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The effect of Dictogloss Technique on the students’ writing skill Dian Pertiwi; Ngadiso Ngadiso; Nur Arifah Drajati
Studies in English Language and Education Vol 5, No 2 (2018)
Publisher : Universitas Syiah Kuala

Dictogloss can be considered as way for integrating form and meaning in the learning context. The main objective of this research is to analyze whether: (1) Dictogloss is more effective than Direct Instruction to teach writing for the eleventh grades students, and (2) students having high motivation have better writing skill than those having low motivation for the eleventh grade students. This article refers to an experimental study on the effectiveness of Dictogloss to teach writing skill at one of Islamic School in Surakarta, Indonesia. The sampling used in this research was cluster random sampling with two classes as sample, namely the experimental class taught using Dictogloss and the control class taught using Direct Instruction. To collect the data, there were two instruments used in this research namely, the writing test and the motivation questionnaire. After treatment was given to both classes in eight meetings, a post test of writing to obtain data was conducted. The data were analyzed by using 2x2 Multifactor Analysis of Variance (ANOVA). Before conducting the ANOVA test, pre-requisite test namely normality and homogeneity test were conducted. The result of this research shows that: (1) Dictogloss is more effective than Direct Instruction to teach writing, and (2) students having high motivation have better writing skill than those having low motivation. Therefore, it is recommended for the English teacher to apply Dictogloss in writing activity to promote an effective teaching on writing skill. In conclusion, Dictogloss can be used to improve students’ writing skill for the eleventh grade students.

Developing supplementary reading materials for grade 11 students at a multimedia study program Nunun Nuki Erfiani; Ngadiso Ngadiso; Suparno Suparno
Studies in English Language and Education Vol 6, No 1 (2019)
Publisher : Universitas Syiah Kuala

This research is aimed at developing a supplementary reading material to fulfill students' need in one of the multimedia study program at Mangelang, Indonesia, for learning reading. The design of this research is Research and Development. This research was oriented to the product development, and it was conducted in two main stages; (1) exploration stage and (2) product development stage. The exploration stage includes (1) literature review, (2) field study, and (3) need analysis. Meanwhile, the product development stage describes (1) the prototype development, (2) experts’ judgment, and (3) pilot. This research was conducted in a vocational secondary school involving an English teacher, two material experts, and students. The findings show that the existing textbook used to teach reading contains general English material and it is less specific to be used for the students at the program. Therefore, it implies that there should be supplementary reading materials for the teacher to develop reading to meet the needs of these students.

Classroom-Based Assessment Practices during the COVID-19 Outbreak in Indonesia: EFL Students’ Perceptions and Challenges Farida Nur Laily; Suparno Suparno; Ngadiso Ngadiso
VELES Voices of English Language Education Society Vol 7 No 1 (2023): VELES VOICES OF ENGLISH LANGUAGE EDUCATION SOCIETY
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i1.7088

The perceptions of Indonesian EFL students on classroom-based assessment practices during the COVID-19 outbreak and the challenges they faced have received little attention. This phenomenon is the basis for why this research was conducted. To collect the data, questionnaires and interviews were applied to 20 senior high school students from grades eleventh and twelfth in Indonesia. Using a mixed-method design, this study declared that most students preferred classroom-based assessment during the COVID-19 outbreak, which was conducted online rather than traditional assessment before the outbreak. Classroom-based assessment practices during COVID-19 are considered more convenient and flexible, feel relaxed and less anxious, and improve their self-regulated learning. Moreover, Indonesian EFL students also revealed the challenges they faced in completing the assessment, such as internet network problems when the weather was terrible, the data package they used during the learning and assessment process being extravagant, and the lack of physical interaction with teachers and classmates. Further discussion about classroom-based assessment practices during the COVID-19 outbreak is necessary for more effective implementation and to positively affect EFL students and teachers.

The effect of Dictogloss Technique on the students’ writing skill Dian Pertiwi; Ngadiso Ngadiso; Nur Arifah Drajati
Studies in English Language and Education Vol 5, No 2 (2018)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v5i2.11484

Dictogloss can be considered as way for integrating form and meaning in the learning context. The main objective of this research is to analyze whether: (1) Dictogloss is more effective than Direct Instruction to teach writing for the eleventh grades students, and (2) students having high motivation have better writing skill than those having low motivation for the eleventh grade students. This article refers to an experimental study on the effectiveness of Dictogloss to teach writing skill at one of Islamic School in Surakarta, Indonesia. The sampling used in this research was cluster random sampling with two classes as sample, namely the experimental class taught using Dictogloss and the control class taught using Direct Instruction. To collect the data, there were two instruments used in this research namely, the writing test and the motivation questionnaire. After treatment was given to both classes in eight meetings, a post test of writing to obtain data was conducted. The data were analyzed by using 2x2 Multifactor Analysis of Variance (ANOVA). Before conducting the ANOVA test, pre-requisite test namely normality and homogeneity test were conducted. The result of this research shows that: (1) Dictogloss is more effective than Direct Instruction to teach writing, and (2) students having high motivation have better writing skill than those having low motivation. Therefore, it is recommended for the English teacher to apply Dictogloss in writing activity to promote an effective teaching on writing skill. In conclusion, Dictogloss can be used to improve students’ writing skill for the eleventh grade students.

Developing supplementary reading materials for grade 11 students at a multimedia study program Nunun Nuki Erfiani; Ngadiso Ngadiso; Suparno Suparno
Studies in English Language and Education Vol 6, No 1 (2019)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v6i1.11667

This research is aimed at developing a supplementary reading material to fulfill students' need in one of the multimedia study program at Mangelang, Indonesia, for learning reading. The design of this research is Research and Development. This research was oriented to the product development, and it was conducted in two main stages; (1) exploration stage and (2) product development stage. The exploration stage includes (1) literature review, (2) field study, and (3) need analysis. Meanwhile, the product development stage describes (1) the prototype development, (2) experts’ judgment, and (3) pilot. This research was conducted in a vocational secondary school involving an English teacher, two material experts, and students. The findings show that the existing textbook used to teach reading contains general English material and it is less specific to be used for the students at the program. Therefore, it implies that there should be supplementary reading materials for the teacher to develop reading to meet the needs of these students.

The Effectiveness of Send-a-problem Technique to Teach Writing in the Eighth Grade of SMPN 2 Banyumas: An Experimental Research Tri Pujiani; Ngadiso Ngadiso; Dewi Rochsantiningsih
J-LEE - Journal of Law, English, and Economics Vol. 1 No. 1 (2019): DESEMBER
Publisher : LPPM Universitas Harapan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar

Send-A-Problem is one of cooperative learning techniques in which the students are involved in a discussion to solve a problem. It allows the students to practice together and learn from each other, so it is very effective to encourage the students’ self-esteem and creativity. This study aims to examine the effectiveness of Send-A-Problem technique for teaching writing of junior high school students. This experimental study was conducted at a Junior High School in Banyumas, in February 2012-March 2015. The samples of the study were taken by using cluster random sampling. The samples are two classes; those are VIIIE which was treated as experimental class taught by using Send-A-Problem and VIIIF which was treated as control class taught using by Guided Writing. Each of them consists of 30 students. The data was taken from writing test. The data was analyzed by using descriptive statistics and independent t-test. The result shows that (1) Send-A-Problem is more effective than Guided Writing for teaching writing of Junior High School. In conclusion, Send-A-Problem is an effective technique to teach writing for Junior High School students.

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