Articles
<![CDATA[Roleplaying in EFL Classroom: EFL learner’ Oral Proficiency Achievement and Perception ]]>
<![CDATA[Jaya Nur Iman]]>;
<![CDATA[Nike Angraini]]>
<![CDATA[ ENGLISH Vol 16, No 1 (2022) ]]>
Publisher : <![CDATA[Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor ]]>
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DOI: 10.32832/english.v16i1.6912
<![CDATA[This research was aimed at inquiring the application of roleplay toward the EFL learners’ oral proficiency achievement. An experimental design, primarily on the pre-experimental design, was used in this research. Thirty-eight university students were taken conveniently as the research sample. A test and a close-ended questionnaire were administered to rate the oral proficiency achievement and perception of the EFL learners. The findings revealed that (1) the oral proficiency achievement level (OPAL) of the EFL learners in the experimental group was in the good and very good achievement level, (2) there was a significant improvement on the EFL learners’ OPA after the intervention given, and (3) then positive perception made by the EFL learners about the application of roleplay on their achievement of oral proficiency. In concluding, using roleplay made a significant improvement on the EFL learners’ oral proficiency achievement. This research also provides pedagogical implication for lecturers, students, stakeholders, and near future researchers to apply this as the alternative instructional activity to develop the oral proficiency of the English language learners.]]>
<![CDATA[USING PICTURE-SERIES BASED INSTRUCTION TO IMPROVE SPEAKING AND WRITING ACHIEVEMENTS OF THE EFL UNDERGRADUATE STUDENTS ]]>
<![CDATA[Jaya Nur Iman]]>;
<![CDATA[Nike Angraini]]>
<![CDATA[ Global Expert: Jurnal Bahasa dan Sastra Vol 5, No 1 ]]>
Publisher : <![CDATA[Universitas Indo Global Mandiri ]]>
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DOI: 10.36982/jge.v5i1.206
<![CDATA[Speaking and writing skills are very prominent for the students to actively interact and to get involved in spoken and written communication. However, these are regarded as difficult skills to master by the students. The researchersthen would like to carry out the research in terms of using picture-series to cope with the students’ speaking and writing problem. The objective of this research were: (1) to find out whether picture-series significantly improve the speaking and writing achievement of the EFL undergraduate students, (2) to find out the significant difference in speaking and writing achievement between the students who were taught by using picture series and those who were not. A quasi-experimental study of non-equivalent pretest- posttest control group design or comparison group design was used in this research. The population of this research was all undergraduate students of Civil Engineering study program of Indo Global Mandiri University in the academic year of 2014/2015. Forty students were taken as sample and selected by using purposive sampling technique in which each group consisted of 20 students, respectively. The findings showed that (1) there was a significant improvement on the speaking and writing achievement of the experimental group where the tobtained of the speaking and writing achievement were 12.197 (p<0.000) and 18.710 (p<0.000), (2) there was also a significant difference between the speaking writing and achievement of the experimental and control group where tobtained were 2.916 (p<0.000) and 3.949 (p<0.000). Therefore, it could be concluded that the picture series-based instruction statistically and significantly improves the speaking and writing achievement of the EFL undergraduate students. Key words: picture series, speaking achievement, writing achievement]]>
<![CDATA[SCRIPTED ROLE PLAY-BASED TEACHING TO IMPROVE SPEAKING SKILL OF THE ELEVENTH GRADE STUDENTS OF SMAN 14 PALEMBANG ]]>
<![CDATA[Jaya Nur Iman]]>
<![CDATA[ Global Expert: Jurnal Bahasa dan Sastra Vol 3, No 1 ]]>
Publisher : <![CDATA[Universitas Indo Global Mandiri ]]>
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DOI: 10.36982/jge.v3i1.24
<![CDATA[Role play is very prominent in English speaking classroom because it allows the students to have more oral practice in different social contexts and roles. The purpose of this paper was to find out whether or not scripted role play could make a difference in improving students’ speaking skill achievement. The population of this research paper was all the eleventh grade students of SMAN 14 Palembang in the academic year of 2009-2010. The students were given intervention for 16 meetings including pre-test and post-test in the form of speaking test. The SOLOM rubric was used to measure students’ speaking skill. The findings showed that (1) there was a significant improvement in speaking skill where t obtained of speaking skill was 4.971 (p<0.000), (2) there was also a significant mean difference between the speaking skill of the experimental and control groups where t obtained was 6.804 (p<0.000). Hence, from the research findings, it could be concluded that scripted role play could significantly improve the students’ speaking skill achievement in English teaching and learning environment.]]>
