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ENGLISH FRANCA : Academic Journal of English Language and Education
Published by Institut Agama Islam Negeri Curup
ISSN : 25803670     EISSN : 25803689     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
ENGLISH FRANCA : Academic Journal of English Language and Education is an Open Access Jurnal that refereed publication devoted to research articles, reports, and book reviews concerned with the teaching and learning of English as a Foreign Language. This journal dedicated to enhancing and disseminating scholarly work in the field of English Language Teaching and Linguistics. This journal is an academic journal that published twice a year in June and December by Institut Agama Islam Negeri (IAIN) Curup.
Arjuna Subject : -
Articles 5 Documents
 1 
Search results for , issue " Vol 2, No 1 (2018)" : 5 Documents clear
Padlet as Media to Improve Writing Mastery of English Department Students of Uniska 2015-2016 Lestari, Pritantina Yuni; Kurniawan, Erwin Hari
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 2, No 1 (2018)
Publisher : Sekolah Tinggi Agama Islam Negeri (STAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v2i1.373

Abstract

Multimedia has been spread out and used by many students in their live, but it is rarely to use multimedia as one of media used in teaching learning process. The objective of this study is to know whether the use of Padlet as media can improve students’ descriptive writing mastery of students of English Department of Uniska in the third semester. The research design used is Classroom Action Research consisting of two cycles. Each cycles consisted of three opportunities for students to have interaction using Padlet. The cycle consisted of planning, implementing, observing and reflecting. The instruments used in this research were observation check list and writing test using Padlet. Padlet was introduced from the first time of teaching learning process in the class and the following interactions were using Padlet without having direct interaction in the classroom. The first cycle was not successful because of the students got difficulty in managing time in accessing Padlet and some errors in their grammatical used. Then in the second cycle, the result showed that 18 from 20 students passed the minimum score and all students did all assignment using Padlet. From the result, it can be concluded that the implementation Padlet as media can improve students’ writing mastery. Keywords: Padlet, writing mastery, descriptive writing
Using Crossword Puzzle to increase Students’ Vocabularies for Writing Skill in Descriptive Text Rusmawan, Putu Ngurah
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 2, No 1 (2018)
Publisher : Sekolah Tinggi Agama Islam Negeri (STAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v2i1.248

Abstract

The purpose of the study is to know using media puzzle improve the students writing descriptive text for the second graders at SMP Negeri 5 Pasuruan. The researcher used a classroom action research. This research was conducted on April 05th 2017 to May 06th 2017. To get the information about the implementation of the crossword puzzle in descriptive text for writing skill, the researcher used interview, observation, questionnaire, test and documentation. The result of the test at the end of the first cycle showed that 26 students got under 76. It was not successful because it was still below criteria of success which required at least 76 as minimum score. In the cycle two, there were 27 students who got at least or more 76. It can be concluded that all students got the criteria of success, which required at least 76 as the minimum score. Finally, it can be concluded that the result of this research showed that using crossword puzzle can improve the students’ writing skill in teaching learning English. It can help the students to memorize the material easily and it can give positive effect for the students Keywords: Writing, Descriptive, Crossword Puzzle.
Strategies in Learning and Techniques in Teaching English Speaking Noviyenty, Leffi
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 2, No 1 (2018)
Publisher : Sekolah Tinggi Agama Islam Negeri (STAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v2i1.454

Abstract

Learning how to speak English fluently and accurately is always a grand task for foreign students. Strategies in learning to speak as one of important factors of speaking skill should be considered not only by foreign students but also the teachers. Students’ strategies in learning to speak English should be in balance with teachers’ techniques in teaching students to speak English. Both affect the improvement of students’ ability in speaking English. This research is descriptive which tries to describe and elaborate the students of SMAN 1 Curup’s strategies in learning to speak English and their English techniques in teaching them to speak. There were 47 third year students selected as the sample from 8 classes and 7 English teachers. The instruments used in this study were questionnaire which were given both to the students and teachers with different items and also interview guidance. The findings showed that the strategies used by SMAN 1 Curup’s students in learning to speak English were classified into metacognitive strategies, cognitive strategies, social strategies, and affective strategies. The English teacher techniques in teaching student were roleplay, group presentation, group discussion, speech competition, dialogues, direct correction, speaking in group, debate competition, games, and listening song. Keyword : Students’ Strategies, Speaking, Teachers’ Techniques
Peer Assessment in Facebook Comment Column about One Topic in Writing II Subject of the Fourth Semester Students of Sriwijaya University English Study Program Inderawati, Rita; Hafiz Pratama, Ahmad; A. Loeneto, Bambang
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 2, No 1 (2018)
Publisher : Sekolah Tinggi Agama Islam Negeri (STAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v2i1.459

Abstract

The objectives of this study were to find out (1) the completeness of the students’ comments on Facebook, (2) the quality of the students’ comments, and (3) the percentage of how well the students identified the characters of a good paragraph. The population of this study was the fourth-semester Palembang class students of English Education Study Program 2013 of Sriwijaya University. The sample of the study was 48 students that were selected by using total sampling technique. The data were collected from the students’ comments on Facebook of Writing II class in the academic year 2015 and analyzed by using two rubrics containing scoring systems. The results showed that the completeness in giving comments on the Facebook group could be categorized into a very good category with the final score was 10. While, the quality of the comment from the students was also Good with the final score was 15.56. The percentage of how well the students identified the characters of a good paragraph was 83.33% in very good level, 10.41 % in good level and 6.25 % in average level. Overall, the final score of the students’ comments from those three research questions were average with the score was 9.85. It can be concluded that the students’ comments on Facebook Comment Column in Writing II Class in the academic year 2015 was average. Keywords: academic writing; Facebook; peer comments
Teacher’ Guideline in Designing English Materials in Curriculum 2013 Edy, Sarwo; Rimadanti, Uci Sherly
ENGLISH FRANCA : Academic Journal of English Language and Education Vol 2, No 1 (2018)
Publisher : Sekolah Tinggi Agama Islam Negeri (STAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v2i1.421

Abstract

The objectives of this research were knowing the guidelines used by the teachers and describing how the teachers implemented the guidelines in designing English materials in curriculum 2013. The researcher chose descriptive study as the kind of research and presented the results in qualitative way. There were five teachers from some Senior High Schools who had participated as the subjects of the research. The researcher used document analysis and interview to collect the data. Document analysis was used to know what the guidelines used by the teachers in designing English materials were. Then, interview was used to collect the detailed qualitative data expressed in the respondents’ own words in order to describe the implementation of guidelines by the teachers in designing English materials. The results of this research, based on Howard and Major’s theory, showed that the teachers used thirteen guidelines and did not use three guidelines in designing English materials. Next, the teachers implemented the guidelines by using syllabus as a guidance, and the materials were designed based on students’ experiences, realities and ages. Based on the results of this research, the researcher suggested the teachers to pay more attention to the guidelines provided, because it is important to make the materials which you designed suitable with the standards in syllabus and students’ needs.

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