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All Journal Journal of English Language Teaching and Literature JOLLT Journal of Languages and Language Teaching
Sisca Wulansari Saputri
Banten Jaya University
Arts Humanities Education Languange, Linguistic, Communication & Media Other

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TEACHING READING BY USING INQUIRY BASED LEARNING (IBL) SISCA WULANSARI SAPUTRI Sisca Wulansari Saputri
Journal of English Language Teaching and Literature (JELTL) Vol 1 No 1 (2018): Journal of English Language Teaching and Literature
Publisher : FKIP, Universitas Banten Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47080/jeltl.v1i1.104

Abstract

The study is aimed to explain the using of Inquiry-based learning for teaching reading at English Department UNBAJA 2016/2017. The researcher got the data of this research from events, informant and document. This research is descriptive qualitative research. The method of collecting data is observation, interview and document. The technique of data analysis is data reduction, data display and conclusion drawing/verification. The result of the analysis show that: 1) For learning objective there are two kinds namely: general learning objective and specific learning objective. 2) In the classroom procedure, the researcher found that the lecture used Inquiry based learning in teaching Reading at Literal Reading Class. Any three steps, there are: Exploration, Elaboration and Confirmation. 3) The classroom technique that the researcher found during the observation such as oral repetition, identifying key-words, answering the questions, free writing, problem solving and reading passage. 4) The researcher found four kinds of Instructional materials during the observations, there are (a) textbook, (b) picture in the monitor, (c) slide of power point, and (d) video. 5) There are two of lectures’ role that the researcher found in the English Department UNBAJA during the observation. 6) media that used in English Department UNBAJA, which is used in teaching learning process at Literal Reading class such as: (a) picture, (b) Board, (c) Laptop, and (d) tape recorder. And 7) Type of Assessment tools used are daily test, midterm examination and final examination. The results showed thatstudents who were instructed through Inquiry-Based Learning (IBL) were achieved higher score than the ones which wereinstructed through the traditional method.
AN ERROR ANALYSIS OF THE STUDENT’S WRITING IN PASSIVE VOICE AT SMK PASUNDAN 1KOTA SERANG Irma Handayani; Sisca Wulansari Saputri; Aa Qonaatun
Journal of English Language Teaching and Literature (JELTL) Vol 1 No 1 (2018): Journal of English Language Teaching and Literature
Publisher : FKIP, Universitas Banten Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47080/jeltl.v1i1.160

Abstract

In constructing correct passive voice, students need to master grammar. In this case, learning passive voice always creates errors. The objectives of this research were to know the types of Passive Voice that taught in SMK Pasundan 1 kotaSerang ateleventhgrade and to find out the causes of errors made by the student’s Writing Passive Voice especially Simple Past Tense. The subjects of this research consisted of 15 students at eleventh grades of SMK Pasundan 1 Kota Serang. The method of this research was Qualitative by using Case Study Method. To collect the data the writer used test as an instrument, while the writer was analyzed errors of the students it is based on the Surface Strategy Taxonomy. The results of this research are Misformation errors consisted 41 errors or 58,57 %, followed by Omission errors consisted 23 errors or 32,58 %, Misordering error consisted 5 errors or 7,14 % and Addition error consisted 1 errors or 1,43 %. Based on the result of the research the dominant errors was Misformation consisted 58,57%. The conclusion of this research was this research related to a cause error made by the students and one of the cause was less understanding about grammar especially Simple Past Tense.
THE EFFECTIVENESS OF LISTEN-DISCUSS STRATEGY (LRD) TOWARD READING STUDENTS’ COMPREHENSION Eka Pebriana; Sisca Wulansari Saputri; Aa Qonaatun
Journal of English Language Teaching and Literature (JELTL) Vol 2 No 1 (2019): journal of English Language Teaching and Literature
Publisher : FKIP, Universitas Banten Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47080/jeltl.v2i1.538

Abstract

This research uses of Listen Read Discuss strategy in reading comprehension. This research was conducted based on formulation of the problem. The objective of this research was to know whether there was any significant effect of using Listen Read Discuss Strategy (LRD) strategy toward reading students’ comprehension at the eighth grade of MTS Nurul Falah Kresek. The writer used quantitative research by using quasi experimental research method. Class VIII B as the experimental group which was consisted of 20 students, class VIII A as the control group which was consisted of 20 students. The data were collected by reading test. It can be seen from the result pretest and post-test in experimental and control class. The writer analyzed by using t-test. The result of this research revealed that the post-test scores were better than the pre-test scores. It can be seen from the result of t-test. The criteria of two tailed test with significance level (α = 0.05 ) was T table ≤ T test ≤ T table: H0 is rejected and Ha is accepted. The result of computation got T test = 3.226 and T table = 0.444. It means 0.444 < 3.226 > 0.444. H0 is rejected and Ha was accepted. Based on the conclusion above, it can be concluded that reading comprehension through LRD strategy was more effective for increasing reading comprehension. There is the differences of the teaching learning process between two classes. In the other words, students’ reading comprehension that were taught through LRD strategy was higher than those who were not through LRD strategy.
Development of English Learning Model Based on Local Wisdom with Blended Learning Approach Using Macromedia Flash at SMPN Satu Atap Tunda Island Dede Rohadi Fajri; Sisca Wulansari Saputri
Journal of Languages and Language Teaching Vol 9, No 4 (2021)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v9i4.4098

Abstract

The aim of the research is to create a learning media model for English that uses the Macromedia Flash program, as well as to assess the viability of utilizing Macromedia Flash-based learning media to assist English. This study is a Research and Development (R & D) project with several stages. (1) Analysis stages, such as identifying Learning Media objectives and student characteristics; (2) Design stages, such as designing learning materials and learning media design using the Macromedia Flash program; (3) Production stages, such as producing learning materials, authoring materials, and editing learning materials; (4) Stages of evaluation, including Material Expert Review, Media Expert Review, and Student Testing. The findings demonstrate that the English learning media products adhere to research and development guidelines and are successful in the learning process for SMPN Satu Atap Pulai Tunda students.
Co-Authors Aa Qonaatun Aa Qonaatun Dede Rohadi Fajri Eka Pebriana Irma Handayani