<![CDATA[THE USE OF NUMBERED HEAD TOGETHER (NHT) TECHNIQUE WITH DESCRIPTIVE TEXT TO IMPROVE THE TENTH GRADE STUDENTS READING COMPREHENSION OF SMA MUHAMMADIYAH 1 PALEMBANG ]]>
<![CDATA[Tri Fuspa Wilanda]]>;
<![CDATA[Jaya Nur Iman]]>
<![CDATA[ Global Expert: Jurnal Bahasa dan Sastra Vol 6, No 1 ]]>
Publisher : <![CDATA[Universitas Indo Global Mandiri ]]>
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DOI: 10.36982/jge.v6i1.427
<![CDATA[The aim of this research attempted to determine whether using NHT technique significantly improved the students’ reading comprehension and significantly made a difference on the students’ reading comprehension who were taught by using NHT and those who were not A Quasi Experimental design was used as the research method. The sampling technique used in this research was purposive sampling. Pretest and posttest, in the form of Reading comprehension test, were used to collect the data of students’ reading comprehension. Paired samples and independent samples t-tests were employed to calculate the students’ reading comprehension achievement. The research findings showed that there was a significant improvement on the students’ reading comprehension who were taught by using NHT technique and there was a significant difference between the students reading comprehension who were taught by using NHT and those who were not.Key words : Numbered Heads Together, reading comprehension, descriptive text]]>
<![CDATA[The Effectiveness of Tourism Videos to Improve The Tenth Grade Students’ Speaking Achievement in SMKN 6 Palembang ]]>
<![CDATA[Bella Syebania]]>;
<![CDATA[Jaya Nur Iman]]>
<![CDATA[ Global Expert: Jurnal Bahasa dan Sastra Vol 7, No 1 ]]>
Publisher : <![CDATA[Universitas Indo Global Mandiri ]]>
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DOI: 10.36982/jge.v7i1.518
<![CDATA[AbstractThis research was aimed to find out whether there was significant improvement on speaking achievement of the tenth grade students of SMKN 6 Palembang after being taught by using the Tourism Videos and to find out whether there was significant mean difference on speaking achievement between the students who were taught by using Tourism Videos and those who were not. This research applied experimental research design. The sample of this research were 31 students of SMKN 6 Palembang and divided into experimental and control groups. The results of this study were calculated by using SPSS. The research finding showed that the mean score of pretest of experimental group was 56,84 improved to 80,32. And the mean difference of posttest between experimental and control group was 2.129 and the mean difference of speaking improvement between the pretest and posttest within the experimental group was 23,484. The research findings revealed that the teaching of speaking improved the students’ speaking achievement due to having received the treatment using Tourism Videos. Hence, that there was significant improvement on speaking achievement in the experimental group and there was significant mean difference between the students who were taught by using Tourism Videos and those who were not.Keywords : Improving speaking skill, speaking skill, tourism video AbstrakPenelitian ini bertujuan untuk mengetahui apakah ada peningkatan yang signifikan terhadap prestasi berbicara siswa kelas X SMKN 6 Palembang setelah diajar dengan menggunakan Video Pariwisata dan untuk mengetahui apakah ada perbedaan rata-rata yang signifikan pada prestasi berbicara antara siswa yang diajarkan dengan menggunakan Video Pariwisata dan mereka yang tidak. Penelitian ini menggunakan desain penelitian eksperimental. Sampel penelitian ini adalah 31 siswa SMKN 6 Palembang dan dibagi menjadi kelompok eksperimen dan kontrol. Hasil penelitian ini dihitung dengan menggunakan SPSS. Temuan penelitian menunjukkan bahwa skor rata-rata pretest dari kelompok eksperimen adalah 56,84 meningkat menjadi 80,32. Dan perbedaan rata-rata posttest antara eksperimental dan kelompok kontrol adalah 2,129 dan perbedaan rata-rata peningkatan berbicara antara pretest dan posttest dalam kelompok eksperimen adalah 23.484. Temuan penelitian mengungkapkan bahwa pengajaran berbicara meningkatkan prestasi berbicara siswa karena telah menerima perlakuan menggunakan Video Pariwisata. Oleh karena itu, bahwa ada peningkatan yang signifikan pada prestasi berbicara dalam kelompok eksperimen dan ada perbedaan rata-rata yang signifikan antara siswa yang diajar dengan menggunakan Video Pariwisata dan mereka yang tidak.Kata kunci: Meningkatkan keterampilan berbicara, keterampilan berbicara, video pariwisata]]>
<![CDATA[USING THINK PAIR SHARE TECHNIQUE WITH DESCRIPTIVE TEXT TO IMPROVE READING COMPREHENSION OF THE TENTH GRADERS OF SMA LTI IGM PALEMBANG ]]>
<![CDATA[Sri Muryani]]>;
<![CDATA[Jaya Nur Iman]]>
<![CDATA[ Global Expert: Jurnal Bahasa dan Sastra Vol 6, No 1 ]]>
