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<![CDATA[COPING WITH LIMITED TECHNOLOGY CONTEXT IN EFL CLASSROOM ]]>
<![CDATA[Novalita Fransisca Tungka]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 5 No 2 (2013) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa IAIN Tulungagung ]]>
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DOI: 10.21274/ls.2013.5.2.113-124
<![CDATA[The integration of technology into the EFL teaching and learning has become very important since technology can present real life English communication with its complexities into the classroom. This integration has challenged EFL educators to be digitally literate in using technology to support English teaching and learning context. However, problems dealing with technology context in EFL classroom setting such as inaccessible high technology tool, unstable electricity source and unreliable data connection sometimes occur and therefore limit the teaching and learning experience. This paper aims to explore the way of coping with limited technology contexts by carefully selecting and then integrating three most familiar technical tools to the EFL classroom activity namely Facebook, mobile phone and computer, and by manipulating its features to construct the students’ learning experiences in both actual and virtual learning environment.]]>
<![CDATA[A COMPARISON STUDY OF AUSTRALIAN AND INDONESIAN ENGLISH CURRICULUM FOR UPPER PRIMARY SCHOOL ]]>
<![CDATA[Faizatul Istiqomah]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 5 No 2 (2013) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa IAIN Tulungagung ]]>
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DOI: 10.21274/ls.2013.5.2.125-139
<![CDATA[In this article I would like to describe a short history of English curriculum in Indonesia followed by the explanation about the study which is about the curriculum and implementation of elementary schools in Indonesia to be compared to Australian curriculum. This study employs qualitative approach as the data are collected and analyzed in the form of words. The analysis of data is in the descriptive qualitative where the data are described and analyzed based on the research questions. The finding shows that there some similarities and differences in term of the teaching objectives, the learning activities, and the assessment.]]>
<![CDATA[DEVELOPING STUDENTS’ WRITING ABILITY OF STAIN KEDIRI THROUGH SCAFFOLDING STRATEGY IN THE PROCESS OF WRITING ]]>
<![CDATA[Ary Setya Budhi Ningrum]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 5 No 2 (2013) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa IAIN Tulungagung ]]>
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DOI: 10.21274/ls.2013.5.2.141-158
<![CDATA[The aim of this study was to develop the students’ writing ability by using scaffolding strategy in the process of writing at State College for Islamic Studies (STAIN) Kediri. This study employed a Classroom Action Research (CAR) as its methodology. All of students that belong to class A writing 2 academic year 2010/2011 were taken as the subjects of this study. There were three criteria of success offered to be achieved in this study. The implementation of scaffolding strategy in the process of writing showed that the students’ writing ability improved significantly and the students were enthusiastic and motivated in the teaching and learning process.]]>
<![CDATA[USING WORD SQUARE GAME TO TEACH VOCABULARY TO THE SECOND GRADERS OF SMP NEGERI 2 PAKEL ]]>
<![CDATA[Diah Arum Pujiastuti]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 5 No 2 (2013) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa IAIN Tulungagung ]]>
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DOI: 10.21274/ls.2013.5.2.159-167
<![CDATA[One of the games used in teaching vocabulary is word square game. Word square game is one of games which is used to the teacher in learning goal. Word square game is a set of words arranged so it can be read left to right, right to left, top to bottom, and bottom to up. It is used to be easier the students absorb materials in their learning process and it is a one of review and assesses new vocabulary. It will help teacher easier to teach vocabulary and it will help the students get new word easier to mastery vocabulary. The research design was pre experimental design with one group pretest and posttest with quantitative approach. The population of this research was all students of second grade at SMP Negeri 2 PAKEL. The sample was VIIIC class consisting of 26 students through random sampling. The research instrument was test. The data analysis was T-test. The research finding in this research showed that the difference between the averages of students’ vocabulary score before they are taught using word square game was 56.69. While the students’ vocabularies score after they are taught using word square game was 73.46. Statistical calculation using T-test showed that significance value < 0.05. The Tcount was -12.637. This means that Ho which states that there is no significant effect in using word square game to teach vocabulary to the VIIIC grade at SMP Negeri 2 PAKEL is rejected. In other words, word square game can be used as an alternative to teach vocabulary to the students at Junior High School level.]]>
<![CDATA[STUDENTS’ STRATEGIES IN LEARNING ENGLISH TENSES ]]>
