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All Journal WACANA DIDAKTIKA ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH
Samsi Rijal, Samsi
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Agriculture, Biological Sciences & Forestry Chemistry Education Languange, Linguistic, Communication & Media Physics Other

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TEACHING PRODUCTIVE SKILL THROUGH VARK Rijal, Samsi; arifah, nurdiana
WACANA DIDAKTIKA Vol 5, No 1 (2017)
Publisher : Universitas Islam Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.1234/wd.v5i1.247

Abstract

Teaching English as foreign language to Indonesia learners is rather difficult. It can be seen from most of learners who graduated from university, they cannot use English as their language for communication; written or spoken communication. In addition, Most of teachers use traditional method or strategy that focuses on teacher or teacher center. So, students are not only active in joining the class but also feel bored. Dealing with this problem, the teachers must change their teaching from teacher center to learner center. Furthermore, teaching productive skill; writing and speaking, the teacher must use the suitable strategy to achieve goal of teaching and learning process. VARK (Visual, Auditory, Read/Write, and Kinesthetic) which is developed by Neil Fleming in 1987 is one of the strategies which can be used to teach productive skill, because it invites learners more active in joining the class. It also helps learners in understanding the materials easily.
STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) AT ENGLISH LANGUAGE TEACHING Rijal, Samsi
WACANA DIDAKTIKA Vol 3, No 2 (2015)
Publisher : Universitas Islam Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.1234/wd.v3i2.162

Abstract

The goal of teaching and learning English language in Indonesia is not relevantwith the objective of curiculum, it makes students are able to use English language as communication. In addition, Most of teachers use traditional method or strategy that focuses on teacher or teacher center. So, students are not olny unactive in joining the class but also feel bored. Dealing with this phenomena, the teachers must change their teaching from teacher center to student center. One of strategies which focoses on students is STAD (Students Team Achievement Devision). It is also one of cooperative approaces that leads students more active in the class. By using this strategy students will enjoy joining the class because they do with their freinds in understanding the material, they are motivated to do the best with their friends, and the most impotant is how they learn to have resposibility in a team.
THE IMPLEMENTATION OF SAVI (SOMATIC, AUDITORY, VISUAL AND INTELLECTUAL) TO INCREASE THE STUDENTS’ ENGLISH STRUCTURE SKILL AT ENGLISH EDUCATION DEPARTMENT Rijal, Samsi; Arifah, Nurdiana
English Education:Journal of English Teaching and Research Vol 5 No 1 (2020): Baohuan Zhang
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (147.686 KB) | DOI: 10.29407/jetar.v5i1.14236

Abstract

This research begun from the students’ problems in understanding the English structure at the first semester of English Education Department, Teacher Training and Education Faculty, Madura Islamic University (UIM) Pamekasan. From the data, it showed that most of students did not achieve the target score 75 (B), it was only 43.75% students. These problems occurred because 1) they used to memorize the pattern of English structure, 2) they seldom practice it in spoken or written, 3) they felt afraid of making mistakes. Concerning with these, the researcher tried to solve by implementing an appropriate strategy, it is SAVI (SOMATIC, AUDITORY, VISUAL AND INTELLECTUAL) which was introduced by Dave Meire. The research design is Classroom Action Research (CAR). It was done in two cycles with four steps; planning, acting, observing and reflecting. After conducting the research, there were significant improvements of students’ score. From the data, in the preliminary study, there were only 43.75% who achieved the target score. After implementing SAVI in the cycle I, there were improvement of students score, it was 62.5% students who achieved the target score. In cycle II, there were 87.5% students. From the data above, it could be concluded that implementing SAVI is success because it achieved the target score, it is more than 85% students got 75 (B). Keyword : SAVI (SOMATIC, AUDITORY, VISUAL AND INTELLECTUAL), English Structure.
IMPROVING STUDENTS’ READING ABILITY ON INTRODUCTION TO LINGUISTIC CLASS THROUGH TWO –STAY TWO STRAY (TS-TS) TECHNIQUE Rijal, Samsi; Rohaniyah, Jaftiyatur
English Education:Journal of English Teaching and Research Vol 5 No 2 (2020): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v5i2.14782

Abstract

This research was conducted based on the researcher’s observation in the class of Introduction to Linguistic at second semester of English Education Department Madura Islamic University. From the data, there were some problems of learners, they are; 1) they felt difficult in understanding the subject of Introduction to Linguistic because it was the new subject for them, 2) they were not active in joining the process of teaching and learning. Related to the problems above, the researcher tried to find the solution by choosing the best strategy, it was Cooperative learning TWO –STAY TWO STRAY (TS-TS). This research is CAR (Classroom Action Research) which has four steps: planning, acting, observing and reflecting. The subject of this research was learners of second semester of English Education Department. The result after implementing Cooperative learning TWO –STAY TWO STRAY (TS-TS), there was high motivation from the learners in joining the class and there was a significant improvement of learners’ score from preliminary study, cycle I and Cycle II. In preliminary, there were only 27.3 % learners who got the target of the minimum score, it was 75 (B). In cycle I, there was 63.7 % learners achieved the target and 81.9 % of learners got the target of the research. Based on the data, it could be concluded that this method is success and can be used in teaching reading.
Co-Authors Jaftiyatur Rohaniyah, Jaftiyatur nurdiana arifah, nurdiana