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<![CDATA[Exploring Classroom Management for Limited Face-to-Face Learning in the Midst of the Covid-19 Pandemic: Narrative Study ]]>
<![CDATA[yudha aprizani]]>
<![CDATA[ Intensive Journal Vol 5, No 2 (2022): October ]]>
Publisher : <![CDATA[Universitas Islam Kalimantan Muhammad Arsyad Al Banjari ]]>
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DOI: 10.31602/intensive.v5i2.7929
<![CDATA[This study constructed on the experiences and obstacles of senior school teachers in limited face-to-face learning during the covid-19 pandemic. This study also created a narrative inquiry design to explore more deeply the stories of senior school teachers' experiences and obstacles in this limited face-to-face learning. Data collection is done through more in-depth interviews with face-to-face. This data were analyzed by using a three-dimensional framework, namely, temporality, sociality, and place. The result of finding showed that the teachers undergo various learning approach in classroom activities during limited face to face learning. The learning approach used by the teachers seemed to concern about Flipped Classroom. In this study, it gave experience for the other teachers to undergo their live experience especially for classroom activities. ]]>
<![CDATA[THE INFLUENCE OF FIELD INDEPENDENCE-DEPENDENCE IN SECOND LANGUAGE ACQUISITION ]]>
<![CDATA[Rima Cahaya Febrina]]>;
<![CDATA[nasrullah - -]]>;
<![CDATA[Elsa Rosalina]]>;
<![CDATA[Inayati Fitriyah Asrimawati]]>
<![CDATA[ Intensive Journal Vol 5, No 2 (2022): October ]]>
Publisher : <![CDATA[Universitas Islam Kalimantan Muhammad Arsyad Al Banjari ]]>
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DOI: 10.31602/intensive.v5i2.7930
<![CDATA[One of indicators that marked individual differences in Second Language Acquisition is learning style. Individuals have been cognitively described as field independent and field dependent, according to whether they approach things in details or holistically. However, there is not enough study that discusses the relationship between field independence-dependence and success in language learning. This study aims to explore the influence of field independence-dependence on second language learning success. The method used in this study is a literature review. The data are collected from previous journal articles using thematic analysis. The expected findings of this study are there may be a cognitive style bias operating in relation with second language learning success. Hopefully this study contributes as additional knowledge of that particular topic in the field of Second Language Acquisition]]>
<![CDATA[AN ANALYSIS OF STUDENTS’ NEEDS AND PREFERENCES TO DEVELOP ENGLISH TEXTBOOK FOR THE SEVENTH GRADERS ]]>
<![CDATA[Rino Thesaloga]]>
<![CDATA[ Intensive Journal Vol 6, No 1 (2023): April ]]>
Publisher : <![CDATA[Universitas Islam Kalimantan Muhammad Arsyad Al Banjari ]]>
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DOI: 10.31602/intensive.v6i1.10037
<![CDATA[This paper is compiled to address the students’ needs regarding topics and material preferences in learning English also their present difficulties. The incompatibility of the current textbook is indicated by the students’ scores on multiple academic assessments. One of the main factors is that most students did not learn English in Elementary School; hence they only know a few isolated English words. As a result, they struggle to comprehend the full English content. This descriptive-quantitative research extracted the students’ bilingual status, opinions, purposes, and topic preferences from 55 students to develop a more compatible English textbook. As a result, the questionnaire and the interview show that the students want elementary-level material, accessible pronunciation examples, involvement of Bahasa Indonesia, and topics based on local content.]]>
<![CDATA[TRANSLATION TECHNIQUES OF CULTURAL WORDS APPLIED IN THE NOVEL THE HUNGER GAMES ]]>
<![CDATA[Yasminda Dilisayana]]>;
<![CDATA[Fatchul Mu'in]]>;
<![CDATA[Nasrullah Nasrullah]]>
<![CDATA[ Intensive Journal Vol 6, No 1 (2023): April ]]>
Publisher : <![CDATA[Universitas Islam Kalimantan Muhammad Arsyad Al Banjari ]]>
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DOI: 10.31602/intensive.v6i1.10251
<![CDATA[To translate a book into other languages requires sufficient knowledge. It cannot just randomly be translated, because readers may have difficulty understanding the content. It is important to know and understand the techniques of translation before translating to avoid making mistakes. Before translating a book, translator should know and understand some translation techniques. The researcher conducted this study to find translation techniques which were applied by the translator in translating cultural words in the novel The Hunger Games by Suzanne Collins. This research used descriptive qualitative research. The source of the data is The Hunger Games novel written by Suzanne Collins and its Indonesian version that is translated by Hetih Rusli. The research instrument in this study is the researcher herself with the help of table list. The researcher considered to focus on cultural words in the novel as a necessary data and analyzed the translation techniques based on the theory by Molina and Albir. The result of this research showed that there are twelve translation techniques which were applied by the translator in translating 84 cultural words found in the novel. There are 29 calque, 19 Borrowing, 13 Amplification, 6 Linguistic compression, 2 Description, 5 Discursive creation, 3 Linguistic amplification , 2 Literal translation, 2 Particularization, 1 Established equivalent, 1 Generalization, and 1 Reduction. The researcher offers that the reason why the translator mostly used calque technique is because most of the cultural words in The Hunger Games novel have the equivalent in Indonesian.]]>
<![CDATA[THE EFFECTIVENESS OF TONGUE TWISTERS STARTEGY TOWARD STUDENTS' SPEAKING ABILITY ]]>
<![CDATA[Intan Yayang Shafika]]>
<![CDATA[ Intensive Journal Vol 6, No 1 (2023): April ]]>
Publisher : <![CDATA[Universitas Islam Kalimantan Muhammad Arsyad Al Banjari ]]>