<![CDATA[Risma Mualifatun Ni'mah]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 5 No 2 (2013) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa IAIN Tulungagung ]]>
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DOI: 10.21274/ls.2013.5.2.169-176
<![CDATA[English as a language has its own structure. It is the basic thing must be learned to master English. In English, there is a sentence structure pattern called tense which deals with the way of constructing sentences based on time. Tenses have many patterns with different use. Besides, tenses also require many items, such as verb changing which is not required in Indonesian. This rule does not exist in Indonesia. Meanwhile, English is learned and taught in Indonesia as a subject in school. This becomes something complicated to be learned by Indonesian students. Some students feel confused when they have to learn about tenses. Some of them also consider that English is difficult because of tenses. Whereas, the students have to master tenses in order they can master English. However, actually there are some students who are successful in learning tenses. They use some strategies in learning tenses, so that they can master tenses well. Those strategies are not only useful for their understanding about tenses, but also useful for improving their English skills.]]>
<![CDATA[GUIDED WRITING ACTIVITIES IN TEACHING WRITING TO SEVENTH GRADE STUDENTS OF MTsN WATULIMO TRENGGALEK ]]>
<![CDATA[Linda Kusmiana]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 5 No 2 (2013) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa IAIN Tulungagung ]]>
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DOI: 10.21274/ls.2013.5.2.177-184
<![CDATA[Guided Writing Activities is a strategy of teaching writing in which the teacher and the students cooperate in classroom activity. the teacher manages the classroom situation in order to keep students active and reach the topic target by preparing guided question. It can help the students to show their idea or thought to write.In the context of school, using guided writing activities students were given guided question from teacher to stimulate their words to develop writing skill.The students were given time 80 minutes to write descriptive text based on guide question that provided by the teacher.The purpose of the study are to: 1) Find out the students writing score before being taught applying guided writing activities 2) Find out the students writing score after being taught applying guided writing activities 3) Find out significance different score before and after being taught applying guided writing activities. The research design employed is pre- experimental design. The result shows that the total of students’ scores before being taught applying guided writing activities are 2479, while the total score after being taught applying guided writing activities are 2811. The T- score is 6.695, whereas T- table with significance level 5% is 1.697. Therefore, T- score is greater than T- table. This means that Ha which states that teaching using guided writing to improve student’s achievement in writing of seventh grade students of MTsN Watulimo is effective used.]]>
<![CDATA[BILINGUAL CROSSWORD PUZZLE TO IMPROVE THE STUDENTS’ VOCABULARY ACHIEVEMENT ]]>
<![CDATA[Munika Duri]]>;
<![CDATA[Muh. Basuni]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 5 No 2 (2013) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa IAIN Tulungagung ]]>
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DOI: 10.21274/ls.2013.5.2.185-189
<![CDATA[The objective of this study entitled “The Use of Bilingual Crossword Puzzle to Improve the Students’ Vocabulary Achievement of Fifth Grades in MI Salafiyah – Selopuro Academic Year 2012-2013” was to find whether or not teaching vocabulary by using Bilingual Crossword Puzzle Game could improve students’ vocabulary achievemnt. The study used quasi-experimental with one group pretest posttest design . The population of the study was all of students in MI Salafiyah Selopuro and the sample of the research was entire fifth grade totally 20 students. Because using one group pretest posttest design, there is no control or experimental group in this study. Data of this research was collected by using pretest and posttest. The collected data were analyzed using t-test formula. The results of the data analysis showed that mean score of pretest was 64,70 and mean score of posttest was 79,40. After analyzing the data of pretest and posttest , the result of T count was 3,419 and the T table with df 19 and the significance level at 5% was 1.729. Based on the data analysis above the alternative hypothesis was accepted because the T count was higher than the T table (3,419>1,729). Its meant that teaching vocabulary by using bilingual crossword puzzle game was effetive to improve students’ English vocabulary achievement of the fifth grade at MI Salafiyah Selopuro Blitar academic year 2012/2013.]]>
<![CDATA[USING SUMMARIZATION TECHNIQUE IN TEACHING READING COMREHENSION TO THE SECOND GRADERS OF MTSN PUCANGLABAN ]]>
<![CDATA[Maylia Wilda Fitriana]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 5 No 2 (2013) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa IAIN Tulungagung ]]>
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DOI: 10.21274/ls.2013.5.2.191-197
