English Community Journal
English Community Journal is a journal of English Education Journal of Faculty of Teacher Training and Education at Universitas Muhammadiyah Palembang. English Community Journal includes articles of English Education and published in twice a year, march and September. English Community Journal focusses on teachers, lecturers, students, reseacrhers who consentrate in English Education. Writing articles focusses on English Community Journal template.
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<![CDATA[IMPROVING READING DESCRIPTIVE TEXT ACHIEVEMENT OF THE TENTH GRADE STUDENTS OF SMA NEGERI 10 PALEMBANG THROUGH THINK, PREDICT, READ, AND CONNECT (TPRC) STRATEGY ]]>
<![CDATA[Rahmah, Ulfatin Nur]]>;
<![CDATA[Loeneto, Bambang A]]>;
<![CDATA[Inderawati, Rita]]>
<![CDATA[ English Community Journal Vol 4, No 1 (2020): English Community Journal ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Palembang ]]>
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DOI: 10.32502/ecj.v4i1.2599
<![CDATA[This study aimed to find out whether or not there was (1) an improvement significant difference in students’ reading descriptive text achievement before and after they taught using TPRC Strategy, (2) a significant difference in reading descriptive text achievement between students who were taught by using TPRC Strategy and those who are not. The sample of the study was 80 tenth grade students of SMA Negeri 10 Palembang selected by using purposive sampling. This study used quasi-experimental research design with pretest and post of experimental and control groups. The results of this study revealed that their past tense was a significant difference in reading descriptive text achievement between before and after being taught by using TPRC (p-value > 0.05, p-value= 0.000), and there was a significant difference in reading descriptive text achievement between the students who were taught by TPRC strategy and those who were not (p-value > 0.05, p-value= 0.000). It indicated that teaching reading descriptive text by using TPRC could help the students improve their reading achievement.]]>
<![CDATA[TEACHER’S CORRECTIVE FEEDBACK ON STUDENTS’ ORAL RESPONSES ]]>
<![CDATA[Febrianingrum, Lasmi]]>
<![CDATA[ English Community Journal Vol 4, No 1 (2020): English Community Journal ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Palembang ]]>
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DOI: 10.32502/ecj.v4i1.2600
<![CDATA[This study investigated oral corrective feedback provided by the teacher and students’ uptake following teacher’s corrective feedback in accelerated class. The researcher explored how the teacher provided corrective feedback during speaking activity and how the high proficiency level students were encouraged to react to it. The observations in several meetings were done with the help of some other instruments like audio video recorder, fieldnote and interview guide. The results show that the teacher preferred to use recast in order not to interrupt the flow of students’ speech and keep students’ mood or feeling. On the contrary, the students preferred to be corrected using other techniques that could make them think more, encourage them to correct the utterances by themselves. Moreover, the results show that students applied repetition and incorporation uptake that let the students construct longer utterance. It can be concluded that there is a gap between teacher’s choice in correcting students’ error and students’ expectation.]]>
<![CDATA[A PREDISPOSITION USING MORPHOLOGICALLY-CHANGED ENGLISH WORDS IN WRITING BY INDONESIAN EFL LEARNERS ]]>
<![CDATA[Dwie Agustiani, Indah Windra]]>;
<![CDATA[Gumartifa, Asti]]>
<![CDATA[ English Community Journal Vol 4, No 1 (2020): English Community Journal ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Palembang ]]>
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DOI: 10.32502/ecj.v4i1.2602
<![CDATA[This study aimed at investigating the reasons of Indonesia EFL learners in using morphologically- changed English words in writing and finding out the number of Morphologically Changed English Words tend to be used by Indonesian EFL learners at English study Program at FKIP UMP. The number of sample was 36 Indonesian EFL Learners at the third semester of English Study Program at FKIP UMP. This research was a descriptive study. The technique used for collecting the data was distributing questionnaire. The data was analyzed by using percentage analysis and explained descriptively. The results of this study showed that the majority of respondents had more than one reason for a predisposition using morphologically changed English Words in writing. What triggers the use of them