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SOCIO-AFFECTIVE STRATEGIES EMPLOYED BY STUDENTS IN SPEAKING CLASS Robiansyah, Maulid; Rochmahwati, Pryla
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 1 No. 1 (2020)
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/eltall.v1i1.2097

This research is aiming at scrutinizing the socio-affective strategies used by students in speaking class at SMP Ma’arif 1 Ponorogo. This research employed qualitative approach, and the design was case study was conducted on the Eighth Grade B class of SMP Ma’arif 1 Ponorogo, and focused on the description of using socio-affective strategies in teaching speaking at the Eighth Grade B class of SMP Ma’arif 1 Ponorogo. The data in this research is collected through interview, observation, reviewing the documents. The data were analyzed by using data Mattew B Miles and Michael Hubberman’s view of data reduction, data display and drawing conclusion. The result of this research revealed that (1) the implementation of socio-affective starategies is devided into three activities namely; Pre activities, main activities, and the last activities. In pre activities there are two activities, greeting and apperception. In main activities, teacher applied “socio-affective stratgies. The findings that. In the last activities the teacher gave an evaluation and motivation. In evaluation activity a teaching and learning process need to be evaluated. (2) Those the role of the teacher is as follow in supporting the implementation of socio-affective strategies at Eighth Grade B Class of SMP Maarif 1 Ponorogo is very important because as a teacher holds an important position in the learning process. The roles teachers play in English Language Teaching (ELT) field are mostly of an assessor, organizer, facilitator, prompter, motivator, participant, monitor, model, etc.

TEACHER’S FEEDBACK IN TEACHING SPEAKING Aini, Luluk Rahmatia Trisna; Rochmahwati, Pryla
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 1 No. 2 (2020)
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/eltall.v1i2.2449

This research deals with teacher’s feedback in teaching speaking at the seventh grade of SMPN 4 Ponorogo. This research was conducted for several purposes. They are: 1) to know the implementation of teacher’s feedback in teaching speaking at the seventh grade of SMPN 4 Ponorogo, 2) to know students’ response to the teacher’s feedback in teaching speaking at the seventh grade of SMPN 4 Ponorogo. The researcher applied qualitative research approach and the case study was the research design. In this research, the researcher analyzed the data by Mattew B Miles and Michael Hubberman’s; data reduction, data display, and conclusion and verifications data. It is a methodological on data analysis which involved an interview, an observation, and a documentation. Then both English teacher and the students especially 7G and 7H classes of SMPN 4 Ponorogo were the source and the object of this study. The findings of this study clarified that: (1) the English teacher implemented this feedback by giving tasks and inviting performance. Starting by the teacher chose the task and read the task to give the example of how to pronounce the words. Then the students should immitate it and improve their speaking of what they have took from the text in front of the class. While enjoying the students’ performance, the teacher took the scores and gave the feedback. It concluded on oral and written feedback. Something difference on this point than other points of feedback, the teacher applied on excellent point which is same as 10 scores in 1 point. Focusing on lower students to motivate their English skills and upgrading the students (the middle and the upper one) were the teacher’s goal in this strategy implementation. (2) the students’ response was very positive. It is shown when the researcher looked at the students were very active during doing the assignments. Through this feedback, the students can get several points in learning English such as feeling motivated and appreciated, getting an active assessment, and getting additional scores to upgrade their low scores. In the end, the researcher concluded that the teacher’s feedback applied positively in increasing students’ speaking ability.

THE USE OF CARD GAME AND TOTAL PHYSICAL RESPONSE (TPR) METHOD TO IMPROVE DEAF STUDENTS’ ENGLISH ACHIEVEMENT AT SLB-B PERTIWI PONOROGO Pratiwi, Septian Eka; Rochmahwati, Pryla
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 2 No. 1 (2021)
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/eltall.v2i1.2726

Deaf students are having challenge in understanding language especially English language as third language. The difficulty of the students is to understand new vocabulary without the visual media. Besides that, the teacher seldom uses sign language and approaches to every student in teaching-learning process. In order to make students easily in learning English language, Some possible ways should be applied by using card game and one of method by using total physical response (TPR) method. Card game is a tool applied in learning process which helps student to remember new vocabulary by using picture and total physical response (TPR) is teaching method that can be applied to practice student motor activity. This research aimed to improve deaf students’ achievement by using card game and total physical response (TPR) on eleventh grade at SLB Pertiwi Ponorogo. In this research, researcher formulated the problems are: 1) How can card game and total physical response (TPR) improve student’s activeness in English class at SLB Pertiwi Ponorogo?. 2) How can card game and total physical response (TPR) method improve deaf students’ achievement at SLB Pertiwi Ponorogo?. The design of this research was classroom action research. It included two cycles to enrich deaf student English achievement. Each cycle covered four steps: planning, acting, observing and reflecting. The data were collected by observation, interview and documentation and vocabulary test.The result of the research showed that the students improve their achievement in two cycles. Students’ activeness improve significantly at 33,33% to 83,33% at the second cycle. Furthermore, there is improvement at students’ vocabulary mastery 66,67 % first cycle to 100% at second cycle.Based on result of the research, it can be concluded that the implementation of card game and total physical response (TPR) method can improve student’s English achievement.

Hyflex Project-based Learning and Students' High Order Thinking Skills: Its Impact and Relevance Rochmahwati, Pryla; Syah, Nur Aini; Makmun, Nadiah
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 5 No. 2 (2024)
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/eltall.v5i2.10023

Studies on project-based learning advocate the importance of cultivating high order thinking skills yet, little attention was paid to its implementation in the hybrid learning environment. This study aims to investigate the impact of blended project-based learning on critical thinking skills for students with different motivation level in the Academic writing course at IAIN Ponorogo. Using a Single Group of quasy-experimental design, this study investigated the impact of hyflex project-based learning in improving high order thinking skills within 30 students enrolled in an Academic Writing course. The study revealed considerable evidence that hyflex project-based learning is effective for improving students’ HOTs. Educators are recommended to embrace this hyflex and project-based learning into their curricula to harness the benefits of this innovative learning model.