Publisher : <![CDATA[Universitas Indo Global Mandiri ]]>
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DOI: 10.36982/jge.v6i1.263
<![CDATA[The objectives of this research attempted to investigate whether or not using Think Pair Share (TPS) Technique gave significant improvement and significant difference on the tenth graders’ reading comprehension achievement of SMA LTI IGM. A quasi experimental design was used in this research. Two groups, experimental and control group, were assigned in this research in which each group consisted of 20 students, respectively. Intervention was given for 12 meetings including pretest and posttest administration. Reading comprehension test, in form of multiple choice question, was administered to measure the students’ reading comprehension. The research findings showed that (1) there was a significant improvement on the tenth graders’ reading comprehension achievement after being taught by using Think Pair Share Technique, and (2) there was a signifiant mean difference on the tenth graders’ reading comprehension achievement after being taught by using Think Pair Share Technique and those who were not. Therefore, the TPS technique significantly improved the tenth graders’ reading comprehension achievement of SMA LTI IGM.Key words : Think pair share technique, descriptive text, reading comprehension]]>
<![CDATA[Critical Thinking In Elt: How Cooperative Learning Affects The Efl Learners’ Critical Thinking Aspects ]]>
<![CDATA[Jaya Nur Iman]]>;
<![CDATA[Nike Angraini]]>
<![CDATA[ Global Expert: Jurnal Bahasa dan Sastra Vol 7, No 2 ]]>
Publisher : <![CDATA[Universitas Indo Global Mandiri ]]>
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DOI: 10.36982/jge.v7i2.579
<![CDATA[AbstractThis research attempted to see whether the cooperative leaning was impactful on EFL learners’ critical thinking aspects. Non-equivalent pretest and posttest control group design of comparison group design was used in this research. The population of the research was all of the undergraduate students of University of Indo Global Mandiri. Forty students were selected as the sample purposively in the experimental group (treatment group) and control group (non-treatment group), respectively. A critical thinking rubric was employed to measure the EFL learners’ critical thinking(aspects) and critical thinking aspects(total). The research findings revealed that (1) there was a significant improvement on the EFL learners’ critical thinking(aspects) and critical thinking (total), (2) There was a significant mean difference on the EFL learners’ critical thinking(aspects) and critical thinking aspects(total), (3) there was a significant contribution of the critical thinking skill (aspects) and critical thinking aspects(total) in which the aspects of framing personal responses and acknowledging other perspectives had the lowest contribution and the aspects of recoqnizing stakeholders and context had the highest contribution. In conclusion statistically the cooperative learning was significantly impactful on the EFL learners’ critical thinking aspects in English language teaching.Keywords: Cooperative learning, critical thinking aspectsAbstrak Penelitian ini berusaha untuk melihat apakah pembelajaran kooperatif berdampak pada aspek berpikir kritis peserta didik EFL. Penelitian ini menggunakan desain penelitian non-equivalent pretest and posttest control group design of comparison group design. Populasi dari penelitian ini adalah semua mahasiswa sarjana dari Universitas Indo Global Mandiri. Empat puluh siswa dipilih sebagai sampel secara purposif dalam kelompok eksperimen (kelompok perlakuan) dan kelompok kontrol (kelompok non-perlakuan). Rubrik berpikir kritis digunakan untuk mengukur pemikiran kritis (aspek) pembelajar EFL dan aspek berpikir kritis (total). Temuan penelitian mengungkapkan bahwa (1) ada peningkatan yang signifikan pada pemikiran kritis (aspek) peserta didik EFL dan pemikiran kritis (total), (2) Ada perbedaan rata-rata yang signifikan pada pemikiran kritis peserta didik EFL (aspek) dan aspek berpikir kritis (total), (3) ada kontribusi signifikan dari keterampilan berpikir kritis (aspek) dan aspek berpikir kritis (total) di mana aspek membingkai tanggapan pribadi dan mengakui perspektif lain memiliki kontribusi terendah dan aspek dari para pemangku kepentingan dan konteks yang memiliki kontribusi tertinggi. Kesimpulannya secara statistik pembelajaran kooperatif berdampak signifikan pada aspek berpikir kritis peserta didik EFL dalam pengajaran bahasa Inggris.Kata kunci: pembelajaran kooperatif, aspek berpikir kritis]]>
<![CDATA[USING PICTURESWITH PICTURE DESCRIBING TECHNIQUE TO IMPROVE THE SPEAKING ACHIEVEMENT ]]>
<![CDATA[Jaya Nur Iman]]>
<![CDATA[ Global Expert: Jurnal Bahasa dan Sastra Vol 5, No 1 ]]>
Publisher : <![CDATA[Universitas Indo Global Mandiri ]]>
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DOI: 10.36982/jge.v5i1.137
