Articles
<![CDATA[STRATEGIES TO CREATE A POSITIVE CLASSROOM ENVIRONMENT IN TEACHING ENGLISH AS FOREIGN LANGUAGE (TEFL) ]]>
<![CDATA[Maria Ramasari]]>
<![CDATA[ Jurnal Perspektif Pendidikan Vol 9 No 2 (2015): Jurnal Perspektif Pendidikan ]]>
Publisher : <![CDATA[LP4MK STKIP PGRI Lubuklinggau ]]>
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<![CDATA[This article discusses about tearcher’s strategies to create a positive classroom environment in Teaching English as Foreign Language. One of the first tasks of teaching is to develop a learning environment so that students can engage in meaningful activities that support their learning. Teachers who are able to engage students in a teaching and learning process should be ready to have a plan to create a positive classroom environment for students. Creating a positive classroom environment is an important aspect of effective teaching. It is for keeping the interaction between teacher and students in teaching and learning process at classroom so that it increases students’ motivat ion to learn. Then, students are productive in and out of the classroom. By creating positive classroom environments, teachers have the opportunity in developing their ideas for better classroom environment. Furthermore, it also help to enhance and encourage students in learning English as Foreign Language. In addition, this article also describes the effects of a positive classroom environment on students’ learning English as Foreign Language.]]>
<![CDATA[TEACHING READING COMPREHENSION FOR THE TENTH GRADE STUDENTS BY APPLYING THE INQUIRY BASED LEARNING APPROACH ]]>
<![CDATA[Maria Ramasari]]>
<![CDATA[ Jurnal Perspektif Pendidikan Vol 14 No 1 (2020): Jurnal Perspektif Pendidikan Vol 14 No 1 Juni 2020 ]]>
Publisher : <![CDATA[LP4MK STKIP PGRI Lubuklinggau ]]>
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DOI: 10.31540/jpp.v14i1.916
<![CDATA[The objective of this research was to find out whether or not it was significantly effective to apply the Inquiry Based Learning Approach in teaching reading comprehension for the tenth grade students. In this research, the researcher proposed two hypotheses. They were null hypothesis (Ho) and alternative hypothesis (Ha). The method applied was pre-experimental with one group pre-test posttest design. The object of this research consisted of 20 students. The data were collected by means of test consisting 20 items of multiple choices. The data obtained were analyzed through three techniques: 1) Individual Score, 2) Conversion of Individual Score Based on Minimum Mastery Criteria, and 3) Matched t-test. The results of this research shows that the students’ mean score in the pre-test was 60.13 and those in the post-test was 75.25. The result of matched t-test was 5.25, which was higher than t-table value (1.725) of 20 with 95% significant level for one tailed-test. Therefore, the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It means that it was significantly effective in teaching reading to the tenth grade students by applying Based Learning Approach.]]>
<![CDATA[CODE SWITCHING USED IN EFL CLASSROOM AND IN RESEARCH PROPOSAL SEMINAR INTERACTION OF EFL STUDENTS ]]>
<![CDATA[Maria Ramasari]]>;
<![CDATA[Febria Kumalasari]]>
<![CDATA[ Proceedings of ISELT FBS Universitas Negeri Padang Vol 6 (2018): Prosiding of The Sixth International Conference on English Language and Teaching (ICOE ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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<![CDATA[The aim of this research was to describe the code switching used in EFL classroom and in research proposal seminar interaction of EFL students. Qualitative research with descriptive method was used in conducting this research. Based on the result of data analysis, there was 1 type of code switching used: Inter-Sentential Code Switching. Whereas, there was 2 forms found in EFL classroom: 1. English – Bahasa switching, 2. Bahasa – English Switching. Moreover, there were 4 forms found in research proposal seminar interaction of EFL students: 1. English – Bahasa Switching, 2. Bahasa – English Switching, 3. English – Palembang-Lubuklinggau Switching, 4. Palembang – Lubuklinggau – English Switching. The use of code switching was caused by some reasons. They were: 1) Lack of vocabulary of English, 2) Habitually, and 3) Participants and setting. The dominant reason was situational code switching; a change in the situation that causes the bilingual switches from one code to others. It could be the setting, participants (subject) and norm of interaction. The researcher suggests to EFL speakers that they should increase and intensify their English vocabulary mastery, create a positive habitual in practicing English to others in their environment, especially in formal setting. In her point of view, code switching could be used and give useful for certain situation to keep the interaction run smoothly and avoid misunderstanding each others.]]>
<![CDATA[Students Pronounciation Error Made in Speaking for General Communication ]]>
<![CDATA[Maria Ramasari]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 1 No 1 (2017): Linguistic, English Education and Art (LEEA) Journal ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/leea.v1i1.32
