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.
Articles
168 Documents
<![CDATA[THE STRATEGIES IN TEACHING SPEAKING AT UNIVERSITY OF PGRI PALEMBANG ]]>
<![CDATA[Marleni, Marleni]]>
<![CDATA[ English Community Journal Vol 3, No 2 (2019): English Community Journal ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Palembang ]]>
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DOI: 10.32502/ecj.v3i2.2250
<![CDATA[Speaking as one of the four skills in English is seen as the most crucial skill to be mastered by English learners. For most people the successes in learning a language can be seen from how far the student can speak and communicate in the language learn. But in fact, speaking is often neglected in the classroom. The objective of this research is to investigate strategies in teaching speaking skill in second semester of English Department of University of PGRI Palembang. This study employs the qualitative design by which the researcher intends to discover and understand strategies of teaching speaking used by the lecture in its natural setting. The subject of this research was second semester students of English department. This study reveals four strategies employed by the lecturer in teaching speaking skill, i.e. show-and-tell, presentation, drama making, and question and answer. Show-and-tell and presentation strategy are two types of performance talk which were used more often by the lecturer than the two other strategies (i.e. drama making and question and answer).]]>
<![CDATA[TEACHING READING THROUGH READING, ENCORE, ANNOTATE AND PONDER (REAP) TECHNIQUE TO THE SEVENTH GRADERS ]]>
<![CDATA[Arriyani, Nurfisi]]>;
<![CDATA[Oktaviani, Oktaviani]]>
<![CDATA[ English Community Journal Vol 3, No 2 (2019): English Community Journal ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Palembang ]]>
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DOI: 10.32502/ecj.v3i2.2255
<![CDATA[This research is aimed to find out whether the implementing of REAP strategy could improve students’ reading comprehension achievement. From the 24 samples as experimental group and 24 remain for the control group, the writer collected the data by giving the pre-test and post-test and analyze it by using Independent sample t-test. The result showed the value of t-obtained 3.868, at the significant level p < 0.05 for two tailed and degree of freedom (df) was 46, t-table was 1.678. Since the value of t-obtained was higher than t-table, it could be assumed there was significantly difference in the students reading comprehension achievement after the students were taught REAP as a teaching technique.]]>
<![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[THE EFFECT OF TECHNOLOGY, FACILITIES, AND READING COMPREHENSION ON STUDENTS INTEREST IN READING INTERNATIONAL JOURNAL AT BINA INSAN UNIVERSITY LUBUKLINGGAU ]]>
<![CDATA[Riance, Astri]]>
<![CDATA[ English Community Journal Vol 5, No 1 (2021): English Community Journal ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Palembang ]]>
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DOI: 10.32502/ecj.v5i1.3303
<![CDATA[The problem in this research was about the low reading international journal interest of students at Bina Insan Lubuklinggau. This research was a quantitative study by using SPSS program in processing the data . The data collection techniques used were questionnaires, observations, and documents. The population were all of the students at Bina Insan University Lubuklinggau with the total sample was 33 students using the accidental sampling technique. The results showed that technology (X1) had a significant effect on students interest in reading International Journal (Y) because t count (12.685)> t table (1.699), facilities (X2) had a significant effect on students interest in reading International Journal (Y) because t count (2.884)> t table (1.699) ), and reading comprehension (X3) has a significant effect on students interest in reading International Journal (Y) because t count (2.477)> t table (1.699). And technology (X1), facilities (X2), and reading comprehension (X3) have a significant effect on students interest in reading International Journal (Y) because F count (52.161)> F table (3.39). So it can be concluded that there was a significant influence between technology, facilities, and reading comprehension on students interest in reading International Journal at Bina Insan University Lubuklinggau]]>
<![CDATA[THE KNOWLEDGE OF VOCABULARY LEARNING STRATEGIES PRACTICE FOR ENGLISH AS A SECOND LANGUAGE LEARNERS ]]>
<![CDATA[Gumartifa, Asti]]>;
<![CDATA[Saputri, Kurnia]]>;
<![CDATA[Yuliani, Sri]]>
<![CDATA[ English Community Journal Vol 4, No 2 (2020): English Community Journal ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Palembang ]]>
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DOI: 10.32502/ecj.v4i2.3016
<![CDATA[Vocabulary is the first step that must be memorize by learner in speaking English as a foreign language. There are two kinds of vocabulary learning strategies which are breadth vocabulary (recognition) and depth vocabulary (recall). In enhancing L2 vocabulary knowledge students need the awareness of learning strategies used. The active students use learning strategies can increase language skills, self confidence and learning motivation in learning activity process. Learning strategies instruct students to learn independently, responsibly, and actively. Thus, students tend to be more confident and motivated when applied learning strategies in the daily learning process. Besides, teacher ought to teach and motivate students to apply students’ some learning strategies accordingly. Finally after implementing learning strategies, students and teachers need to evaluate the progress students’ vocabulary regularly.]]>
<![CDATA[TEACHING ENGLISH VOCABULARY BY USING FABLES STORYTELLING TO THE EIGHTH GRADE STUDENTS OF SMP MUHAMMADIYAH 1 PALEMBANG ]]>
<![CDATA[Hartati, Sri]]>;
<![CDATA[Ardila, Meri]]>
<![CDATA[ English Community Journal Vol 4, No 2 (2020): English Community Journal ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Palembang ]]>
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DOI: 10.32502/ecj.v4i2.3043
<![CDATA[This research, entitled "Teaching English Vocabulary by Using Fables Storytelling to the Eighth Grade Students of SMP Muhammadiyah 1 Palembang". The problem of this research was "is it effective to teach English vocabulary by using Fables Storytelling to Eighth Grade Students of SMP Muhammadiyah 1 Palembang?". The objective was to find out whether or not it is effective to teach English by using Fables Storytelling to Eighth Grade Students of SMP Muhammadiyah 1 Palembang. The method was a pre-experimental design. The population was all the students in the eighth-grade students of SMP Muhammadiyah 1 Palembang that consisted of 132 students from four classes in the academic year 2017/2018. The total sample consisted of 33 students. The sample was convenience sampling. The technique for collecting the data was multiple choice that was pre-test and post-test. It consisted of 40 items of multiple choice. This research used t-test that run by SPSS 17.0 for windows program to analyze the data. The finding of the result of t-test was 3.192. The critical value in ttable was 2.03951 so that 3.192 > 2.03951. It indicated that the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. It meant that it was effective to teach English vocabulary by using fables storytelling to eighth-grade students of SMP Muhammadiyah 1 Palembang.]]>
