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Meli Damayanti
SMA Olahraga Negeri Sriwijaya Palembang
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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THE PRINCIPLES OF LANGUAGE TEACHING Meli Damayanti
Holistics (Hospitality and Linguistics) : Jurnal Ilmiah Bahasa Inggris Vol. 14 No. 1 (2022): HOLISTICS JOURNAL: HOSPITALITY AND LINGUISTICS
Publisher : Politeknik Negeri Sriwijaya

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Abstract

Learning a language is learning to communicate through that language. Therefore, language teaching is directed to improve communicative skills in various communication contexts. The abilities developed are the ability to grasp meaning, role, interpret, assess, and express oneself through the use of language. All of them are grouped into language skills, understanding, and use. To achieve these teaching goals, language teaching must pay attention to the principles of language learning, and then implement these principles into various learning activities. Language teaching requires settings related to software such as knowledge of the nature of language, learning theory, and about the characteristics of people who will learn the language. In essence, teaching a language, whether it is a first language, a second language, or a foreign language, is an activity that does not stand alone, but requires the services of other relevant sciences. There are two theoretical foundations in the development of language teaching, namely the theory of psychology (Psychology) and linguistics (Linguistics). This paper will discuss the 12 principles of language teaching proposed by Brown. These principles relate to cognitive, affective, and linguistic aspects. Keywords: the principles, language teaching
Teaching Narrative Reading By Applying Think-Pair-Share Model Meli Damayanti
Darussalam English Journal Vol. 2 No. 1 (2022): June 2022
Publisher : Institut Agama Islam Darussalam Blokagung Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (492.164 KB) | DOI: 10.30739/dej.v2i1.1512

Abstract

The main problem of this study was: Is it effective to Apply the Think-Pair-Share Model in teaching narrative reading comprehension to the eleventh-grade students of the Sriwijaya State Sports High School of Palembang? The method used in this research was the quasi-experimental method. The population of this study was all of the Eleventh Grade Students of SMA Olahraga Negeri Srwijaya Palembang in the academic year of 2021/2020. The sample of this study was classes XI. IPA 1 and XI. IPA 3 was taken through convenience nonrandom sampling. The data was collected through a reading comprehension test. They were pre-test and post-test. The data were analyzed through a t-test formula. From this study it was found that the students’ pre-test average score in the experimental group was 55 and in the control group was 53.91. Meanwhile, the students’ post-test average score in the experimental group was 80 and the student's average score in the control group was 75. In addition of t-obtained were 2.049 where the value of t-table was 1.684 at df 74 in significance level of 0.05 and with one-tailed testing. Since the value of the t-obtained was higher than the critical value of the t-table (2.049>1.684), it can be concluded that teaching reading comprehension by Applying the Think-Pair-Share Model to the Eleventh Grade Students of SMA Olahraga Negeri Sriwijaya Palembang was effective
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