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All Journal ELP (Journal of English Language Pedagogy)
Yuli Herman
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Education Languange, Linguistic, Communication & Media

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COLLABORATIVE PROGRAM STRATEGY IN ENGLISH SPOKEN CLASS Yuli Herman
ELP (Journal of English Language Pedagogy) Vol 4 No 1 (2019): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v4i1.27

Abstract

This research is derived from phenomena of finding the teaching technique that can accomodate the students’ feeling of comfortable in learning English. The collaborative program was used to answer this problem. The purpose of the research was to know whether or not the collaborative program could improve the EFL students’ speaking ability significantly. The research was conducted by using quasi experimental design which applies treatment class and control class as the source of data collection. The participants of the research were 16 students in each classes. They were the students who learnt Speaking 1 at Mahaputra M. Yamin University. Data was collected from oral test and classroom direct observation. The result of the test showed that there was a significant improvement toward students’ speaking ability through this technique where t- calculated score was 3.55 while the t-table score was 2.11. The observation data showed that all students had participated actively in the class discussion and created their own program in a fun way. This research has shown how the collaborative program can improve not only the skill of EFL students in speaking but also the way the students learn a topic with more fun and comprehensible
USING PARAGRAPH ANALYSIS IN TEACHING GRAMMAR Yuli Herman
ELP (Journal of English Language Pedagogy) Vol 7 No 1 (2022): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v7i1.555

Abstract

This experimental study assessed the effectiveness of using paragraph analysis in teaching grammar, especially in improving students’ knowledge and comprehension. In implementing this strategy students were asked to analyze every sentences in a paragraph where in every paragraph has misused of tenses and verb. During the process, the class activity mostly was in form of discussion. First activity was reading the text. Then, the students were asked to identify the tense of every sentences in the paragraph and analyzed whether or not there was a mistake in every sentences. The next step was students discuss in a group and reconstructed the inappropriate sentences. Before giving treatment to the students, they were given initial test. Then, at the end of the research the students were given final test. Both of the result of the tests were calculated by using t-test. Level of significant applied is 95% or 0.005. The calculation result was 0.004 which means there was a significant difference before implementing paragraph analysis and after the treatment.
COLLEGE STUDENTS’ ABILITY IN USING AFFIXATION ON FORMING WORDS Khatimun Nisa’ Urasida; Yuli Herman; Risza Dwiputri
ELP (Journal of English Language Pedagogy) Vol. 10 No. 1 (2025): ELP (Journal of English Language Pedagogy)
Publisher : Universitas Mahaputra Muhammad Yamin

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36665/elp.v10i1.1012

Abstract

           This study investigates the ability of sixth-semester students in the English Education Study Program at UMMY Solok (2023/2024) to use affixation in word formation. Using a descriptive quantitative method, the study involved 17 students, divided into two groups through random sampling. Six students participated in a tryout, while ten students were selected as the research sample. Data were collected through a test assessing students' understanding of prefixes, suffixes, and their combinations. The findings indicate that students performed well with prefixes, fairly with suffixes, and poorly when combining prefixes and suffixes. Errors were most common when students were unsure of how to correctly attach affixes to root words. These results highlight the need for targeted instructional strategies to enhance students’ morphological competence. The study contributes to curriculum development and suggests incorporating additional affixation-focused materials and training. Future research may further explore affixation difficulties and their impact on linguistic proficiency.
Co-Authors Khatimun Nisa’ Urasida Risza Dwiputri