<![CDATA[Many of students have difficulties in learning English, especially in reading comprehension. They do not understand about meaning in the text. Some of them cannot read and spell it correctly whether in spoken form or written form. They also lack in vocabulary. As an English teacher, we have to be able to find an interesting strategy or method in teaching English especially in reading comprehension. So, if we have some strategies or method, the students will be interested and not feel bored with our teaching in English. The teacher should be able to find and use the appropriate strategy or method which is suitable with the students’ condition and the material. Based on the problems above, the writer is interested to find out the technique in reading comprehension. One of the techniques used in teaching reading comprehension is summarization technique for the second year students at MTsN Pucanglaban Tulungagung in the academic year 2012/2013. The purpose of the study were to:1) know the students’ reading comprehension before being taught using summarization technique, 2) know the students’ reading comprehension after being taught using summarization technique, 3) know the difference between students’ reading comprehension before and after using summarization technique. The result showed that the students’ mean score in teaching reading comprehension before they are taught using summarization technique was 84.37. While the students’ mean score after they are taught using summarization technique was 90.43. By comparing significant level in t table at 0.05, it is known that t count is bigger than t table. It means that Ha which states that there is significant influence of using summarization technique in teaching reading comprehension of the second years of MTsN Pucanglaban Tulungagung is accepted. Whereas Ho which states that there is no significant influence of using summarization technique in teaching reading comprehension of the second years of MTsN Pucanglaban Tulungagung is rejected. In other words, summarization technique can be used as an alternative to teach reading comprehension to the students at JHS level.]]>
<![CDATA[STUDENT TEAM ACHIEVEMENT DIVISION (STAD) TECHNIQUE IN TEACHING READING COMPREHENSION ]]>
<![CDATA[Ilma Anami Mufidah]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 5 No 2 (2013) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa IAIN Tulungagung ]]>
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DOI: 10.21274/ls.2013.5.2.199-205
<![CDATA[Due to students’ problems and difficulties to learn English text, it is the teachers’ job to choose a suitable method in teaching reading comprehension. Student Team Achievement Division (STAD) is one method that is considered appropriate in making the students feel happy and enjoy their learning. When they are taught by using an enjoyable method, they will be able to enrich their reading comprehension easily and, in turn, they are expected to be able to master reading comprehension well. The problem and difficulties in learning reading comprehension were faced by the students at MTs Aswaja Tunggangri Kalidawir, and, thus, a study aimed at knowing the effectiveness of student team achievement division (STAD) technique in teaching reading comprehension was conducted in this school. The research design of this research was Pre-experimental design. The research finding in this research showed the difference between the averages of students’ score reading comprehension when they were taught without student team achievement division (STAD) technique (72,55 %) and when they were taught using student team achievement division (STAD) technique (77,6 %). Statistical calculation using T-test showed that the score of T count (10.254) was greater than that of T table (1.725) with significant level 5 % and degree of freedom of 32. It was concluded that student team achievement division (STAD) technique is an effective method in teaching reading comprehension to junior high school, especially for eight grade at MTs Aswaja Tunggangri Kalidawir.]]>
<![CDATA[TYPES OF BILINGUAL EDUCATION PROGRAM ]]>
<![CDATA[Dwi Ima H]]>
<![CDATA[ Jurnal Bahasa Lingua Scientia Vol 5 No 2 (2013) ]]>
Publisher : <![CDATA[Pusat Pengembangan Bahasa IAIN Tulungagung ]]>
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DOI: 10.21274/ls.2013.5.2.207-217
<![CDATA[Although the international school program has been cancelled by the government of Indonesia, it seems that the society’s need of an international standard school is still emerging. It can be shown from the enthusiasm of students’ parents to urge their children to enroll to international standard school set up by private institution. This paper is intended to give insights on the discussion about conceptualization of bilingual education; sets of goals of bilingual education. This discussion is provided with a wide range of research studies on several issues related to bilingual programs which have been conducted in several places, for instance, studies on what benefits the students will get through bilingual education or on the way around what disadvantages will the students face with the implementation of bilingual program, teacher or student perception on bilingual instruction, strategies of teaching and learning through two languages, the effects of bilingual education on the student academic achievement and some more other prominent studies.]]>
