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All Journal EDUPY Ahmad Dahlan Journal of English Studies English and Literature Journal Wikrama Parahita : Jurnal Pengabdian Masyarakat Abdimas Dewantara Globish: An English-Indonesian Journal for English, Education, and Culture English Language Teaching Educational Journal Jurnal Skripta JEdu: Journal of English Education Journal of English Language Teaching and English Linguistics Literature and Literacy
Nafisah Endahati
Universitas PGRI Yogyakarta
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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IMPROVING SPEAKING ABILITY ON PUBLIC SPEAKING CLASS BY USING ROLE-PLAYING TECHNIQUE OF ENGLISH EDUCATION DEPARTMENT STUDENTS Endahati, Nafisah
ELTICS Journal Vol 1, No 1 (2014): ELTICS Journal
Publisher : Universitas PGRI Yogyakarta

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ABSTRACT This research aims to improve speaking ability on speaking for specific purposes class of class A1 students of English Education Department students, Faculty of Teacher Training and Education, PGRI University of Yogyakarta in the academic year of 2012/2013. The effort which was done is using role-playing as a technique in teaching and learning activities. This collaborative and participative action research consisted of three cycles, with plan, action, observation, and reflection in each cycle. The participants were the students of class A1 of English Education Department, Faculty of Teacher Training and Education, PGRI University of Yogyakarta. The data were collected by means of interviewing, recording technique, observing, and assessing. The qualitative data were analyzed through data reduction, data display and conclusion drawing, while the quantitative data was analyzed descriptively by counting the mean score and the score percentage of the result of the observation. The results of research show that using role-playing technique can improve students’ speaking ability on speaking for specific purposes class. It can be indicated by the improvement of the activity of speaking classroom English, the interaction between teacher and students, and the students and teacher’s attention. The improvement of speaking ability on classroom English is also supported by the improvement of students’ achievement in speaking performance to a mean score of 161,18 or 70,579% (cycle I), 176,31 or 76,956% (cycle II), and 198,16 or 85,797% (cycle III). Key words: public speaking, collaborative, role playing technique
THE IMPLEMENTATION OF INDUCTIVE APPROACH IN PRE-INTERMEDIATE STRUCTURE SUBJECT TO ENGLISH EDUCATION STUDY PROGRAM STUDENTS PGRI UNIVERSITY OF YOGYAKARTA Endahati, Nafisah
ELTICS : Journal of English Language Teaching and English Linguistics Vol 4, No 2 (2017): Jurnal Eltics UPY
Publisher : Universitas PGRI Yogyakarta

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Abstract The research aims at describing the implementation of inductive approach in pre-intermediate structure subject to English Education Study Program students. It describes how the response of the implementation of inductive approach through communicative activities to students of English Education Study Program, Faculty of Teacher Training and Education, PGRI University of Yogyakarta. The research was done qualitatively. It included some actions. The actions were activities of teaching and learning processes by implementing inductive approach through some communicative activities in the classroom. The subject of this research was the students of English Education Study Program, Faculty of Teacher Training and Education, PGRI University of Yogyakarta. The research data was analyzed qualitatively by using deep observation and interview. The result was represented descriptively. The result of the research was that the implementation of inductive approach through the communicative activities can (a) train students to be familiar with the rule of discovery; (b) exploit students’ greater degree of cognitive depth, (c) make the students are more active rather than being passive in the process, (d) involve students to collaboratively do problem solving, (e) involve students to get opportunity for extra language practice. Key words: inductive approach, pre-intermediate structure, communicative activities
IMPROVING SPEAKING ABILITY ON PUBLIC SPEAKING CLASS BY USING ROLE-PLAYING TECHNIQUE OF ENGLISH EDUCATION DEPARTMENT STUDENTS Endahati, Nafisah
ELTICS : Journal of English Language Teaching and English Linguistics Vol 1, No 1 (2014): ELTICS Journal
Publisher : Universitas PGRI Yogyakarta

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

Abstract

ABSTRACT This research aims to improve speaking ability on speaking for specific purposes class of class A1 students of English Education Department students, Faculty of Teacher Training and Education, PGRI University of Yogyakarta in the academic year of 2012/2013. The effort which was done is using role-playing as a technique in teaching and learning activities. This collaborative and participative action research consisted of three cycles, with plan, action, observation, and reflection in each cycle. The participants were the students of class A1 of English Education Department, Faculty of Teacher Training and Education, PGRI University of Yogyakarta. The data were collected by means of interviewing, recording technique, observing, and assessing. The qualitative data were analyzed through data reduction, data display and conclusion drawing, while the quantitative data was analyzed descriptively by counting the mean score and the score percentage of the result of the observation. The results of research show that using role-playing technique can improve students’ speaking ability on speaking for specific purposes class. It can be indicated by the improvement of the activity of speaking classroom English, the interaction between teacher and students, and the students and teacher’s attention. The improvement of speaking ability on classroom English is also supported by the improvement of students’ achievement in speaking performance to a mean score of 161,18 or 70,579% (cycle I), 176,31 or 76,956% (cycle II), and 198,16 or 85,797% (cycle III). Key words: public speaking, collaborative, role playing technique
Co-Authors Diah Ayu Arditias Edy Purwanto Nur Fitri Anisa Palupi, Muncar Tyas Purwanto, Edy Rini Widiastuti Rudha Widagsa Setia Wardani Sri Sartini Sri Wiyanah