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An Analysis of Plots in James W. Ellison “Akeelah and The Bee” Ari Wibowo; Ayu Rahfiza Lestari
INTERACTION: Jurnal Pendidikan Bahasa Vol 6 No 1 (2019): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong

An Analysis of Plot in James W. Ellison “Akeelah and the Bee”. Thesis English Program of STKIP Muhammadiyah Sorong. The object of the analysis is Plot in the novel Akeelah and the Bee, the plot is taken as data, classified into the kind of plot and analyzed using descriptive analysis method. The purpose of this research is to know the kind of plot in Akeelah and the Bee novel. The result of this research show that in Akeelah and the Bee novel using (Flashback Plot because containing the elements are; Conflict, Exposition I, Exposition II, Exposition III, Exposition IV, Climax I, Climax II and End). And the writer analyze based on the theory of Russel and Freytag. The result of this research can give useful addition information for lecturers, especially in teaching literature about intrinsic element of story. For the students, the result of this research can be used as additional knowledge to improve their knowledge and ability of the literature, especially in plots of story.

Improving Students’ Speaking Ability by Using Role Play Doni Sudibyo; Ari Wibowo; Muhlasin Muhlasin
INTERACTION: Jurnal Pendidikan Bahasa Vol 6 No 1 (2019): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong

Role play is a tool of dramatic explorations, which engages participants within an aesthetic, there-dimensional problem-solving process to examine, explore, and reflect upon issue of personal and collective importance. The aim of study was to find out whether or not the use of role play of daily conversation in teaching speaking is able to improve the students’ speaking ability or not. This research used quasi-experimental method. The sample of the research is 30 students of first grade of SMA Muhammadiyah Aimas which was divided into two classes. The data has collected through interview on pre-test and role play show on post-test. The data analysis showed the improvements of the students’ speaking ability who are studied through role play. It was proven by the mean score of experimental class was 72.3 with SD 3,527 higher than control class was 65,7 with SD 4,154. In other words, Role Play techniques can improve the speaking ability of the students.

An Analyzing on the Students Error in Using Conditional Sentence kustianah kustianah; Ari Wibowo
INTERACTION: Jurnal Pendidikan Bahasa Vol 7 No 1 (2020): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong

In this study, the writer want to analyze the student error in using conditional sentence and involve all case in conditional sentence. The method of this research is error analysis. In this research, the researcher wishes to know how is the students of the second grade at Madrasah Tsanawiyah Muhammadiyah 04 Klamalu competence in using conditional sentence type III especially in tenses “simple past perfect tense and simple future perfect tense.” The researcher gave the test to the students without the treatment the researcher want to know just one the cause of errors about the use of conditional sentence type III “simple past perfect tense and simple future perfect tense.” The result showed that the causing error of the students in using conditional sentence are carelessness, first language using, translation, the facility of students learning like English book, the method of teaching and the students themselves. After the analysis kind of conditional sentence the writer to identification the kinds of error and persentage of students error, result of reserch are: omission the total error are 10 error, the persentage is 7, 04 %. Addition the total of error 14 error, the persentage is 9, 86%. Miss- ordering error is 80 error, the persentage is 56,34% and subtitution error is 38 error, the persentage is 26,76%. So the total of students error are 142 error and the persentage is 100%.

The Effectiveness of Substitution Drill in Teaching Simple Present Tense Yos Hendar Ambasalu; Raisa Anakotta; Ari Wibowo
TEKILA: Journal of Language Teaching and Literature Vol. 1 No. 1 (2024): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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Simple present tense is the most useful tense in English since it is often used in daily life to express habits or regular activities and to talk about facts. Aware of this, the researcher decided to apply substitution drill to teach simple present tense at the eleventh grade of MA Emeyodere Kota Sorong to find out whether the substitution drill technique is effective or not in teaching simple present tense. The design of this research is one group pretest-posttest. The population of this research is the students of MA Emeyodere Kota Sorong with the total of 38 students. Based on the convenience sampling, the researcher chose the eleventh grade with the total of 14 students, but only 7 students involved as the sample from this class in this research. The results of this research show that there is a significant difference in students’ average score in pretest and posttest. The students’ average score before using the substitution drill (pretest) is 35.71. whereas the students’ average score after using the substitution drill (posttest) is 75. Meanwhile, the N-gain’s result is 61.11 or 61% interpreted as quite effective. It means that the alternative hypothesis (Ha) is accepted. So, the conclusion is that the substitution drill technique is effective for teaching simple present tense.

Investigating Factors Affecting Listening Comprehension Skills in University Students Ari Wibowo
TEKILA: Journal of Language Teaching and Literature Vol. 1 No. 1 (2024): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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This research study delved into the investigation of factors influencing listening comprehension skills in university students, focusing on six key factors: language proficiency, motivation, exposure to English, teaching methodology, cultural background, and technology integration. Language proficiency emerged as a foundational element, emphasizing the importance of a strong linguistic foundation encompassing vocabulary, grammar, and pronunciation for effective listening comprehension. Motivation was identified as a critical driver of students' engagement and persistence in developing their listening skills, highlighting the significance of intrinsic motivation in fostering active participation and enhancing comprehension levels. Exposure to authentic English language input, effective teaching methodologies, consideration of cultural backgrounds, and integration of technology were all found to play essential roles in shaping students' listening abilities, underscoring the multifaceted nature of factors influencing listening comprehension skills in university students. The findings of this study provide valuable insights for educators and stakeholders seeking to enhance students' listening abilities and promote successful language learning experiences. By recognizing the interconnectedness of language proficiency, motivation, exposure to English, teaching methodology, cultural background, and technology integration, educators can tailor instructional strategies to support students in developing proficient and confident listening skills. Collaborative efforts to address these factors in language education programs can lead to improved language learning outcomes, enriched cultural understanding, and enhanced communication skills for university students in academic and professional contexts.

Students' Perceptions of Using Google Translate as a Translation Tool in Writing Class Indah Istiqomah; Ari Wibowo
TEKILA: Journal of Language Teaching and Literature Vol. 1 No. 2 (2024): TEKILA: Journal of Language Teaching and Literature
Publisher : English Education Program Universitas Pendidikan Muhammadiyah Sorong

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In an increasingly digitalized academic environment, the use of translation tools like Google Translate has become commonplace, especially among students in non-native English-speaking regions. This study explores students' perceptions of using Google Translate as a translation tool in writing classes within the English Education Department at UNIMUDA Sorong. Observations reveal that approximately 20 out of 30 students in the program regularly utilize Google Translate to assist with their writing assignments. This reliance is attributed to the tool's ease of use, accessibility, and ability to expedite the completion of assignments by translating ideas from Bahasa Indonesia to English. The research aims to assess how students perceive the benefits and drawbacks of using Google Translate in their academic writing. Through qualitative interviews with six randomly selected students, the study investigates their experiences with the tool, its impact on their writing quality, and its influence on their language learning process. The study highlights the convenience of Google Translate in facilitating timely submission of assignments and alleviating the challenges of vocabulary and grammar. However, it also addresses concerns regarding potential overreliance on the tool, which may undermine students' engagement with language learning fundamentals and affect the accuracy of their translated texts. Findings indicate that while students appreciate the tool’s functionality and efficiency, they acknowledge its limitations in producing contextually accurate translations. This suggests a need for a balanced approach to integrating technology in language education, where students are encouraged to use translation tools judiciously while still engaging deeply with language learning processes. The study contributes to the broader discussion on the role of digital tools in education, providing insights into students' attitudes towards Google Translate and offering recommendations for educators to support effective language development strategies.

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