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All Journal P2M STKIP Siliwangi ELTIN Journal: Journal of English Language Teaching in Indonesia LINGUAL: Journal of Language and Culture OKARA: Jurnal Bahasa dan Sastra AL ISHLAH Jurnal Pendidikan Indonesian EFL Journal Wiralodra English Journal (WEJ) ABDIMAS SILIWANGI Jurnal Pendidikan Edutama Acuity : Journal of English Language Pedagogy, Literature and Culture Journal of English Education and Teaching (JEET) PROJECT (Professional Journal of English Education) Jurnal Pengabdian Masyarakat Khatulistiwa CONCEPT Journal of Educational Experts (JEE) JOLLT Journal of Languages and Language Teaching UNNES International Conference on ELTLT

Yanuarti Apsari

IKIP Siliwangi

Author-ID : 2370048

Arts Humanities Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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IMPROVING STUDENTS' PARTICIPATION IN SPEAKING ENGLISH USING SNOWBALL THROWING TECHNIQUE Nurmalasari, Maulani; Apsari, Yanuarti
PROJECT (Professional Journal of English Education) Vol 2, No 2 (2019): Volume 2 Number 2, March 2019
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (410.193 KB)

This study aimed to investigate the implementation of snowball throwing technique in teaching speaking and to find out the students’ participation toward the implementation of snowball throwing. This study was conducted at SMK PGRI 1 Cimahi. The students of XI AP 1 class were selected as the respondents of the research. The research used descriptive qualitative method. The data was obtained from classroom observation and students’ interview. The result showed that snowball throwing technique can be used effectively to improve students’ speaking skill through several stages. First, every leader explains the material to their group. Second, every student writing one question about the material. Third, the paper is rolled into a ball and thrown from one student in a group to the other student in another group for approximately 2 minutes. Fourth, after the student gets one ball (one question), he or she is given chance to answer the question. Fifth, every group has their turn to answer the question; the group that gave wrong or incorrect answers and gets the lowest score is given a penalty. Those stages gave the students more chance to interacted in the class. It was very helpful in provide the students with more enjoyable activities which made the students involved in teaching and learning process actively.

Collaborative Approach and Scientific Approach in Teaching Writing Descriptive Text Gymnastiar, Maulana Alif; Apsari, Yanuarti
PROJECT (Professional Journal of English Education) Vol 2, No 6 (2019): VOLUME 2 NUMBER 6, November 2019
Publisher : IKIP Siliwangi

This research paper entitled “Collaborative Approach and Scientific Approach in Teaching Writing Descriptive Text”. The objectives of the study was to know wheter or not there was significant different between students who were taught by using Cooperative Script and those who were taught taught by using scientific approach. The method of this research was quantitative method and the design was quasi-experimental design with two groups. The population of this research was eight grade students’ and the sample are VIII A and VIII C. The instruments used in this research were test, observation, and interview. In analyzing the data, the writer used SPSS. The results of this research shows that the Sig of N-Gain test (0,014) was lower than 0,05. It means that Ho of this research was rejected. Thus, the researcher concluded that there were differences between students who were taught by using collaborative approach and those who were taught by using scientific approach.

USING THREE STEP-INTERVIEW TO IMPROVE STUDENT’S SPEAKING ABILITY Aristy, Ismi; Hadiansyah, Rega; Apsari, Yanuarti
PROJECT (Professional Journal of English Education) Vol 2, No 2 (2019): Volume 2 Number 2, March 2019
Publisher : IKIP Siliwangi

Speaking can be defined as an activity to share or discuss information that helped people to communicate with each other. To improve the students’ speaking learning interest, the teacher needs to recognize how to teach speaking effectively, and what instructional materials are the most appropriate for their students. The aims of the research are to find out whether or not teaching speaking using three – Step interview technique in improving students’speaking ability and to find out the teaching and learning situation when three – Step interview technique implemented in the speaking class.This research is Classroom Action Research. The data was collected through observation, interview and test. The respondents of this research were the seventh grade students of SMP Putra Juang Cianjur.This research revealed that the pre-test data the average was 45,86. After implementing the three-step interview technique in every cycle, the students’ speaking score was getting better. It can be seen from the result of students' average score Cycle 1 was 51,60 and Cycle 2 was 60,26 It can be concluded that the three-step interview technique can improve students’ speaking interest and three step interview technique can improve speaking classroom into a better situation. Keywords: three step interview, speaking interest, CAR.

