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The Effectiveness of E-Learning as Teaching Media in EFL Classroom Desi Surayatika
Global Expert: Jurnal Bahasa dan Sastra Vol 8, No 1
Publisher : Universitas Indo Global Mandiri

ABSTRACTThis research was made based used non-equivalent control group design that was conducted University of Indo Global Mandiri Palembang. The aim of this research was to find out the effectiveness of e-learning as teaching media in EFL classroom. In this research, there were two different samples to be judged their writing achievement. First is experimental group which was given a treatment and second is control group which was not given any treatment. As data source, a test in written test was used in this research. Before starting the research, a pre-test was taken from both groups and two raters scored the students’ written tests based on rubric score. After implementing the treatment, both groups were given a post-test and the same raters scored their tests to know the significant improvement and significant difference between the scores of both goups. The results indicated that by using this technique, the students’ writing achievement was improved. It was shown from the mean scores of pre-test in experimental group that increased from 43,30 to be 77,20 in post-test. The significant difference of the post-test scores between both of experimental and control groups could be seen from the results of the t-obtained of both groups. It was considered higher than the t-table. Accordingly, it could be claimed that teaching writing by using e-learning brought about an improvement in students’ writing achievement. This technique was good way to help students learning English.Keywords : improving, e-learningABSTRAKPenelitian ini di buat berdasarkan penelitian desain kelompok control tidak setara yang dilakukan di Universitas Indo Global Mandiri Palembang. Tujuan dari penelitian ini adalah untuk meningkatkan kemampuan menulis siswa dengan menerapkan e-learning. Dalam penelitian ini, ada dua sampel yang berbeda untuk dinilai pada kemampuan menulis siswa. Pertama adalah kelompok eksperimen yang diberi perlakuan dan yang kedua kelompok control yang tidak diberi perlakuan. Sebagai sumber data, tes dalam bentuk tertulis digunakan dalam penelitian ini. Sebelum memulai penelitian, pre-test diambil dari kedua kelompok dan dua penilai menilai kemampuan berbicara siswa berdasarkan skor rubrik menulis. Setelah menerapkan pengajaran, kedua kelompok diberi post-test dan penilai yang sama menilai kemmpuan menulis siswa untuk mengetahui peningkatan yang signifikan dan perbedaan yang signifukan antara skor kedua kelompok. Hasil menunjukkan bahwa dengan menggunakan teknik ini, kemampuan menulis siswa meningkat. Hal itu di tunjukkan dari nilai rata-rata pre-test pada kelompok eksperimen yang meningkat dari 43,30 menjadi 77,20 pada saat post-test. Perbedaan yang signifikan pada saat post-test antara kedua kelompok eksperimen dan control dapat dilihat dari hasil t-hitung. Nilai tersebut dianggap lebih tinggi dari t-tabel. dengan demikian, dapat dikatakan bahwa mengajar kemampuan menulis dengan menggunakan e-learning meningkatkan kemampuan menulis siswa. Teknik ini adalah cara yang baik untuk membantu siswa belajar bahasa inggris.Kata kunci : peningkatan, e-learning

Students’ Perception of Teachers’ Bilingual Language Use in EFL Classroom Desi Surayatika
Global Expert: Jurnal Bahasa dan Sastra Vol 8, No 2
Publisher : Universitas Indo Global Mandiri