<![CDATA[This qualitative research described students pronunciation error mostly appeared in speaking for general communication class. The participants were the first semester students. This research was descriptive method. It involved describing, analyzing, and interpreting of condition that existed. In collecting the data, the researcher used documentation. Based on the result of data analysis, it could be concluded that students made of three types of pronunciation error. The pronunciation errors were pre systematic error, systematic error, and post systematic error. Furthermore, the students dominant error made was pre systematic error. The errors of students made were caused by three sources of students competence error in learning English as Foreign Language. They were interference error, intra lingual error, and developmental error. Key words: pronunciation, error, speaking for general communication.]]>
<![CDATA[Students Ability in Producing the Sentences of Simple Present Tense at STMIK Musi Rawas ]]>
<![CDATA[Herlina Herlina]]>;
<![CDATA[Maria Ramasari]]>
<![CDATA[ Linguistic, English Education and Art (LEEA) Journal Vol 1 No 2 (2018): Linguistic, English Education and Art (LEEA) Journal ]]>
Publisher : <![CDATA[Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE) ]]>
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DOI: 10.31539/leea.v1i2.181
<![CDATA[This research aimed to find out the students ability in producing the sentences of simple present tense at STMIK Musi Rawas. The research was a qualitative study. As stated in findings, it interpreted that there were 34 students (62.91 percent) in the low category. Thus, there were 15 students (27.50 percent) in the good category. Finally, there were 5 students (9.59 percent) in the excellent category. Hence, it can be concluded that students ability in producing the sentences of simple present tense was still low. It showed that many students still got difficulties in producing the sentences of simple present tense especially for verb in third person singular as the subject pronoun. Keywords: students ability, simple present tense, sentences]]>
<![CDATA[TEACHING READING COMPREHENSION BY USING PREDICT, LOCATE, ADD NOTE STRATEGY TO THE EIGHTH GRADE STUDENTS OF SMP NEGERI 2 LUBUKLINGGAU ]]>
<![CDATA[Maria Ramasari]]>;
<![CDATA[Cintia Novtarina]]>
<![CDATA[ ELT-Lectura Vol. 5 No. 1 (2018): ELT-Lectura Studies and Perspective in English Language Teaching ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
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DOI: 10.31849/elt-lectura.v5i1.1629
<![CDATA[The purpose of this research was to find out whether or not it is significantly effective to teach reading comprehension by using Predict, Locate, Add Note strategy to the Eighth Grade Students of SMP Negeri 2 Lubuklinggau in the academic year of 2016/2017. The researcher used pre experimental method with one group pre-test and post-test design. The population was all the eighth grade students of SMP Negeri 2 Lubuklinggau which consisted of 440 students. The sample was taken through cluster random sampling. The sample was 40 students. The data was collected through test consisted of 20 items of multiple choices. The data were analyzed through four techniques: 1) students’ individual score, 2) minimum mastery criteria, 3) normality, and 4) matched t-test calculation. The result of this research: (1) the mean students’ score in the pre-test was 62.3, (2) The mean score of post-test was 77.3, and (3) the result of Matched t-test was 10.86, which was higher than 1.684 value of the t-table of 39 (40-1) with 95% significant level for one tailed-test. Therefore, null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It means that it was significantly effective to teach reading comprehension by using Predict, Locate, Add Note Strategy to the eighth grade students of SMP Negeri 2 Lubuklinggau in academic year of 2016/2017.]]>
<![CDATA[The Hand and Glove Puppet in Teaching English as Foreign Language: Speaking Skill for Compliment ]]>
<![CDATA[Maria Ramasari]]>;
<![CDATA[Windi Virgia]]>
<![CDATA[ ELT-Lectura Vol. 6 No. 1 (2019): ELT-Lectura Studies and Perspective in English Language Teaching ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
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DOI: 10.31849/elt-lectura.v6i1.2269
<![CDATA[The objective of this research was to find out whether or not it was significantly difference achievement between the tenth grade students of MA Negeri 1 (Model) Lubuklinggau who were taught speaking by using Hand and Glove Puppets and those who were not taught speaking by using Hand and Glove Puppets. The researcher used quasi-experimental research. The sample of this research was taken by using cluster random sampling with 30 students in the experimental group, and 30 students in the control group taken from two classes of the tenth grade students of MA Negeri 1 (Model) Lubuklinggau. Based on the result of the data analysis there were three major findings namely: (1) the students’ score in the pre-test, (2) the students’ score in the post-test, and (3) the result of paired T-Test calculation. The mean score in the pre-test of the Experimental group was 63.88 and the mean score in the pre-test of the Control group was 49.77. While, the mean score in the post-test of the Experimental group was 72.44 and the mean score in the post-test of the Control group was 56.21 The result of paired t-test calculation shows that tobtained was 7.70 in the pre-test of the experimental and control group and 8.91 in the post-test of the experimental and control group. It was higher than 2.045 as the critical value of the ttable of degree of freedom 29 with 0.05 significant level for two-tailed test. So, the null hypotheses was rejected and the alternative hypotheses was accepted. It meant that it was effective to teaching speaking by using Hand and Glove Puppets to the tenth grade students of MA Negeri 1 (Model) Lubuklinggau.]]>
