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The Effectiveness of Chain Drill Technique in Developing Students' Speaking Skill Haniefah, Hilwa; Rahmawati, Eulis; Rohman, Rohman
English Education, Linguistics, and Literature Journal Vol. 3 No. 1 (2024): August - January
Publisher : Program Studi Magister Tadris Bahasa Inggris UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/ell.v3i1.6263

This research designed to find out students' speaking skills before and after using the chain drill technique and to find out how the effectiveness of chain drill in developing students' speaking skills at the eighth grade students of SMPN 9 Cilegon. The researcher collected the data from 62 students divided into two classes, one class as the experimental class and another one as the control class, by applying experimental research method. The population is the eighth grade students of SMPN 9 Cilegon, while class VIII-D as the experimental class and class VIII-C as the control class are taken as the sample. Differences in students before being given treatment and the condition of students after being given treatment, namely Based on the explanation above, it can be seen that the results of the post-test in the experimental class experienced a significant increase after being given treatment, seen from the average post test better than the average pre-test is 64.38 < 80,91. The results of the hypothesis, the degree of significance is 5% and 1%. Therefore, to:tt= 4,48>1.67, in degree of significance 5% and to:tt = 4,48>2.38 in degree of significance 1%. Shows that the use of the chain drill technique is effective in developing the speaking skills of students in class VIII-D of SMPN 9 Cilegon.

An Analysis of Students’ Difficulties in Listening Skill: A Case Study on Critical Listening Subject at 2nd Semester of English Education Department Class B in UIN SMH BANTEN Nurfadilah, Khaerani; Rahmawati, Eulis; Handayani, Selnistia
English Education, Linguistics, and Literature Journal Vol. 2 No. 2 (2023): February - July
Publisher : Program Studi Magister Tadris Bahasa Inggris UIN Sultan Maulana Hasanuddin Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32678/ell.v2i2.6265

The aims of study were to find out the difficulties that mostly faced by students in learning listening and find out the factors of students difficulties in learning listening. The formulated problems of this study were: (1) What are students’ difficulties found in listening at the student college of the English education department? (2) How the factors that cause the difficulties students’ in listening skill at the student college of the English education department? This study employed the qualitative research approve with case study method. Qualitative method was chosen because this study aims to analysis cases of students difficulties in listening skills. The participants of the research are 29 students from 2nd semester of English education department. Collecting the data of analysis the students difficulties in listening skills were obtained by observation, questionnaire, interviews. The result of the study showed students difficulties in listening skill there are four characteristic. The first characteristic is characteristic of the message, second characteristic of the delivery, the third is characteristic of the listener and the last is characteristic of the environment. Moreover, factors influenced are internal and external factors. Internal factors are physical condition and motivation and external factors are facilitate such as environment, speakers and materials.

Technological-Based Application in Writing Instruction: A Model of Project-Based Learning Ila Amalia; Abdul Gafur Marzuki; Anita Anita; Eulis Rahmawati; Ulfah Ulfah
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 4 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i4.4526

This study aimed to describe the implementation of technologically based applications for teaching writing. We used Storyjumper, a digital writing tool, as a technological application to complete a writing assignment. We used a case study method to understand the students' involvement in utilizing digital tools for writing assignments within a project-based learning framework. This study also aimed to describe the students’ perceptions of using the digital writing tool Storyjumper in writing activities. We collected the data using a 5-point Likert scale questionnaire and an observation technique, adhering to Stoller's (2006) project-based learning steps. The findings revealed that we could categorize the project-based model for teaching writing using a technological application into three stages: the planning stage, the implementation stage, and the reporting stage. We then expanded these steps into more specific stages. Meanwhile, the results of the questionnaire data analysis showed that students had positive attitudes toward using Storyjumper in writing activities. Storyjumper proved to be an engaging tool for writing activities, effectively enhancing students' writing efficiency and performance while fostering flexibility in terms of time and place to write.

Technological-Based Application in Writing Instruction: A Model of Project-Based Learning Amalia, Ila; Marzuki, Abdul Gafur; Anita, Anita; Rahmawati, Eulis; Ulfah, Ulfah
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 4 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i4.4526

This study aimed to describe the implementation of technologically based applications for teaching writing. We used Storyjumper, a digital writing tool, as a technological application to complete a writing assignment. We used a case study method to understand the students' involvement in utilizing digital tools for writing assignments within a project-based learning framework. This study also aimed to describe the students’ perceptions of using the digital writing tool Storyjumper in writing activities. We collected the data using a 5-point Likert scale questionnaire and an observation technique, adhering to Stoller's (2006) project-based learning steps. The findings revealed that we could categorize the project-based model for teaching writing using a technological application into three stages: the planning stage, the implementation stage, and the reporting stage. We then expanded these steps into more specific stages. Meanwhile, the results of the questionnaire data analysis showed that students had positive attitudes toward using Storyjumper in writing activities. Storyjumper proved to be an engaging tool for writing activities, effectively enhancing students' writing efficiency and performance while fostering flexibility in terms of time and place to write.

ANALYZING COGNITIVE LEVELS AND CONSTRUCTIVE ALIGNMENT IN A SEVENTH-GRADE ENGLISH TEACHING MODULE Amalia Zulfan Hadi; Tatu Siti Rohbiah; Eulis Rahmawati
INJOSEDU: International Journal of Social and Education Vol. 3 No. 5 (2026): International Journal of Social and Education (INJOSEDU)
Publisher : Adisam Publisher

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

This study investigated the cognitive levels and constructive alignment reflected in a seventh-grade English teaching module at SMPN 24 Tangerang. The study aimed to classify the cognitive levels of learning objectives, learning activities, and assessment tasks based on Bloom's Revised Taxonomy and to examine the alignment among these instructional components using Biggs and Tang's Constructive Alignment Theory. A qualitative document analysis was employed, supported by classroom observations and teacher interviews to triangulate data. The data were obtained from Chapter 5 (Units 1–3) of the English teaching module adapted from English for Nusantara. The findings revealed that most instructional components were categorized at the understanding (C2) and applying (C3) levels, indicating the predominance of Lower Order Thinking Skills (LOTS). Nevertheless, one assessment task reached the evaluating level (C5) and two tasks reached the creating level (C6), showing limited integration of Higher Order Thinking Skills (HOTS). The study also found that the instructional components were generally aligned, although several assessment tasks required higher-order cognitive processes than those specified in the learning objectives.

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