SOCIO-AFFECTIVE STRATEGIES EMPLOYED BY STUDENTS IN SPEAKING CLASS Robiansyah, Maulid; Rochmahwati, Pryla
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 1 No. 1 (2020)
Publisher : Institut Agama Islam Negeri Ponorogo

This research is aiming at scrutinizing the socio-affective strategies used by students in speaking class at SMP Ma’arif 1 Ponorogo. This research employed qualitative approach, and the design was case study was conducted on the Eighth Grade B class of SMP Ma’arif 1 Ponorogo, and focused on the description of using socio-affective strategies in teaching speaking at the Eighth Grade B class of SMP Ma’arif 1 Ponorogo. The data in this research is collected through interview, observation, reviewing the documents. The data were analyzed by using data Mattew B Miles and Michael Hubberman’s view of data reduction, data display and drawing conclusion. The result of this research revealed that (1) the implementation of socio-affective starategies is devided into three activities namely; Pre activities, main activities, and the last activities. In pre activities there are two activities, greeting and apperception. In main activities, teacher applied “socio-affective stratgies. The findings that. In the last activities the teacher gave an evaluation and motivation. In evaluation activity a teaching and learning process need to be evaluated. (2) Those the role of the teacher is as follow in supporting the implementation of socio-affective strategies at Eighth Grade B Class of SMP Maarif 1 Ponorogo is very important because as a teacher holds an important position in the learning process. The roles teachers play in English Language Teaching (ELT) field are mostly of an assessor, organizer, facilitator, prompter, motivator, participant, monitor, model, etc.

TEACHER’S FEEDBACK IN TEACHING SPEAKING Aini, Luluk Rahmatia Trisna; Rochmahwati, Pryla
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 1 No. 2 (2020)
Publisher : Institut Agama Islam Negeri Ponorogo

This research deals with teacher’s feedback in teaching speaking at the seventh grade of SMPN 4 Ponorogo. This research was conducted for several purposes. They are: 1) to know the implementation of teacher’s feedback in teaching speaking at the seventh grade of SMPN 4 Ponorogo, 2) to know students’ response to the teacher’s feedback in teaching speaking at the seventh grade of SMPN 4 Ponorogo. The researcher applied qualitative research approach and the case study was the research design. In this research, the researcher analyzed the data by Mattew B Miles and Michael Hubberman’s; data reduction, data display, and conclusion and verifications data. It is a methodological on data analysis which involved an interview, an observation, and a documentation. Then both English teacher and the students especially 7G and 7H classes of SMPN 4 Ponorogo were the source and the object of this study. The findings of this study clarified that: (1) the English teacher implemented this feedback by giving tasks and inviting performance. Starting by the teacher chose the task and read the task to give the example of how to pronounce the words. Then the students should immitate it and improve their speaking of what they have took from the text in front of the class. While enjoying the students’ performance, the teacher took the scores and gave the feedback. It concluded on oral and written feedback. Something difference on this point than other points of feedback, the teacher applied on excellent point which is same as 10 scores in 1 point. Focusing on lower students to motivate their English skills and upgrading the students (the middle and the upper one) were the teacher’s goal in this strategy implementation. (2) the students’ response was very positive. It is shown when the researcher looked at the students were very active during doing the assignments. Through this feedback, the students can get several points in learning English such as feeling motivated and appreciated, getting an active assessment, and getting additional scores to upgrade their low scores. In the end, the researcher concluded that the teacher’s feedback applied positively in increasing students’ speaking ability.

THE USE OF CARD GAME AND TOTAL PHYSICAL RESPONSE (TPR) METHOD TO IMPROVE DEAF STUDENTS’ ENGLISH ACHIEVEMENT AT SLB-B PERTIWI PONOROGO Pratiwi, Septian Eka; Rochmahwati, Pryla
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 2 No. 1 (2021)
Publisher : Institut Agama Islam Negeri Ponorogo

Deaf students are having challenge in understanding language especially English language as third language. The difficulty of the students is to understand new vocabulary without the visual media. Besides that, the teacher seldom uses sign language and approaches to every student in teaching-learning process. In order to make students easily in learning English language, Some possible ways should be applied by using card game and one of method by using total physical response (TPR) method. Card game is a tool applied in learning process which helps student to remember new vocabulary by using picture and total physical response (TPR) is teaching method that can be applied to practice student motor activity. This research aimed to improve deaf students’ achievement by using card game and total physical response (TPR) on eleventh grade at SLB Pertiwi Ponorogo. In this research, researcher formulated the problems are: 1) How can card game and total physical response (TPR) improve student’s activeness in English class at SLB Pertiwi Ponorogo?. 2) How can card game and total physical response (TPR) method improve deaf students’ achievement at SLB Pertiwi Ponorogo?. The design of this research was classroom action research. It included two cycles to enrich deaf student English achievement. Each cycle covered four steps: planning, acting, observing and reflecting. The data were collected by observation, interview and documentation and vocabulary test.The result of the research showed that the students improve their achievement in two cycles. Students’ activeness improve significantly at 33,33% to 83,33% at the second cycle. Furthermore, there is improvement at students’ vocabulary mastery 66,67 % first cycle to 100% at second cycle.Based on result of the research, it can be concluded that the implementation of card game and total physical response (TPR) method can improve student’s English achievement.

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