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All Journal English Review: Journal of English Education IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Pedagonal : Jurnal Ilmiah Pendidikan Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN ELT in Focus Jurnal Abdidas International Journal of Business, Economics, and Social Development International Journal of Quantitative Research and Modeling Indonesian Journal of Community Services in Engineering & Education (IJOCSEE) JEPAL (Journal of English Pedagogy and Applied Linguistics) Jurnal Dimamu Jurnal AbdiMU CONSEN: Indonesian Journal of Community Services and Engagement Gunung Djati Conference Series EJOIN : Jurnal Pengabdian Masyarakat English Education and Applied Linguistics Journal (EEAL Journal)
Sakina, Rahma
Universitas Ma'soem
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Journal : ELT in Focus

 1 
Pengajaran Berbicara Bahasa Inggris dengan Menggunakan Teknik Role-play di sebuah SMA di Bandung Nendah Sari Indriani; Rahma Sakina
ELT in Focus Vol. 5 No. 2 (2022): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

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Abstract

The purposes of this study are to: (1) investigate how role-play technique is used in English speaking class, (2) to find out advantages of using role-play technique in teaching speaking from students’ and teacher’s perception, and (3) to figure out the difficulties that students and an English teacher encountered when using role-play technique in the classroom. The method used is qualitative with observation and interview as data collection techniques. The findings showed that the teacher carried out role-play technique with several stages such as delivering materials, dividing students into several groups to make a dialogue, students’ practicing the dialogue in their group, students’ performing the dialogue in front of the class, and evaluating students’ performance. Role-play technique provided some advantages. Firstly, it gave students opportunities to practice their speaking ability. Secondly, it increased students’ confidence to practice speaking in front of the classroom. Then, it improved students’ interests during the learning process. Fourth, it made students add more English vocabularies. Finally, students could communicate in English frequently with their friends so they could maintain their social relation with their peers. When using role-play technique, the students found difficulties related to pronunciation, word or sentence structure, lack of vocabulary, and memorizing the dialogue. The teacher found that role-play technique was time consuming, and it was hard to make sure the suitability of the material to the activities.
Using YouTube videos as teaching media in improving students’ speaking skill Suloso, Luluk Wiji Asti; Sakina, Rahma
ELT in Focus Vol. 6 No. 2 (2023): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/eltinfc.v6i2.10937

Abstract

The purpose of this study is to examine students' perceptions of using YouTube videos to improve their English language skills and to examine the use of YouTube videos to improve students' language skills. This study used a mixed methods approach with a research design survey using a questionnaire research instrument and a quasi-experimental study research design using pre-test, treatment and post-test research instruments. This research was conducted at Bintara Vocational High School, Rancaekek in two classes, namely the experimental class and the controlled class. When analyzing the results of data collection, the pre- and post-tests as well as the results obtained were analyzed using the NCSS 2021. The data collection results showed positive results in using YouTube videos in improving students' speaking skills. Most students have a good perception of these media, but some have a neutral perception. Additionally, this study shows an improvement in speaking skills, meaning that the use of these media is effective. The results of this research are intended to provide an overview and information for English teachers who use YouTube videos as teaching media, especially when learning speaking.
Teacher strategies in teaching reading to the 8th grade students of a private junior high school in Bandung Ervan Fauzan; Rahma Sakina; Riyadh Ahsanul Arifin; Sri Yunita
ELT in Focus Vol. 7 No. 1 (2024): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/eltinfc.v7i1.11866

Abstract

Teaching reading is one of the skills that must be mastered in English which aims to get a meaning from a text. There are several kinds of methods and strategies that can be used to teach reading. This research focused on what strategies are used by teachers, the challenges that arise when using these strategies, and how teachers overcome these challenges. In this study, researcher used descriptive qualitative study with observation and interview data collection. This research was conducted at a private junior high school in Bandung and the participants are an English teacher and 28 students of grade 8. The results of this study are classified into 3 themes: strategies used by teachers in teaching reading, challenges faced when implementing strategies, and how the teacher to overcome these challenges. It was found that the teacher used 3 strategies in teaching reading, namely Question Answer Relationship, Scaffolding, and Reading Aloud. Teacher found several challenges, namely students' low communication skills, the lack of supported facility, and the lack of students' vocabularies, and student response to length of the text. The teacher overcomes some of these challenges, namely using a mix language of English and Bahasa, the teacher used a good approach when learning, and the teacher masters all the material so that when students ask questions the teacher can answer all the questions. For the further researcher will add more sources or references related to teaching reading, so the results of the research more complete.
Co-Authors Agnia, Sabila Aip Syaepul Uyun Alfikri Hidayatullah Andi Suntoda Situmorang Anira Arifin, Riyadh Ahsanul Astuti, Riyanti Sri Ayang Winda Widyaningsih Bachrudin Musthafa Bayyinah, Sahara Dini Utami Mulyaningsih Ervan Fauzan Ervan Fauzan Eva Meidi Kulsum Fitriani Nurhalimah Hardiani, Putri Siti Hidayatullah, Alfikri Irma Yanti Khofifah, Siti Mareta, Finka Mayang Sari Nirmala Dewi Muhammad Fikri Taufik Mustika, Rispa Nabila Qurrotu Aini Nendah Sari Indriani Nurdayani, Alia NURFITHRI Putri Siti Hardiani Putri, Rizka Rahil Putri, Wulandari Ridwan, Revi Nur Rispa Mustika Salma Ramadanti Answar Salsabila, Vina Aini Shadam Hussaeni Handi Pratama Siti Hardiani, Putri Sri Yunita Sri Yunita Sri Yunita Suloso, Luluk Wiji Asti Syaepul Uyun , Aip Syaepul Uyun, Aip Taufik, Muhammad Fikri Tinanthy Rosse Santosa Widianingsih, Ayang Winda Sri Widyaningsih, Ayang Winda Wildan Alfia Nugroho Winda, Ayang Wulandari Putri Wulansari, Devi Indah Yustika Nur Fajriah