<![CDATA[This research was carried out to see whether or not the independent variable (using pictures with picture describing technique) could give positive impact on the dependent variable (the speaking achievement). The one-group pretest-posttest design was used in this paper. The population of this research was the all second semester undergraduate students of informatics engineering study program of Indo Global Mandiri University in the academic year of 2014/2015. Twenty four students were taken as the sample by using purposive sampling technique. The treatment was given for 12 meetings excluding pretest and posttest. Speaking rubric was used to measure the students’ speaking achievement. The findings showed that (1) there was a positive impact on the students’ speaking achievement after the intervention was given where the t-obtained (9.023) was higher than t-table (2.500) and the Sig.value 0.000 was lower than 0.01. Therefore, it could be concluded that using pictures with picture describing technique could give positive impact on the speaking achievement and it also could be used as the alternative medium of instruction in the teaching and learning environment.Keywords : pictures, picture describing technique, speaking achievement]]>
<![CDATA[THE APPLICATION OF MIND MAPPING TECHNIQUE TO INCREASE STUDENTS’ READING COMPREHENSION ACHIEVEMENT AT THE EIGHTH GRADE SMPN 38 PALEMBANG ]]>
<![CDATA[Silvia Silvia]]>;
<![CDATA[Jaya Nur Iman]]>;
<![CDATA[Nike Angraini]]>
<![CDATA[ Global Expert: Jurnal Bahasa dan Sastra Vol. 10 No. 2 (2022): December ]]>
Publisher : <![CDATA[Universitas Indo Global Mandiri ]]>
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DOI: 10.36982/jge.v10i2.2499
<![CDATA[Reading certainly has many purposes, one of which was by reading people can find out the information, increase knowledge and to expand horizons. Thus the writer tried to explore the use of mind mapping technique to know the significant improvement in students’ reading comprehension achievement in recount text after being taught with mind mapping technique and to know the significant mean difference in students reading comprehension between students who were taught by using mind mapping technique and those who were not. The research design in this study is a quasi-experimental design which the population of this study were students from two classes of eighth-grade of SMPN 38 Palembang which consisted of 32 students of each class. Data collection techniques used in this study were pre-test and post-test. Data were analyzed using t-test (paired sample t-test and independent sample t-test). The outcome of t-obtained in experimental group was higher than t-table (17.201>0.2913). Also, the results of each aspect in experimental group showed that there was improvement. Beside, there was also significant mean difference between students who were taught by using mind mapping technique and those who were not.The findings revealed that teaching reading by using mind mapping technique was effective toward students’ reading comprehension achievement in recount text at the eighth-grade students of SMPN 38 Palembang in the academic year of 2021/2022.]]>
<![CDATA[USING DICTOGLOSS TECHNIQUE FOR IMPROVING LISTENING COMPREHENSION OF EIGHTH GRADERS IN SMP TRI DHARMA PALEMBANG ]]>
<![CDATA[Istiqomah Istiqomah]]>;
<![CDATA[Jaya Nur Iman]]>;
<![CDATA[Badriyah Ulfah]]>
<![CDATA[ Global Expert: Jurnal Bahasa dan Sastra Vol. 10 No. 2 (2022): December ]]>
Publisher : <![CDATA[Universitas Indo Global Mandiri ]]>
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DOI: 10.36982/jge.v10i2.2498
<![CDATA[Listening is one of the skills that needed to be integrated in an effective way for the teaching and learning of English to be successful. A technique called Dictogloss was used in this research to find out the significant improvement on listening comprehension and perception of students’ toward dictogloss technique in SMP Tri Dharma Palembang of eighth graders in academic year 2021/2022. Quantitative method was used by the researcher namely pre-experimental design which only used one class. As data source, test and questionnaire were used in this research. The pre-test and post-test was taken from experimental group to find out whether Dictogloss Technique effective to improve the eighth grade student’s at SMP Tri Dharma Palembang. And questionnaire to determine the students’ perceptions on Dictogloss technique in teaching listening. The results showed the experimental class students’ listening improved as indicated by the pre-test and post-test scores. It means t-obtain is bigger than t-table (25.789 > 2.024) and the value of Sig.(2-tailed) was 0.000 < 0.05, means that null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted so there was any significant improvement of students’ listening who taught by Dictogloss. Meanwhile the mean score of questionnaire is 73,44 which showed a positive perception because the result showed the mean score is higher than 60. In short, the use of Dictogloss as the technique to improve students’ listening skill is suggested for teachers in teaching listening.]]>