ABSTRACTStudents’ perception of teachers’ bilingual language use was based on bilingual approach in English language learning in which the students’ first language ( L1 ) is combined with the target language ( L2 ) being studied to be a language instruction used by the teacher to conduct an English classroom. The purpose of this research was to find out the students’ perception toward the use of Bilingual language they are English and Indonesian by the teacher in EFL classroom. This research was a qualitative approach with the forty students as the sample. In collecting the data, questionnaire was used. The data was analyzed through Likert Scale in order to find out students’ perception of teachers’ bilingual language use in EFL classroom. Based on the result of data analysis and interpretation of the data gained from questionnaire, it indicates that students show their positive perceptions to the use of bilingual language done by the teacher as language instruction in their English classroom. Finally, the result of the research would give a contribution to the improvement of the classroom language instruction used by the teacher in an English language learning classroom particularly for teaching the students who were learning English as a foreign language ( EFL ).Keyword : Bilingual, Students’ Perception, language use, EFL classroomABSTRAKPersepsi siswa tentang penggunaan dua bahasa oleh guru didasarkan pada pendekatan bilingual dalam pembelajaran bahasa Inggris di mana bahasa pertama siswa ( L1 ) dikombinasikan dengan bahasa target (L2) yang dipelajari menjadi pengajaran bahasa yang digunakan oleh guru untuk melaksanakan pembelajaran bahasa Inggris di kelas. Tujuan dari penelitian ini adalah untuk mengetahui persepsi siswa terhadap penggunaan dua bahasa yaitu bahasa Inggris dan bahasa Indonesia oleh guru di kelas EFL. Penelitian ini menggunakan metode kualitatif dengan empat puluh siswa sebagai sampel. Dalam mengumpulkan data, kuesioner digunakan. Data dianalisis melalui Skala Likert untuk mengetahui persepsi siswa tentang penggunaan dua bahasa oleh guru di kelas EFL. Berdasarkan hasil analisis data dan interpretasi data yang diperoleh dari kuesioner, hal ini menunjukkan bahwa siswa memiliki persepsi positif terhadap penggunaan dua bahasa yang dilakukan oleh guru sebagai bahasa pengantar di kelas bahasa Inggris.. Pada akhirnya, hasil penelitian diharapkan dapat memberikan kontribusi pada peningkatan pengajaran bahasa Inggris di kelas yang digunakan oleh guru di kelas pembelajaran bahasa Inggris terutama untuk mengajar siswa yang belajar bahasa Inggris sebagai bahasa asing ( EFL ).Kata kunci : Dua bahasa, Persepsi Siswa, penggunaan bahasa, kelas EFL

Improving The Tenth Grade Students’ Speaking Achievement by Using Communication Games of SMA LTI-IGM Palembang Meilani Ariyati; Desi Surayatika
Global Expert: Jurnal Bahasa dan Sastra Vol 7, No 2
Publisher : Universitas Indo Global Mandiri

AbstractThis research was made based on the quasi-experimental: non-equivalent control group research that was conducted in SMA LTI-IGM Palembang. The aim of this research was to improve students’ speaking achievement by implementing a technique namely communication games. In this research, there were two different samples to be judged their speaking achievement. First is experimental group which was given a treatment and second is control group which was not given any treatment. As data source, a test in oral speaking was used in this research. Before starting the research, a pre-test was taken from both groups and two raters scored the students’ oral speaking based on speaking rubric score designed by Brown (2003). After implementing the treatment, both groups were given a post-test and the same raters scored their oral speaking to know the significant improvement and significant difference between the scores of both goups. The results indicated that by using this technique, the students’ speaking achievement was improved. It was shown from the mean scores of pre-test in experimental group that increased from 67,47 to be 82,93 in post-test. The significant difference of the post-test scores between both of experimental and control groups could be seen from the results of the t-obtained of both groups that was 4,273. It was considered higher than the t-table for (df) 28 that was only 2,048. Accordingly, it could be claimed that teaching speaking by using communication games brought about an improvement in students’ speaking achievement. This technique was good way to help students learning English in element of fun or with joyful activity and was aimed to get learners to communicate or talk as much and fluent as possible.Keywords: improving, speaking achievement, communication gamesAbstrakPenelitian ini di buat berdasarkan penelitian kuasi-eksperimental: kelompok control non-setara yang dilakukan di SMA LTI-IGM Palembang. Tujuan dari penelitian ini adalah untuk meningkatkan kemampuan berbicara siswa dengan menerapkan teknik permainan komunikasi. Dalam penelitian ini, ada dua sampel yang berbeda untuk dinilai pada kemampuan berbicara siswa. Pertama adalah kelompok eksperimen yang diberi perlakuan dan yang kedua kelompok control yang tidak diberi perlakuan. Sebagai sumber data, tes dalam berbicara lisan digunakan dalam penelitian ini. Sebelum memulai penelitian, pre-test diambil dari kedua kelompok dan dua penilai menilai kemampuan berbicara siswa berdasarkan skor rubrik berbicara yang dirancang oleh Brown (2003). Setelah menerapkan pengajaran, kedua kelompok diberi post-test dan penilai yang sama menilai kemmpuan berbicara siswa untuk mengetahui peningkatan yang signifikan dan perbedaan yang signifukan antara skor kedua kelompok. Hasil menunjukkan bahwa dengan menggunakan teknik ini, kemampuan berbicara siswa meningkat. Hal itu di tunjukkan dari nilai rata-rata pre-test pada kelompok eksperimen yang meningkat dari 67,47 menjadi 82,93 pada saat post-test. Perbedaan yang signifikan pada saat post-test antara kedua kelompok eksperimen dan control dapat dilihat dari hasil t-hitung kedua kelompok yaitu 4,273. Nilai tersebut dianggap lebih tinggi dari t-tabel untuk (df) 28 yang hanya 2.048. dengan demikian, dapat dikatakan bahwa mengajar kemampuan berbicara dengan menggunakan permainan komunikasi meningkatkan kemampuan berbicara siswa. Teknik ini adalah cara yang baik untuk membantu siswa belajar bahasa inggris dalam hal yang menyenangkan atau dalam kegiatan yang menyenangkan dan bertujuan untuk membuat peserta didik berkomunikasi atau berbicara sebanyak dan selancar mungkin.Kata kunci: peningkatan, kemampuan berbicara, permainan komunikasi.

