azhar 3 Bandar Lampung in Academic Year 2016/2017. In conclusion, Three-Steps Interview could be applied in teaching English process, especially in speaking.]]>
<![CDATA[The Art of Seduction of Giacomo Casanova An Analysis of “The Story of My Life” ]]>
<![CDATA[Helta Anggia]]>
<![CDATA[ International Multidiciplinary Conference on Social Sciences (IMCoSS) Vol 1 (2015): 3rd IMCoSS 2015 ]]>
Publisher : <![CDATA[Bandar Lampung University ]]>
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<![CDATA[In “Histoire de ma vie” or what we know as “The Story of My Life”, by Giacomo Casanova, it was Casanova who was known as a womanizer or a great seducer to women. It was him who in almost of his life travelled from country to country to make his adventures which were fully colored with controversial affairs with different women. The first time he got an affair was with his instructor’s young sister, Bettina. “It was she who little by little kindled in my heart the first sparks of a feeling which later became my ruling passion”(36). From that on he made his way of connecting with different kinds of women until he felt that whatever gave pleasure to himself as the most important things in his life.]]>
<![CDATA[THE IMPLEMENTATION OF GIVING ENGLISH SUBTITLE IN A MOVIE TO IMPROVE STUDENTS LISTENING ABILITY ]]>
<![CDATA[Helta Anggia]]>;
<![CDATA[Yulia Gusmiarni]]>;
<![CDATA[Yanuarius Yanu Dharmawan]]>
<![CDATA[ BEYOND LINGUISTIKA (Journal of Linguistics and Language Education) Vol 4, No 1 (2021): April ]]>
Publisher : <![CDATA[Universitas Bandar Lampung ]]>
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DOI: 10.36448/bl.v4i1.1982
<![CDATA[The aim of this study is the implementation of giving English Subtitle in a movie to improve students’ listening ability. It is to look at the process of implementing the use of movies in learning listening through English movie and giving subtitles using the movie maker application. This research consisted of two instruments, observation and interview. This research focused on planning, identifying, implementing, and evaluating the improvement of students’ listening comprehension ability. The study uses qualitative method. It is exploring and understanding the meaning of individuals or groups. To improve the students listening comprehension ability, we focused on using English subtitle in a movie. After the students added the subtitles in a movie, they felt challenged and they could understand the listening text as well as the knowledge that they had never known before.]]>
<![CDATA[THE IMPLEMENTATION OF EXTENSIVE READING AND EXTENSIVE LISTENING IN XREADING AS ENGLISH LEARNING APPROACH ]]>
<![CDATA[Eko Windu Prasetya]]>;
<![CDATA[Ayu Rini Tri Utari]]>;
<![CDATA[Helta Anggia]]>;
<![CDATA[Yulan Puspita Rini]]>
<![CDATA[ BEYOND LINGUISTIKA (Journal of Linguistics and Language Education) Vol 4, No 2 (2021): Oktober ]]>
Publisher : <![CDATA[Universitas Bandar Lampung ]]>
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DOI: 10.36448/bl.v4i2.2309
<![CDATA[This research is based on the implementation of ER and EL in Xreading as the 1st semester students’ English learning approach. The population of this research is students of English Education, Universitas Bandar Lampung. This research aimed to know how the principles of extensive reading and extensive listening implemented in ER and EL process through Xreading website and what students' perceptions of the implementation of ER and EL in Xreading as the 1st semester students’ English learning approach. The instruments of this research were observation, interview and TOEL test. Then, the data were analyzed by coding compression. The result showed that most of the ER principles had been implemented well in the implementation of ER in Xreading. On the other side, the implementation of EL in Xreading, only several principles of EL have been implemented. Thus, the implementation of the ER process in Xreading was more dominated than the EL process. Even though EL also helped students to learn the pronunciation of words. But, the students did not implement principles of EL optimally. Consequently, ER in Xreading was suitable for the 1st semester students’ English learning approach, but EL in Xreading was not suitable for the 1st semester students’ English learning approach. During the ER and EL process in Xreading, students preferred reading to listening to the material.]]>
