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<![CDATA[Developing Android-Based English Learning Material ]]>
<![CDATA[Syaifudin Latif Darmawan]]>;
<![CDATA[Lilik Wariyanti]]>
<![CDATA[ Intensive Journal Vol 2, No 2 (2019) : Oktober ]]>
Publisher : <![CDATA[Universitas Islam Kalimantan Muhammad Arsyad Al Banjari ]]>
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DOI: 10.31602/intensive.v2i2.2457
<![CDATA[This research aims to find out what the product of English materials at tenth grade of SMA N 1 Metro and to know the experts’ validation and students’ acceptability on Android-based English materials. The type of this research is Research and Development. The researcher uses ADDIE model. The subjects are 32 students in X IPS 2 class. The data collecting technique is using questionnaire and interview. The data analysis technique is descriptive analysis. The result indicates that (1) the validation of material expert I on android-based English material in content aspect obtained a total score of 94 and aspect of language obtained a total score of 96 is in a very good category. Furthermore, the result of expert II in content aspect obtained a total score of 92 and aspect of language obtained a total score of 88 is in a very good category; (2) the validation of media expert I in view aspect obtained a total score of 93 and aspect of presentation obtained a total score of 100 is in a very good category. Whereas the result of expert II in view aspect obtained a total score of 83 and aspect of presentation obtained a total score of 95 is in a very good category; (3) the students’ responses on android-based English material is in a very good category with the percentage of 96%. It can be concluded that Android-based English material is very easily to use at SMAN 1 Metro. The researcher recommends for the next researcher to develop Android-based English material with other design.]]>
<![CDATA[Teaching English Pronunciation to EFL Students ]]>
<![CDATA[Iwan Perdana]]>;
<![CDATA[Lulu Dwi Meiliani]]>;
<![CDATA[Angga Taufan Dayu]]>
<![CDATA[ Intensive Journal Vol 2, No 2 (2019) : Oktober ]]>
Publisher : <![CDATA[Universitas Islam Kalimantan Muhammad Arsyad Al Banjari ]]>
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DOI: 10.31602/intensive.v2i2.2462
<![CDATA[The purpose of this research is to find out teaching method used by teacher in teaching pronunciation and to discover the strength and weakness of the method used in teaching pronunciation to EFL students at SMP Negeri 1 Martapura Timur. The researcher used qualitative descriptive as research design. A teacher and several students were interviewed. It was found that the teacher used Audio-lingual Method to teach pronunciation. The repetition drill as the technique was chosen. Weakness of this repetition technique made students get bored easily. It is not necessary to have sophisticated equipment to teach pronunciation. Teacher as role model for students is also effective.]]>
<![CDATA[PROJECT BASED LEARNING IN DESIGNING ENGLISH FOR WETLAD TO PROMOTE 21ST CENTURY EDUCATOR ]]>
<![CDATA[Nasrullah Nasrullah]]>
<![CDATA[ Intensive Journal Vol 2, No 2 (2019) : Oktober ]]>
Publisher : <![CDATA[Universitas Islam Kalimantan Muhammad Arsyad Al Banjari ]]>
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DOI: 10.31602/intensive.v2i2.2458
<![CDATA[21st century educators employ multirole in conducting the teaching and learning process such as being a leader, facilitator, model, communicator, adaptor, risk taker, and also learner. An effort to involve all those qualities as well as the role of teacher as a learner can be provided in a way that collaboration between teacher and learners exists in selected project based activities. This paper reflects project based activity in learning English for Wetland subject in a special (local) locus where this course in learned. The approach used in investigating the research objective is qualitative. Descriptive research is also chosen to explore and describe the existing phenomena. To get the data, researcher uses triangulation [observation, interview and document analysis]. Moreover, this study uses 35 subjects of research to collect the data. The findings of this study are in the forms of wetland vocabularies [flora and fauna] based on the selected areas investigated, certain English described phenomena in wetland area and info graphical media in which that two previous information is elaborated.]]>
<![CDATA[THE STUDENTS’ ANXIETY TOWARD ENGLISH LEARNING ]]>