AN ANALYSIS OF PAUSES, OVERLAPS AND BACKCHANNELS IN CONVERSATION IN VLOG BY NESSIE JUDGE Kuswandi, Meydiana; Apsari, Yanuarti
PROJECT (Professional Journal of English Education) Vol 2, No 3 (2019): VOLUME 2 NUMBER 3, MAY 2019
Publisher : IKIP Siliwangi

This research focuses on pauses, overlaps, and backchannels based on conversation in vlog of Nessie Judge with title tips in speaking English. The duration the vlog is 7:32 minutes posted on November 27, 2016 on Nessie’s youtube account. When the speaker is speaking will occur in the conversation, become a reason the resercher to anlyze pauses, overlaps, and backchannels. The purpose of this research is to find out what the types of pauses, overlaps, and backchannels and how the pauses, overlaps, and backchannels in the conversation between Nessie and her partner. This research used qualitative method. To collect the data the researcher watched the vlog of Nessie. After the data collected, the data was classified into types of pauses, overlaps, and backchannels. Then, the reasercher analyzed the reason behind of it. The result of this research showed that there are two types of pauses in conversations. Filler and unfiller pause. And also there are two types of backchannels. Vocal backchannel and non vocal backchannel. And the last is overlaps which only once during the duration of the vlog.Keywords: conversation analysis, pauses, overlaps, backchannels, vlog

TEACHING WRITING NARRATIVE TEXT BY USING COLLABORATIVE LEARNING Rizki, Indra; Nouvaldi, Deyan; Apsari, Yanuarti
PROJECT (Professional Journal of English Education) Vol 3, No 3 (2020): VOLUME 3 NUMBER 3, MAY 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v3i3.p329-336

Writing is an important skill that should be mastered by English learner. This research deals with teaching writing narrative text by using Collaborative Learning Approach (round table technique) and Scientific Approach. The subjects of this research were X RPL 1 as experimental class and X RPL 3 as control class. Both classes consist of 33 students. The objectives of this research are to know wheter or not the difference between students’ writing ability who were taught by using Collaborative Learning. This research employs the quasi experimental design. The instrument of this ressearch are writing test (pre-test and post test), observation, and interview. The data were analyzed by using statistical product and service solution (SPSS) 25 which through the normality and mann whitney process. The findings showed that the calculation result of gain score showed that the significance value was lower than 0.05 (0.0049 < 0.05) which means there is a difference between students who were taught by Collaborative Learning and those who were taught by using Scientific Approach. Keywords: Writing, Narrative, Collaborative Learning, Round Table Technique

STUDENTS’ RESPONSES TOWARD TEACHING READING DESCRIPTIVE TEXTS USING SMALL GROUP DISCUSSION Widiani, Meida; Apsari, Yanuarti
PROJECT (Professional Journal of English Education) Vol 5, No 1 (2022): VOLUME 5 NUMBER 1, JANUARY 2022
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v5i1.p57-63

This research aimed to describe students’ responses toward teaching reading comprehension of descriptive text using small group discussion. The research used descriptive qualitative. The sample of the research was seventh grade students of one of junior high school in cianjur. The data were obtained from interview and questionnaire. The data analyzed using qualitative descriptive. The result showed that the students’ responses toward teaching reading comprehension of descriptive texts is positive and effective. While, from the questionnaire showed that most students (80%) agree that learning descriptive texts used small group discussion becomes easy to understand the material or the texts, fun/interesting, and enthusiastically for sharing ideas with member of groups. Keywords: Reading, Descriptive Text, Small Group Discussion

REFLECTIVE READING JOURNAL IN TEACHING WRITING Yanuarti Apsari
Indonesian EFL Journal Vol 4, No 2 (2018)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v4i2.1374

A number of studies suggested that journal writing is a supportive tool that encourages learnersâ€™ reflective activity and that reflective thinking skills can be taught and learned. Accordingly, this study investigated the implementation of reflective reading journal in teaching writing as well as the benefits that the students obtained after writing reflective reading journal. This study employed a case study research design which used three data collection including observation, interview and studentsâ€™ texts. The results of the study revealed that reflective reading journal can be used Â effectively to improve studentsâ€™ writing skill through several ways. First, the students were required to produce clearly defined paragraphs which include two sections. The first section included referencing data, such as author and title, and a paraphrase of the reading. The second section contained a response to a specific aspect of the reading. Second, the participants of the research were involved in decision making of topics for reading. Third, they wrote reflective reading journal weekly. Fourth, teacher gave feedback to studentsâ€™ journal entries. In addition,the study also showed that there were some benefits, namely development of ideas, improvement of textual coherence, and Improvement of textual cohesion.Keywords: reflective reading journal; writing; benefit; EFL; ELT.