was classified into 9 categories; Entertainment, Habit, Efficiency; Saving time and space, Simplification (Easeness), Esthetics, Narsistics, Self-Contentment, Uniqueness, and Trend/Environment. Self-contentment Reasoning is the most dominant reason that the respondents had. There were 1 sentence, 8 phrases, and 20 words tend to be changed morphologically by Indonesian EFL learners as language users. This research was hoped to give the contribution to sociolinguistic aspect that tries to investigate personal use of the language in society in written and it might be dealt with discourse analysis either. It also informed the language phonemenom happened among Indonesian EFL learners as language users and hoped to help other people understand the original language intention by EFL learners when writing such forms for avoiding misunderstanding. ]]>
<![CDATA[A CONTRASTIVE ANALYSIS BETWEEN ENGLISH AND INDONESIAN NEGATIONS: A CASE OF NEGATIVE MARKERS ]]>
<![CDATA[Sulaiman, Masagus]]>
<![CDATA[ English Community Journal Vol 4, No 1 (2020): English Community Journal ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Palembang ]]>
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DOI: 10.32502/ecj.v4i1.2603
<![CDATA[This research is aimed at determining the similarities, dissimilarities, and possible difficulties faced by Indonesian and English speaking students as learning negations and also the recommendations to TEFL. The descriptive-qualitative method was used. The documentation technique was applied in collecting the data. To analyze the data, the researcher used a descriptive analysis. The results showed that there were six similarities and four dissimilarites between English and Indonesian negations. The six similarities were in rejection or denial with verbs, adjectives, nouns, adverbs, “No” followed by nouns, and incomplete or undone action. The four dissimilarities were in confixation, suffixation, short prohibition and strong objection. The possible difficultes faced by English speaking students was in confixation, while Indonesian students’ was in suffixation and strong objection. The dissimilarities make recommendations to TEFL teachers to design teaching materials of English grammar that enable students understand negations.]]>
<![CDATA[IMPROVING STUDENTS’SPEAKING ABILITY THROUGH ONE ACT DRAMA ]]>
<![CDATA[Yuliani, Sri]]>
<![CDATA[ English Community Journal Vol 4, No 1 (2020): English Community Journal ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Palembang ]]>
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DOI: 10.32502/ecj.v4i1.2604
<![CDATA[The aim of the study to find out whether or not it is effective to use one act drama in improving speaking ability to the eighth grade students of junior high school 44 of Palembang. The method used in this study was experimental method. The population of the study was all the eighth grade students of junior high school 44 of Palembang consisted of 290 students. The number of sample was 74 students taken by using purposive sampling and divided into two groups namely, control and experimental. The data of test was analyzed by using t-test. The result of the study indicated that the mean of posttest in the experimental group was 69.86, and the mean of posttest in the control group was 68.33. t-obtained was 2.052 at the significance level of p> 0.05 (5%) in 2-tailed testing and degree if freedom (df) was 72, and critical value of t-table was 1.990. Since the value of t-obtained was higher than the critical value of t-table, the null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. It means that improving students’ speaking ability through one act drama was effective.]]>
<![CDATA[APPLYING COOPERATIVE LEARNING FOR SPEECH CLASS AT THE SECOND SEMESTER STUDENTS OF STMIK ATMA LUHUR PANGKALPINANG ]]>
<![CDATA[S, SINTA]]>
<![CDATA[ English Community Journal Vol 4, No 1 (2020): English Community Journal ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Palembang ]]>
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DOI: 10.32502/ecj.v4i1.2643
<![CDATA[”The problems of this study:“Is cooperative learning effectively used in teaching English for Speech to the Second Semester Students of STMIK ATMAL UHUR PANGKALPINANG?” The method of research used in this study was the experimental research. The type of experimental method used was quasi-experimental. The result of the test was analyzed by using SPSS Program. Based on the result of the data analysis, From the scores that were found, the result of statistical analysis between experimental and control group (t-obtained) should be higher than t-table (0.05) for two tailed. Furthermore the result of the students’ score in control and experimental group (value of t-obtained) was -10.325. Since the value of t-obtained was higher than t-table, so that the null hypothesis was rejected and alternative hypothesis was accepted. It can be stated that teaching English for Speech using dialoq with cooperative learning method is more effective than conventional way to the second semester students at STMIK ATMA LUHUR PANGKALPINANG.]]>