<![CDATA[Siti Rodiah]]>;
<![CDATA[Neneng Islamiah]]>
<![CDATA[ Intensive Journal Vol 2, No 2 (2019) : Oktober ]]>
Publisher : <![CDATA[Universitas Islam Kalimantan Muhammad Arsyad Al Banjari ]]>
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DOI: 10.31602/intensive.v2i2.2463
<![CDATA[Nowadays in Indonesia, English has been taught at school from the various levels. English is the first foreign language that becomes one of compulsory subject in Final Examination (UN). MacIntyre & Gardner (1993:284). The result of the highest and the lowest percentage of students’ preference in FLCAS questionnaire. The researcher found that 66, 7% respondents give the highest response “Strongly Agree” to statement number 5 (I start to panic when I have to speak without preparation in language class). While 11, 1% respondents give the lowest response “Strongly Agree” to the statement number 7 (I feel confident when. I speak in foreign language class). The result of this research show that most of the students are at “Anxious” level students. There are 21 (78%) students who experience “Anxious” level, 5 (19%) students are in “Mildly Anxious” level, and only 1 (4%) student from 27 students, is in “Relaxed” level.]]>
<![CDATA[Difficulties in Writing Business English Correspondence ]]>
<![CDATA[Neti Rosiana Fadilah]]>
<![CDATA[ Intensive Journal Vol 2, No 2 (2019) : Oktober ]]>
Publisher : <![CDATA[Universitas Islam Kalimantan Muhammad Arsyad Al Banjari ]]>
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DOI: 10.31602/intensive.v2i2.2459
<![CDATA[The title of this research was the difficulties in writing business English correspondence at fourth Secretary Semester students in ASMI Citra Nusantara Banjarmasin Academic Year 2018-2019 which was aimed at knowing the difficulties of Writing Business English Correspondence. The population was 15 students or whole of the fourth Secretary Semester students and the researcher conducted the data using descriptive qualitative research that employs descriptive qualitative method. The data of this study were obtained by using questionnaire was divided into two parts; they are background of the respondent and surveyed the difficulty by using Likert-Scale. The scale ranged from: “Strongly Agree, Agree, Neutral, Disagree and Strongly Disagree”. Writing difficulties at Business English Correspondence at fourth semester students varied in the result which related to the Linguistic difficulty, like wide range of vocabulary usage. They have to enlarge the vocabulary meaning, using appropriate or formal vocabulary or sentences in Business English Correspondence. The respondents also gave their suggestion to change their difficulties like, changed their learning English method especially in writing business English correspondence.]]>
<![CDATA[Second-Year University Students’ Problem Encountered During Listening Process ]]>
<![CDATA[M Arbain]]>;
<![CDATA[H Novika]]>
<![CDATA[ Intensive Journal Vol 2, No 2 (2019) : Oktober ]]>
Publisher : <![CDATA[Universitas Islam Kalimantan Muhammad Arsyad Al Banjari ]]>
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DOI: 10.31602/intensive.v2i2.2455
<![CDATA[The ultimate goal of language teaching is to enable learners to communicate in the target language they learn. For those who can meet this goal are regarded as high achievers or successful language learners. However, not every language learner can reach this goal. Listening is one the most important skill to have but unfortunately Listening is clearly considered as the weakest skill of EFL students who encounter different kinds of listening problems. It is the most underestimated skill in EFL context, though. This research is aimed at identifying the second-year university students’ problems encountered during listening process.]]>
<![CDATA[Cohesive Devices Analysis In Abstract Journal Of Premise Volume 6 Number 2 In 2017 ]]>
<![CDATA[Fitri Palupi K]]>;
<![CDATA[Rizki Aziza]]>
<![CDATA[ Intensive Journal Vol 2, No 2 (2019) : Oktober ]]>
Publisher : <![CDATA[Universitas Islam Kalimantan Muhammad Arsyad Al Banjari ]]>
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DOI: 10.31602/intensive.v2i2.2460