Improving Students’ Writing Skill through Blended Learning during Covid-19 Pandemic Yanuarti Apsari; Aseptiana Parmawati
Jurnal Pendidikan Edutama Vol 9, No 1 (2022): January 2022
Publisher : IKIP PGRI Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30734/jpe.v9i1.2053

Writing is regarded as the most difficult skill for students. Improving students’ writing skill can be done in many ways, including applying online learning platform during covid-19 pandemic. This research aims to describe the implementation of blended learning to improve students’ writing skill and to describe whether blended learning can improve the students’ writing skill or not. This research employed Collaborative Classroom Action Research. It was conducted into two cycles. The subjecst of the research are a second-year students of IKIP Siliwangi, who enrolled English for Academic Writing class. The research data were collected by using techniques of observation and test. The results of this study show that after the implementation of blended Learning in every cycle, the students’ writing score were getting better. It can be seen from the result of students’ mean score in Cycle 1 was 74 and Cycle 2 was 84. This means that the implementation of Blended Learning can improve students’ writing skill. In addition, blended learning also can enhance students’ interest in writing

STUDENTS’ PERCEPTION TOWARD THE IMPLEMENTATION OF DIGITAL STORYTELLING IN TEACHING WRITING Yanuarti Apsari; Intan Satriani
Jurnal Ilmiah P2M STKIP Siliwangi Vol 3, No 2 (2016): Volume 3, No. 2 November 2016
Publisher : IKIP Siliwangi Bandung

THE IMPLEMENTATION OF PROJECT BASED LEARNING IN COURSEBOOK EVALUATION CLASSROOM Yanuarti Apsari; Ida Lisdawati; Euis Rina Mulyani
Jurnal Ilmiah P2M STKIP Siliwangi Vol 6, No 2 (2019): Volume 6 Nomor 2 November 2019
Publisher : IKIP Siliwangi Bandung

Critical thinking is a crucial skill that university students need to develop. Project-based learning can be used to promote students’ critical thinking. The paper investigates the implementation of project based learning in Coursebook Evaluation course at a university setting. The purposes of this research study were: 1) to describe the implementation of Project based learning in Coursebook evaluation classroom and 2) to investigate the students’ difficulties during the implementation of Project based learning. The design of the research was descriptive qualitative. The subjects were the fourth semester students who were taking course book evaluation. The data were collected through observation, interview and students’ project. The findings showed that the implementation Project-Based Learning in Coursebook Evaluation class are through the following steps: (1) Discussing the materials about Course Book Evaluation, (2) working with the group in evaluating English Course Book, (3) creating the paper, (4) creating the video, and (5) presenting the video product. Moreover, the data from interview also revealed that there were three problems encountered by the respondents during the implementation of project based learning: finding appropriate information, writing the paper and creating the video.

Co-Authors Acep Haryudin Agatha Kristi Pramudika Sari Ainun Nurbaeti Alisa, Siti Nur Anastasya Permatasari Putri Andini Fitriani Ridwan Anita Puteri Setiadi Aristy, Ismi Arsy Nastiti Karya Dewi Aseptiana Parmawati aseptiana parmawati, aseptiana Cintia Khoerun Nisa Dian Farida Dinda Ayuna Putri Efransyah Euis Rina Mulyani Fanny Nur Fazriah Fitri Fauzyah Gian Leriandini Gymnastiar, Maulana Alif Hadiansyah, Rega Hasna Dian Isrina Hidayat, Muhammad Fauzy Fachrullah Ida Lisdawati Ika Yulia Anggraeni Iman Santoso Indra Andriana Saputra Intan Satriani Irfan Fajrul Falah Irma Savitri Sadikin Irvan Farizi Isry Laila Syathroh Ivan Ferdiana Syarief Khauriena Fratami Hernawan Kusumah, Rita Kuswandi, Meydiana Latifah, Rima Mega Wati Dewi Miftah Fauzi Mutia Amelia Rosadi Nindya Citra Utami Nissa Kamila Auliya Nouvaldi, Deyan Nurhajah Tia Sarifah Nurmalasari, Maulani Putri Alika Adelia Ratni Purwasih Ridha Hidayah Fatiqah Rika Yunia Rissa San Rizqiya Rissa San Rizqiya Rita Kusumah Rizal Nurrudin Rizki, Indra Roro Pipih Cahyati Sadikin, Irma Savitri Sari, Agatha Kristi Pramudika Septa Marwah Kamaliah Setya Resmini Suhud Aryana Surya Darmawan Sutrisno Saputra Ulfah Rismayanti Widiani, Meida Yana Yana Yuni Arisanti

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