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All Journal JUPE : Jurnal Pendidikan Mandala Journal of English Education and Literature
Muhamad Suhaili
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Education Languange, Linguistic, Communication & Media Other

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A COMPARATIVE STUDY BETWEEN ‘’BUZZ GROUP’’ AND ‘’CRITICAL DEBATE’’ TOWARD STUDENTS’ SPEAKING ACHIEVEMENT K. Dedy Sandiarsa S; Muhamad Suhaili
JUPE : Jurnal Pendidikan Mandala Vol 4, No 5 (2019)
Publisher : Lembaga Penelitian dan Pendidikan Mandala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (238.459 KB) | DOI: 10.36312/jupe.v4i5.874

Abstract

This research is aimed at finding the comparative study between Buzz Group and Critical Debate toward students’ speaking achievement. This research was experimental research. Statistic formula was used as the technique of data analysis. The subject of this research consisted of 44 students at the second grade students of MA Darul Qur’an Bengkel. The technique of collecting data used pre-test and post-test. The mean score of experimental group was 48.72 for pre-test, 66.18 for post-test and control group was 46.18 for pre-test, 63.27 for post-test. Variance of experimental group was 68.21, 62.91 for variance of control group and ttest score was 0.13 and t-table in significance level of 0.05 was 1.682 with degree of freedom was 42. It showed that t-test was higher than t-table, so that way, alternative hypothesis accepted and null hypothesis rejected. Therefore, the writer concluded there was significant compare of Buzz Group and Critical Debate towards students’ speaking achievement at the second grade students of MA Darul Qur’an Bengkel in academic year 2017/2018.
TEACHER CORRECTIVE FEEDBACK IN TEACHING SPEAKING AT SMAN 1 BATUKLIANG Jayadi, Agus; Muhamad Suhaili; I Made Permadi Utama
Journal of English Education and Literature Journal of English Education and Literature Vol.2 No.1 (April, 2025)
Publisher : Sinar Lima

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Abstract

English speaking play a vital role in global education and communication. In today’s globalized world, English speaking proficiency is not just an additional skill, but a fundamental requirement that supports various aspects of life, including education, business, and international relations. However, teaching speaking skills presents a number of challenges, including students’ lack of confidence, grammatical errors, mispronunciation, and limited vocabulary. This study aims to identify the types and frequency of feedback used by teachers in teaching speaking at SMAN 1 Batukliang. This study used a qualitative method with observation and interview instruments. The results showed that oral feedback was more dominant than written feedback. The types of oral feedback used included explicit correction, repetition, positive feedback, and metalinguistics. Meanwhile, written feedback applied was only positive feedback. In terms of frequency, oral feedback was given six times, while written feedback was only given once, with feedback most often occurring in the main activity and pre-activity stages. Teachers at SMAN 1 Batukliang used more oral feedback to correct mistakes and motivate students. Although written feedback was limited, this approach succeeded in creating a supportive learning environment.
ENGLISH LANGUAGE LEARNER’S WRITING COMPETENCE INSMP NEGERI 2 EMPANG Laela, Martina; Muhamad Suhaili
Journal of English Education and Literature Journal of English Education and Literature Vol.2 No.1 (April, 2025)
Publisher : Sinar Lima

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Abstract

Many students face challenges in mastering English vocabulary, impacting their writing competence. The most common challenges are lack of vocabulary knowledge, inappropriate word usage, and difficulty in constructing coherent sentences. This study aims to describe the English writing competence of grade IX students at SMP Negeri 2 Empang. Using a qualitative research method with a qualitative descriptive approach, this study provides an in-depth analysis of students' writing ability. The research subjects consisted of ninth-grade students in the 2024/2025 academic year who were selected as data sources. Based on the results from the documentation data and assessment categories, it shows that students' writing competence varies significantly based on their academic ability level, with students who have high competence showing better ability in organizing ideas, cohesion, and the use of relevant vocabulary. In contrast, students with low competence continue to face challenges in mechanical aspects such as grammar, punctuation, and spelling. To improve students' writing competence, it is crucial to implement a process-based approach that includes writing stages such as prewriting, writing, revising, and editing, as well as constructive feedback between teachers and students.
Co-Authors AGUS JAYADI K. Dedy Sandiarsa S Laela, Martina Utama, I Made Permadi