<![CDATA[The aims of this research are to explain how reference and reiteration distribute to the text, and also to know the numbers of occurrences and percentages of reference and reiteration found in the text. The subject of this research is 10 Abstracts of PREMISE Journal of English Education Volume 6 Number 2 of Teacher Training and Education Faculty of Muhammadiyah University of Metro summit on October 2017 in Metro, Lampung. The object of this research is components of grammatical and lexical cohesion in reference and reiteration which are developed by Halliday and Hasan. This research is qualitative research. The result shows that almost all elements of the cohesion available in the abstracts. The total number of cohesion in the abstract is 318; consist of 254 reference types and 64 reiteration types. The percentages from each type are 9.8% personal reference, 63.8% demonstrative reference, and 6.3% comparative reference in reference types. Besides that, there are 17.3% repetition, 2.2% synonymy, 0% metonymy, and 0.3% for hyponymy and antonymy in reiteration types. The researcher concluded that the highest cohesive device in the text is a demonstrative reference. The use of cohesive devices found in abstracts is to connect one sentence to another.]]>
<![CDATA[The Effectiveness Of Mr Dhanis’s Video On Instagram Toward Students’ Vocabulary Mastery ]]>
<![CDATA[Evafaliyanti Evafaliyanti]]>;
<![CDATA[Usmawita Usmawita]]>
<![CDATA[ Intensive Journal Vol 2, No 2 (2019) : Oktober ]]>
Publisher : <![CDATA[Universitas Islam Kalimantan Muhammad Arsyad Al Banjari ]]>
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DOI: 10.31602/intensive.v2i2.2456
<![CDATA[Vocabulary is the central of the language and critical important that must be mastered by the students. However, most of the students just know the common vocabulary that they usually used. The use of Mr. Dhanis’s video on Instagram is believed to be able to increase the student’s vocabulary mastery. The aim of this research is to find out the effectiveness of Mr. Dhanis’s video on Instagram toward students’ vocabulary mastery. This research uses quantitave research and experiment method. The population of the research consist of 142 students at the eleventh grade students in SMA N 01 Metro. The researcher takes 62 students as the sample, then divided the students into two group, 31 students as the experiment class and 31 students as the control class. The researcher uses cluster random technique and uses t-test formula. The instruments of this research are pre-test and post-test. The result of the first hypothesis indicated that the value of t obtained (13.590) was higher than that of t table (2.042) at the significance level 0.05 and the significance (0.000) was lower than 0.05. Because of this the hypothesis is accepted. Then, the second hypothesis indicated that the value of t obtained (12.242) was higher than t table (2.042). That is why, the second alternative hypothesis (Ha) is accepted. It means that teaching vocabulary using Mr. Dhanis’s video on Instagram at the eleventh grade students of SMA Negeri 1 Metro is effective to increase vocabulary mastery and to give a significant difference on English vocabulary mastery.]]>
<![CDATA[Improving Students’ Vocabulary Mastery Through Story Telling Strategy and Hand Puppet Media ]]>
<![CDATA[Roikhatun Nasikhah]]>;
<![CDATA[Udjang Pairin M Basir]]>;
<![CDATA[Maskhurin Fajarina]]>
<![CDATA[ Intensive Journal Vol 2, No 2 (2019) : Oktober ]]>
Publisher : <![CDATA[Universitas Islam Kalimantan Muhammad Arsyad Al Banjari ]]>
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DOI: 10.31602/intensive.v2i2.2461
<![CDATA[This study aims to investigate the improvement of students’ vocabulary mastery through story telling strategy and the use of hand puppet media in grade VI of SDN Keras I Diwek Jombang. This was qualitative and quantitative study employing pretest-posttest individual design. The research population was students in grade VI of SDN Keras I Diwek Jombang in semester 2 in the academic year of 2018/2019. The data were collected by three instrument, those are observation sheet, field notes, and test the tests were administered to investigate students’ vocabulary mastery before and after treatment. The test instrument validated through expert judgment by using validation sheet. After tests validated, tests examined to the population in this study. The results of the study showed that the scores of students’ vocabulary mastery in the whole class before treatment were 38.3 in cycle 1 and 42.965 in cycle 2. Meanwhile the average of students’ score after treatment was 79.63 in cycle 1 and 80.63 in cycle 2. From the data, it can be concluded that there were effects or improvement of storytelling strategy and hand puppet media on vocabulary mastery in grade VI of SDN Keras I Diwek Jombang in the academic year of 2018/2019]]>