<![CDATA[PRESENT SITUATION ANALYSIS FOR ESP COURSE OF MECHANICAL ENGINEERING STUDENTS OF TRIDINANTI UNIVERSITY ]]>
<![CDATA[Sari, Farnia]]>;
<![CDATA[Setiawan, Heru]]>;
<![CDATA[Tridinanti, Gaya]]>
<![CDATA[ English Community Journal Vol 4, No 1 (2020): English Community Journal ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Palembang ]]>
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DOI: 10.32502/ecj.v4i1.2651
<![CDATA[This paper presents and examines the students’ present situation analysis of mechanical engineering. In order to investigate present situation analysis, the data is collected through questionnaires of present situation analysis are distributed to the students of mechanical engineering study program with the total 111 students. A qualitiative with descriptive research method is adopted for this evaluation study. The results generated by PSA questionnaire is shown that the students learning input including listening input, speaking input, reading input, and writing input. Based on the findings, most of the students’ proficiency levels at beginner category. Regarding listening input, the students’ preferences input for listening used authentic materials and the topic preferences of students were about daily routines. Speaking input, most of the students’ input for speaking preferred monologue and dialogue with new vocabularies list and phonetic transcription with the desired topic for speaking input that was mechanical engineering field. Reading input, students’ preferences for reading input were authentic materials closely related to daily life with the topics desired for reading input was daily routines. Writing input, the students preferred to the explaination of the structures of the text related to the topics with the length of words was 100 – 150 words.]]>
<![CDATA[THE USE OF POW-TEGA IN TEACHING SPEAKING TO THE TENTH GRADE STUDENTS OF THE SENIOR HIGH SCHOOL PGRI 2 OF PALEMBANG ]]>
<![CDATA[Herlina, Herlina]]>;
<![CDATA[Marleni, Marleni]]>;
<![CDATA[Putri, Dini Utami]]>
<![CDATA[ English Community Journal Vol 4, No 1 (2020): English Community Journal ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Palembang ]]>
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DOI: 10.32502/ecj.v4i1.2676
<![CDATA[The problem of this study was: “Is there a significant difference between the students who taught by PowTega strategy and those who are not to the tenth grade students of the Senior High School PGRI 2 of Palembang?”. The objective of the study was to find out whether or not there is there a significant difference between the students who taught by Pow-Tega strategy and those who are not to the tenth grade students of the Senior High School PGRI 2 of Palembang. This study applied an experimental control group design with two classes. the prettest-posttest group design. The population of the study was all of the tenth grade students of Senior High School PGRI 2 of Palembang consisting of 8 classes with 228 students as the whole number. The sample was 72 students divided into two classes: experimental and control groups. The sample was taken by using cluster random sampling. In collecting the data, the writer used speaking or oral tests. The tests were given to the students about descriptive text which focus about describing country. Based on the result of the data analysis, the findings of the study showed that the speaking scores of the tenth grade students taught through Power Teaching Game (Pow-Tega) Strategy were higher than those of the ones taught through conventional method of Senior High School PGRI 2 of Palembang. In experimental group, the highest post-test score was 74, the lowest post-test score was 66, and the average was 66.91 while 70 was the highest score in control group, the lowest post-test score was 64, and the average was 67.19 Ho was rejected and Ha was accepted. It means that there was significant difference in teaching speaking skill to the tenth grade students of Senior High School PGRI 2 of Palembang who are taught by using Pow-Tega strategy and those who are not. Besides, proved that the students’ scores in post-test were higher than in the pre-test. It implies that the use of Pow-Tega strategy brought improvement to students’ speaking skill and it could be used as an alternative strategy in teaching speaking.]]>
