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All Journal Al-Lisan Al-Lisan: Jurnal Bahasa
La Aba
IAIN Sultan Amai Gorontalo
Education Languange, Linguistic, Communication & Media

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ROLE PLAY IN VIDEO TO ACCELERATE NON-ENGLISH STUDENTS’ MASTERY OF SPEAKING COMPETENCE Asna Usman Dilo; La Aba
Al-Lisan: Jurnal Bahasa Vol 4 No 1 (2019): Al-Lisan: Jurnal Bahasa
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (640.906 KB)

Abstract

To teach English to non-English major students in Islamic University is unique. This perception is also applied among lecturers and to stimulate a conversation situation in which students might find and give them an opportunity to practice and develop their speaking ability. Therefore, the use of role play that involved in short film documenter or video is used in this study to make their English creatively, not only to practice speaking ability but the students can explore their acting. This study is an action research study, where pre-test and posttest are administered to obtain the data, in addition to observation and literature study. This research is carried out in two cycles, every cycle there are four components they are: planning, acting, observing, and reflecting. The result of this research showed that used role play in video can accelerate the non-English students’ department mastery of speaking competence. It showed the first cycle showed that only 10 or 40% students were competent. While in the second cycle, there were 25 or 88% students gained the score more than 80. It means that the indicator of success has reached. Keywords: Role Play in Video, Speaking Competence, Non-English Students
Flashcards as A Media in Teaching English Vocabulary La Aba
Al-Lisan: Jurnal Bahasa Vol 4 No 2 (2019): Al-Lisan: Jurnal Bahasa
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (875.428 KB)

Abstract

This article aims to observe the using of flashcard as a media in teaching English vocabulary. The importance of language element is vocabulary because it is the vital organ of language. Teaching language needs media to deliver material to motivate the students and to put material easy to be understood. Therefore, this article examines two questions, namely how flashcard was used as media in teaching English vocabulary and is flashcards media effective in teaching English vocabulary. Classroom Action Research was used as a research method in this research. The result showed that the flashcard was prepared by teacher according to his/her creativity, such as the size and the content of words on the flashcards. The teacher used models of teaching vocabulary using flashcards, namely rhyme and lines flashcards, vocabulary introduction, find the pictures, story cards, categorizing vocabulary, and flashcard memory game. All the models have their steps. The result of research also showed that flashcard as a media is sufficient to improve the students' vocabulary. It is indicated through the achievement of a pretest, where only two (2) students have 500 words. However, 6 (six) students got 1200 words in the posttest.
ROLE PLAY IN VIDEO TO ACCELERATE NON-ENGLISH STUDENTS’ MASTERY OF SPEAKING COMPETENCE Asna Usman Dilo; La Aba
Al-Lisan: Jurnal Bahasa Vol 4 No 1 (2019): Al-Lisan: Jurnal Bahasa
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (640.906 KB)

Abstract

To teach English to non-English major students in Islamic University is unique. This perception is also applied among lecturers and to stimulate a conversation situation in which students might find and give them an opportunity to practice and develop their speaking ability. Therefore, the use of role play that involved in short film documenter or video is used in this study to make their English creatively, not only to practice speaking ability but the students can explore their acting. This study is an action research study, where pre-test and posttest are administered to obtain the data, in addition to observation and literature study. This research is carried out in two cycles, every cycle there are four components they are: planning, acting, observing, and reflecting. The result of this research showed that used role play in video can accelerate the non-English students’ department mastery of speaking competence. It showed the first cycle showed that only 10 or 40% students were competent. While in the second cycle, there were 25 or 88% students gained the score more than 80. It means that the indicator of success has reached. Keywords: Role Play in Video, Speaking Competence, Non-English Students
Flashcards as A Media in Teaching English Vocabulary La Aba
Al-Lisan: Jurnal Bahasa Vol 4 No 2 (2019): Al-Lisan: Jurnal Bahasa
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (887.606 KB)

Abstract

This article aims to observe the using of flashcard as a media in teaching English vocabulary. The importance of language element is vocabulary because it is the vital organ of language. Teaching language needs media to deliver material to motivate the students and to put material easy to be understood. Therefore, this article examines two questions, namely how flashcard was used as media in teaching English vocabulary and is flashcards media effective in teaching English vocabulary. Classroom Action Research was used as a research method in this research. The result showed that the flashcard was prepared by teacher according to his/her creativity, such as the size and the content of words on the flashcards. The teacher used models of teaching vocabulary using flashcards, namely rhyme and lines flashcards, vocabulary introduction, find the pictures, story cards, categorizing vocabulary, and flashcard memory game. All the models have their steps. The result of research also showed that flashcard as a media is sufficient to improve the students' vocabulary. It is indicated through the achievement of a pretest, where only two (2) students have 500 words. However, 6 (six) students got 1200 words in the posttest.
Co-Authors Anak Agung Gede Sugianthara