<![CDATA[The Effectiveness of Writing Warm-Ups Strategy to Students' Writing Skill ]]>
<![CDATA[Maria Ramasari]]>
<![CDATA[ ELT-Lectura Vol. 8 No. 1 (2021): ELT-Lectura Studies and Perspective in English Language Teaching ]]>
Publisher : <![CDATA[Universitas Lancang Kuning ]]>
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DOI: 10.31849/elt-lectura.v8i1.5897
<![CDATA[Writers need to have a warming up before beginning to write. It is the fundamental thing to be done by students as writers for stimulating their critical thinking. It is also useful for them to be easier in developing their ideas at writing activities. The objective of this research investigation was to find out an effectiveness of writing warm-ups strategy on students’ writing skill: report text. Research method used was pre-experimental with only one group pre-test and post-test design. Population was all the seventh grade students of SMP Negeri H. Wukirsari which consisted of 139 students. Sample was taken through cluster random sampling, and number of sample was only 28 students. Written test (report text) was given to students’ sample in collecting the data. In analyzing the data, researcher used individual score, Mastery Minimum Criteria, and matched t-test. Based on the data analysis, the students’ mean score of pre-test was 54.67 and students’ mean score of post-test was 75.10. Result of t-test was 3.88 and t-table was 1.701 since the degree of freedom significant level of it one tailed test. Hence, matched t-test was higher than t-table. For other words, it meant that alternative hypothesis was accepted, and null hypothesis was rejected. In conclusion, it was completely effective to apply writing warm-ups strategy on students’ writing skill of report text.]]>
<![CDATA[THE USE OF ROUND TABLE TECHNIQUE FOR TEACHING READING COMPREHENSION TO THE EIGHTH GRADE STUDENTS ]]>
<![CDATA[ardayati ardayati]]>;
<![CDATA[Maria Ramasari]]>
<![CDATA[ Journal of English Education, Literature and Linguistics Vol 5 No 1 (2022): Journal of English Education, Literature and Linguistics ]]>
Publisher : <![CDATA[STKIP PGRI Lubuklinggau ]]>
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DOI: 10.31540/jeell.v5i1.1612
<![CDATA[The problem of this study was “was significantly effective to teach reading comprehension by using Round Table Technique to the eighth students?” Therefore, the aim of this study was to find out whether or not it was effective to teach reading comprehension by using Round Table Technique to the eighth grade students. The pre–experimental was applied in this study with one group pre-test and post-test design. The population in this study was all the eighth grade students of SMP Negeri 5 Lubuklinggau that consisted of 181 students. The sample 26 was taken through cluster random sampling. There were analyzed through four technique; (1) individual score, (2) Conversional of individual score based on Minimum Mastery Criteria (MMC), (3) Normality Testing, and (4) Matched t-test. The result of this study were (1) the average score in pre-test was 44.46 (2) the average score in the post-test was 75.38 and the result matched t-test was 10.287 , which higher than 1,708 t-table. The critical value of 95% with degree of freedom (df) = 25 (26-1) significant level was 0.05. Therefore, the null hypothesis (Ho) was rejected and alternative (Ha) was accepted. It was means that it is effective to teach reading comprehension by using Round Table Technique to the eighth grade students.]]>
<![CDATA[Teaching Speaking through Blind Man’s Buff Game to the Students at Secondary School Level ]]>
<![CDATA[Maria Ramasari]]>
<![CDATA[ Journal of English Education, Literature and Linguistics Vol 1 No 2 (2018): Journal of English Education, Literature and Linguistics ]]>
Publisher : <![CDATA[STKIP PGRI Lubuklinggau ]]>
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<![CDATA[The aim of this research was to find out whether or not it was significantly effective to teach speaking through Blind Man’s Buff game to the students at Secondary School Level. The researcher used pre-experimental method in conducting this research. The population of this research was all the eighth grade students of SMP Muhammadiyah 1 Lubuklinggau. The sample was taken through cluster random sampling; it was class VIII B that consisted of 31 students. The data were collected by using oral test, and the data obtained from the research were analyzed by using four techniques: 1) Students’ Individual Score, 2) Conversion of Score Range, 3) Normality Testing, and 4) The Paired t-test. The result of this research were (1) the average score in the pre-test was 47.48, (2) the average score of post-test was 68.71, and (3) the result of matched t-test was 9.92, which was higher than 1.697 critical value of the table of df 30 (31-1) with 95% significant level tailed t-test. In conclusion, the null hypothesis was rejected and the alternative hypothesis was accepted. It meant that it was significantly effective to teach speaking through Blind Man’s Buff game to the students at Secondary School Level.]]>