THE ADVANTAGES OF USING COMMUNICATION GAMES IN TEACHING ENGLISH AS FOREIGN LANGUAGE Desi Surayatika
Global Expert: Jurnal Bahasa dan Sastra Vol 6, No 1
Publisher : Universitas Indo Global Mandiri

Games promote learners’ interaction.Interaction comprises the nature of classroom pedagogy and classroom behavior. Pair or group work is one of the main ways to increase cooperation. Many games can be played in pairs or in small groups, thereby providing an opportunity to develop their interpersonal skills such as the skill of disagreeing politely or the skill of asking for help. In the classroom learners will definitely participate in the activities. Therefore, in groups or in pairs, they are more willing to ask questions, communicate and discuss topics with their partners and think creatively about how to use foreign language to achieve their goals. The competition in the games gives students a natural opportunity to work together and communicate with each other a lot.Games improve learners’ language acquisition.Thanks to the motivation and interaction created by games, students can acquire knowledge faster and more effectively than by other means. Games can stimulate and encourage students to participate in the activity since they naturally want to win. Apart from having fun, students are learning. They acquire a new language. Students begin to realize that they have to use the language if they want others to understand what they are saying.Furthermore,games can lower anxiety. In the easy, relaxed atmosphere which is created by using games, students remember things faster and better.The meaning of the language students listen to, read, speak and write in will be more vividly experienced in a game and, therefore, they will better remember the language they learn.Games increase learners’ achievement.Games can involve all the basic language skills, i.e., listening, speaking, reading, and writing, and a number of skills are often involved in the same game.Games can motivate learners, promote learners’ interaction, and improve learners’ acquisition. As a result, games can increase learners’ achievement, which means that learners’ test results, ability of communication, knowledge of vocabulary, or other language skills can improve.Key words: Communication Games, Advantages, English

EFL LEARNERS’ PERCEPTION TOWARDS THE IMPLEMENTATION OF DICTOCOMP IN ENGLISH WRITING CLASSROOM: English Jaya Nur Iman; Nike Angraini; Desi Surayatika
Journal of English Development Vol. 3 No. 01 (2023): Journal of English Development
Publisher : Prodi Tadris Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar

This research aimed at seeing whether or not the EFL learners had positive perception towards teaching English writing with dictocomp. An experimental research design which mainly concerned on the descriptive analysis was used. Eighteen students were selected purposively as the research sample. A close-ended questionnaire with 15 question items was used as a main instrument to see their feedback. The research findings revealed that the EFL learners’ learning motivation and confidence were exceedingly boosted. In addition, their English writing difficulties were slightly solved. Furthermore, their English writing performance had positive and significant development after being instructed with dictocomp. Another positive response was about the English writings aspects of the EFL learners were also well-improved. Thus, in concluding, the EFL learners had positive perception towards the implementation of dictocomp in English writing classroom.

Revealing the Attitudes of English Education Students at Indo Global Mandiri University Toward English Language Learning Debby Falensya; Dio Resta Permana; Desi Surayatika
Journal on Education Vol 6 No 1 (2023): Journal On Education: Volume 6 Nomor 1 Tahun 2023
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i1.4570

Attitude is currently receiving a lot of attention in learning foreign languages because attitude toward language learning is considered the key factor for people to learn a language. In other words, one part that can indicate the success or failure of learning a foreign language is their attitude toward the language. This study used a descriptive qualitative method and two research instruments, namely closed questionnaires and semi-structured interviews with the research objectives to reveal the attitudes of students of the English education study program at Indo Global Mandiri University toward English language learning and the attitudes of students of the study program English education at Indo Global Mandiri University in each semester. Research participants for the questionnaire were 121 students and 8 students were interviewed. The findings from the questionnaire data analysis revealed that students of the English education study program at Indo Global Mandiri University had a positive attitude toward English language learning and the findings from the interview discovered that students of the English education study program at Indo Global Mandiri University also had a positive attitude in each semester.

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