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All Journal ELTE Journal (English Languange Teaching and Education) ETERNAL: English Teaching Journal CONCEPT Journal of Language Education (JoLE) Prosiding Seminar Nasional Pascasarjana
Nopa Yusnilita
Universitas Baturaja
Education Languange, Linguistic, Communication & Media

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Journal : ETERNAL: English Teaching Journal

 1 
TONGUE TWISTER AS AN ICE BREAKER IN BOOSTING STUDENTS’ SPEAKING ABILITY Nopa Yusnilita; Nurul Afifah
ETERNAL (English Teaching Journal) Vol 11, No 2 (2020): August
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v11i2.7566

Abstract

This study discussed about how tongue twister effective  in boosting students’ speaking ability at the tenth graders of MAN 1 OKU. To collect data, the researcher used test in the form of recording video as an instrument. The methodology of this research was experimental research and the researcher used Quasi experimental method. From the population, the researcher took class X.IPA3 and X.IPS 1 as samples of this research, where X.IPA 3 was as the experimental class, and X.IPS 1 as the control class. The total number of sample was 72. The samples were taken by using simple random sampling. The students’ mean score in pretest in control class was 4.66 while the pretest in experimental class was 6.49. The mean score in posttest in control class was 4.94 and the mean score of posttest in experimental class was 7.36. Based on the distribution of students’ score in pre-test and post-test Tongue Twister strategy was effective in boosting students’ speaking ability to the tenth Graders of MAN1 OKU because the students’ score in post-test was better than pre-test both in control class and experimental class, and the significant difference is seen in experimental class that is taught by tongue twister. The minimum scores in pre-test were 1.67 in each class, and  and the maximum score were 6.94 and 8.33, while the minimum scores in post-test were 1.67 and 5, while the maximum score was 7.5 and 9.17. If the value of Sig. (2-tailed) = 0,000 more than the Significance level (a=0,05) it means that it was significantly effective to use Tongue Twister strategy in boosting students’ speaking ability at the tenth graders of MAN 1 OKU
The Impact of Online Learning: Student’s Views Nopa Yusnilita
ETERNAL (English Teaching Journal) Vol 11, No 1 (2020): February
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v11i1.6069

Abstract

This study enlightment how the online learning bring out impact for students achievement. 20 students as participant in this study. The descriptive qualitative was used as method of the study.  Based on the result of questionnare 80% of online learning is interesting for students. 65% of students answer that online learning class are easier that regular class and 5% answer not.  85% of students always prepare their learning with taking notes or record it. 90% of students answer online learning practical for them. When talking about the time of online learning 7% of students feel disturb and hurry but 70% are not. 75% of students ask that online learning is cheaper than they should go to class, because they need to pay for bus fare, lunch, clothes etc. 68% of students always join discussion along the online learning. 75% of students feel more confidence joining online learning that face to face in class. That’s why 60% of students think online learning can improve high quality of learning. And 70% of the teacher always accomodate their students in learning. They teacher also give them feedback after they send their assignment and more of the students feel more confidence with online learning. In summary, online learning provide students practical and flexible way in learning, it also make them more creative and active. Online learning give them some benefit in learning.
An Analysis of Teacher Talk in English Classroom Interaction of the Seventh Grade Students of SMPN 23 Oku Nurul Afifah; Nopa Yusnilita; Vinna Riana Resiani
ETERNAL (English Teaching Journal) Vol 8, No 2 (2017): August
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v8i2.2825

Abstract

The objectives of the research were to found out the kinds of teacher talk that used by English teacher during the classroom interaction and to know the students’ perception about teacher talk in classroom. The population of this research was 162 students of seventh grade students. The researcher only took 32 students as the sample by applying purposive sampling. The data were collected through observation and questionnaire. Then the researcher used descriptive method for analyzing the data. The result of this research showed that the teacher used all kinds of teacher talk while giving questions and feedback. In giving questions, teacher used procedural questions (23%), display questions (70%), and referential questions (7%). In giving feedbacks, the teacher used informing (38%), prompting (23%), encouragement (8%), criticizing (23%), ignoring (8%) as the feedbacks for incorrect answer. And for correct answer, the teacher used praising (75%) and summarizing (25%) in the class. For the students’ perception toward teacher talk used by the teacher while giving questions and feedbacks, the students agreed that teacher always use all of the feedback except ignoring. It concluded that the teacher talk which teacher used while giving questions and feedbacks in the English class of the seventh grade students at SMPN 23 OKU is good. In addition, English teachers in Junior High School were suggested to develop and improve their basic ability in managing their talk, especially the ability in giving the appropriate questions and good feedbacks to the students in English class. With all the type of their talk, the interaction between the teacher and the students will be built and increase. The teacher must be a good facilitator and motivator to the students in learning English.
Co-Authors Awalludin Awalludin Bambang Sulistyo Dwi Anggani Linggar Bharati Episiasi Episiasi Herni Septa Sari Januarius Mujiyanto Leni Febriantika Mursid Saleh Neti Lastri Nurhasanah Nurhasanah Nurul Afifah Vinna Riana Resiani Yentri Anggeraini