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All Journal International Review of Humanities Studies
Halimi, Sisilia Setiawati, Dr.
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Arts Humanities Languange, Linguistic, Communication & Media Library & Information Science

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THE USE OF VIDEO IN TEACHING GRAMMAR TO PRE-SECONDARY STUDENTS Silalahi, Ivo Novita S br; Halimi, Sisilia Setiawati, Dr.
International Review of Humanities Studies Vol. 5, No. 2
Publisher : UI Scholars Hub

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Abstract

This paper examines the effectiveness of videos as a teaching medium in a pre-intermediate grammar class in Tangerang, Indonesia. This research adopted a quasi-experimental approach with a posttest control group design. Two pre-secondary classes in Tangerang were selected as subjects of the study. Data were obtained from the pretest and posttest, a questionnaire on student perception of video usage in teaching, and interviews. The experimental class was taught using a video while the control class was taught via textbooks. A pretest and a posttest were given to the experimental class. The improvement in scores was then examined using t-test. To compare the learning results of the two groups, a final posttest was conducted on both classes after the lessons. The scores were then examined using the Mann–Whitney test. Results indicated that students who learned from the video achieved higher scores than those who learned from textbooks. The learning-style questionnaire results revealed that learning with videos was enjoyable. Therefore, this medium is highly recommended as a crucial grammar-teaching tool in the classroom.
THE USE OF TASK BASED LANGUAGE TEACHING (TBLT) AS TO IMPROVE DESCRIPTIVE WRITING SKILLS Inayanti, Inayanti; Halimi, Sisilia Setiawati, Dr.
International Review of Humanities Studies Vol. 4, No. 2
Publisher : UI Scholars Hub

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Writing skills are one of the skills that must be mastered by language learners. As an effort to improve writing skills, the researcher uses the Task Based Language Teaching (TBLT) approach. The TBLT approach is carried out on 19 level 1 students of the English Literature study program in learning descriptive writing skills in English. The type of research conducted is Classroom Action Research (CAR) in collaboration with lecturers of Writing 1 class. The research is supported by qualitative and quantitative data to determine the students’ improvement in the process of learning descriptive writing using TBLT. The results show a significant increase in the results of descriptive writing tests conducted in the first and second cycles. In addition, the use of TBLT can motivate students in the learning process. The results of this study were obtained based on the grades of the descriptive writing tests, observations and questionnaires. The results of the post-test indicate an increase in the average student score to 85.6 from the average pre-test score of 62.2. Finally, the results of the questionnaire also show that almost all students agreed to use TBLT as a guide in Descriptive writing, and it has proven to be able to improve the students’ writing skills.
USING PORTFOLIO AS A SOURCE OF INFORMATION ABOUT LEARNING PROCESS Andhini, Rifa; Halimi, Sisilia Setiawati, Dr.
International Review of Humanities Studies Vol. 6, No. 3
Publisher : UI Scholars Hub

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Alternative assessments are said to be suitable for young language learners, but are rarely used by language teachers from all educational levels. One of the causes is teachers’ lack of knowledge regarding the best ways to utilize alternative assessments. This research explores how an English teacher for young learners can use portfolio, an alternative assessment, as a source of information about learning process. Data from journal entries and stimulated recall sessions that focus on the participant’s lesson plans were collected every week to reveal how portfolio was used, while initial and final interviews were done to reveal the participant’s perception about portfolio. The results indicate that portfolio could help the participant identify learners’ weaknesses, strengths and needs as she started exploring a topic; determine the teaching focus, suitable teaching materials and appropriate teaching strategies; monitor learners’ development; and decide whether the topic needs to be explored further. The participant also has a positive perception about using portfolio. Some issues about portfolio, such as its use alongside other forms of assessment, are also revealed. The results provide new, more specific information about how teachers can use portfolio.
Co-Authors Andhini, Rifa Inayanti, Inayanti Silalahi, Ivo Novita S br