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All Journal SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal J-CEKI
Yuliarsih
Universitas Madura
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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AN ANALYSIS OF SENTENCE FRAGMENT FOUND IN STUDENTS WRITING PARAGRAPH Yuliarsih; Laili Amalia
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 7 No 2 (2022): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31597/sl.v7i2.803

Abstract

Study writing become a challenge one, because their need as student strive to be produce a good paragraph but the reality sometimes they make an error in their paragraph. One of the error is fragment. Fragment is incomplete sentence. This research is aimed to identify some fragment in student’s writing paragraph and what is source of the error that occurred in students’ writing. It is descriptive qualitative. The participant data in this research is taken from 25 students. The researcher used class X A in senior high school Wachid Hasyim year 2021/2022 as sample. The result of this study showed the most common fragment found in their subject and complete verb are omitted is the highest , the second position is a dependent clause fragment is the second, the third rank is the verb is omitted and the last position is the subject is omitted with. Moreover the questionnaire showed that the incomplete knowledge of English is the source of student’s errors.
The Students' Difficulties in Enriching Vocabulary and Its Techniques to Overcome the Difficulties Devie Reztia Anjarani; Yuliarsih; Evha Nazalatus Sa'adiyah Sy
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 7 No 1 (2022): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31597/sl.v7i1.751

Abstract

Enriching vocabulary looks easy, but it is possible that students encounter difficulties in enriching vocabulary. The purpose of this study is to find out the difficulties faced by students in enriching vocabulary, and also to investigate what strategy can be applied to overcome those difficulties. Researcher used qualitative-descriptive method as method in describing the data by applying three methods and the instruments. They are observation, interview, and documentation. The result of study showed students complained about pronunciation, unfamiliar words, and memorize as their difficulties in enriching vocabulary. While techniques to overcome that difficulties, they are word list and song that is applied by students and modification of memorize that is applied by teacher. Students are expected to manage the way of learning, and also what will they do to avoid the possibility of difficulties they can face.
The effectiveness of pre-questioning in teaching reading at SMPN 5 Pamekasan Evha Nazalatus Sa’adiyah Sy; Yuliarsih
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 4 No 2 (2019): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

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

Abstract

The general question of this research: do the students’ who taught by using pre-questioning technique has better achievement than the students’ who taught by using the traditional technique? The researcher used Quasi-Experimental design. Because the research conducted in a school situation, it is necessary to use groups as they are already organized into classes. Furthermore, both of the student groups are determined as Experiment Group (X) and Control Group (Y). Experiment group (VII-A class) is a group which taught by using the pre-questioning technique, while the control group (VII-B) is a group which taught by using conventional technique. The instruments used to collect data are pretest and posttest. After getting the result data, the researcher used ANCOVA to calculate it, the result of computed F value. The hypothesis testing showed that there is a significant difference in reading achievement between the students’ taught by using Pre-questioning technique and the students’ taught by using Conventional technique. The students’ who taught by using Pre-questioning technique have better achievement than the students’ taught by using the conventional technique. It was proved from the computation where computed F-value (16.668) was higher than the F-critical value (4.00) in 0.05 level of significance. It meant that Ha was accepted.
The Students' Difficulties in Enriching Vocabulary and Its Techniques to Overcome the Difficulties Devie Reztia Anjarani; Yuliarsih; Evha Nazalatus Sa'adiyah Sy
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 7 No 1 (2022): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31597/sl.v7i1.751

Abstract

Enriching vocabulary looks easy, but it is possible that students encounter difficulties in enriching vocabulary. The purpose of this study is to find out the difficulties faced by students in enriching vocabulary, and also to investigate what strategy can be applied to overcome those difficulties. Researcher used qualitative-descriptive method as method in describing the data by applying three methods and the instruments. They are observation, interview, and documentation. The result of study showed students complained about pronunciation, unfamiliar words, and memorize as their difficulties in enriching vocabulary. While techniques to overcome that difficulties, they are word list and song that is applied by students and modification of memorize that is applied by teacher. Students are expected to manage the way of learning, and also what will they do to avoid the possibility of difficulties they can face.
AN ANALYSIS OF SENTENCE FRAGMENT FOUND IN STUDENTS WRITING PARAGRAPH Yuliarsih; Laili Amalia
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol 7 No 2 (2022): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31597/sl.v7i2.803

Abstract

Study writing become a challenge one, because their need as student strive to be produce a good paragraph but the reality sometimes they make an error in their paragraph. One of the error is fragment. Fragment is incomplete sentence. This research is aimed to identify some fragment in student’s writing paragraph and what is source of the error that occurred in students’ writing. It is descriptive qualitative. The participant data in this research is taken from 25 students. The researcher used class X A in senior high school Wachid Hasyim year 2021/2022 as sample. The result of this study showed the most common fragment found in their subject and complete verb are omitted is the highest , the second position is a dependent clause fragment is the second, the third rank is the verb is omitted and the last position is the subject is omitted with. Moreover the questionnaire showed that the incomplete knowledge of English is the source of student’s errors.
A Descriptive Study on English Speaking Skills Learning Strategies of EFL Students at Al Fatah Education Foundation Evha Nazalatus S Sy; Yuliarsih; Fredy Yunanto; Fani Nurcahya Rhamadani; Putri Kamilia Trisna
J-CEKI : Jurnal Cendekia Ilmiah Vol. 4 No. 1: Desember 2024
Publisher : CV. ULIL ALBAB CORP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/jceki.v4i1.6120

Abstract

This study aims to identify and analyze the speaking skills learning strategies applied by teachers at the Al Fatah Education Foundation in the context of learning English as a foreign language (EFL). Using a qualitative descriptive approach, the study involved EFL students and English teachers at the foundation as research subjects. Data was collected through observations, semi-structured interviews, and questionnaires that were analyzed using thematic analysis techniques. The results showed that teachers used various learning strategies, such as role plays, group discussions, presentations, and information gap activities to improve students' speaking skills. These strategies have proven to be effective in creating an interactive learning environment and supporting the development of students' speaking skills in a more authentic context. In addition, constructive feedback from teachers and the use of learning technology also contribute to the improvement of students' speaking skills. This study provides important insights into the application of speaking learning strategies in EFL and suggests that educators should pay attention to the diversity of techniques that can increase student participation as well as their motivation in speaking English. These findings are also expected to be a reference for curriculum development and further research in the field of foreign language teaching.
Co-Authors Anjarani, Devie Reztia Evha Nazalatus S Sy Fani Nurcahya Rhamadani Fredy Yunanto Laili Amalia Putri Kamilia Trisna Saadiyah, Evha Nazalatus