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DOI: 10.31602/intensive.v6i1.10769
<![CDATA[The aim of this study is to identify the problems of students at MA Muhammadiyah Purbolinggo, especially for speaking,. The subjects were 40 students at 11th grade of MA Muhammadiyah Purbolinggo. This research employed quasi- experimentnal research design. There were two varibales: independent variable is Tongue Twister Strategy and the depent variable is Speaking Ability. The pre-test result of mean score of control group which was lower than experimental group (46.20 > 39.60). In post-test. the mean score of control group was found to be also lower than experimental group (72.20 > 58.40). From the data, the researcher concluded that there was an effectiveness in using tongue twister to improve students’ speaking ability at MA Muhammadiyah Purbolinggo. that the significance level 0,05, tobserved (7.627) is higher than ttable (2,024). Therefore, the Alternative Hypothesis or Ha is accepted which means there is significant effect of Tongue Twister on speaking skill of students, and it can be concluded that the research question has been answered.]]>
<![CDATA[INCREASING STUDENTS’ VOCABULARY USING JUMBLED SENTENCES: ACTION STUDY RESEARCH ]]>
<![CDATA[Melisa Octaviana]]>;
<![CDATA[Hafizhatu Nadia]]>;
<![CDATA[Tenny Murtiningsih]]>
<![CDATA[ Intensive Journal Vol 6, No 1 (2023): April ]]>
Publisher : <![CDATA[Universitas Islam Kalimantan Muhammad Arsyad Al Banjari ]]>
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DOI: 10.31602/intensive.v6i1.9606
<![CDATA[This study aims to increase students' English vocabulary by using Jumbled Sentences in a small classroom. The subjects of this study were composed of seven students. This study used Classroom Action Research (CAR) as the method and was conducted by collaboration between teacher and researcher. The data were gathered through observation, interviews, field notes, and tests. The result of the study showed there was an improvement in student abilities. Student scores have increased significantly. In the first cycle post-test, only one out of seven students got good grades, with the Kriteria Ketuntasan Minimum (KKM) of English lessons being (75). Meanwhile, the student's scores in the second cycle post-test showed that seven of seven students scored above 75. In addition, there was a positive response from the English teacher and students about this study. In conclusion, jumbled sentences could increase students' abilities, especially in their vocabulary]]>
<![CDATA[THE EFFECT OF THREE STEP INTERVIEW TECHNIQUE TO IMPROVE STUDENTS’ SPEAKING ABILITY ]]>
<![CDATA[Syaifudin Latif Darmawan]]>;
<![CDATA[Aulia Hanifah Qomar]]>;
<![CDATA[Nandita Rosalina]]>
<![CDATA[ Intensive Journal Vol 6, No 1 (2023): April ]]>
Publisher : <![CDATA[Universitas Islam Kalimantan Muhammad Arsyad Al Banjari ]]>
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DOI: 10.31602/intensive.v6i1.10751
<![CDATA[Speaking is considered as an important skill to be accomplished by students. Speaking is related to the pronunciation of words that aim to convey what is to be conveyed both of feelings or ideas. However, there were some problems that make human could not express their ideas. They are such as difficult to pronounce the words, low vocabulary, and misunderstanding. The main purpose of this research is to know whether Three-Step Interview Technique effective towards students’ Speaking Ability at eleventh grade of MA Darul A’mal Metro. The population of the research was the students on the eleventh grade in MA Darul A’mal Metro. The sampling technique was random sampling technique. The researcherschose social and science class as the sampling. Based on the result of data analysis, the mean score of post-test in experimental class was13.26 and the mean score of post-test in control class was 12.00. It showed that the students’ post- test score in experimental class was higher than students’ post-test score in control class. The result can be seen from sig. (2-tailed) of the equal variance assumed in the independent sample test table which the sig. (2-tailed) is 0.043. It is lower than α = 0.05 and it means that Ho is rejected and Ha is accepted. It showed that there was significant influence of using three-step interview towards students’ speaking ability at the first semester of the eleventh grade of MA Darul A’mal. Speaking is considered as an important skill to be accomplished by students. Speaking is related to the pronunciation of words that aim to convey what is to be conveyed both of feelings or ideas. However, there were some problems that make human could not express their ideas. They are such as difficult to pronounce the words, low vocabulary, and misunderstanding. The main purpose of this research is to know whether Three-Step Interview Technique effective towards students’ Speaking Ability at eleventh grade of MA Darul A’mal Metro. The population of the research was the students on the eleventh grade in MA Darul A’mal Metro. The sampling technique was random sampling technique. The researcherschose social and science class as the sampling. Based on the result of data analysis, the mean score of post-test in experimental class was13.26 and the mean score of post-test in control class was 12.00. It showed that the students’ post- test score in experimental class was higher than students’ post-test score in control class. The result can be seen from sig. (2-tailed) of the equal variance assumed in the independent sample test table which the sig. (2-tailed) is 0.043. It is lower than α = 0.05 and it means that Ho is rejected and Ha is accepted. It showed that there was significant influence of using three-step interview towards students’ speaking ability at the first semester of the eleventh grade of MA Darul A’mal.]]>
<![CDATA[IMPROVING THE STUDENTS’ VOCABULARY MASTERY BY USING WORD SQUARE MEDIA COMPARATIVE STUDY OF USING KWL AND QAR STRATEGIES ON STUDENTS’ READING COMPREHENSION ]]>
<![CDATA[Sri - Lestari]]>
<![CDATA[ Intensive Journal Vol 6, No 2 (2023): Volume 6 Issue 2 October 2023 ]]>
Publisher : <![CDATA[Universitas Islam Kalimantan Muhammad Arsyad Al Banjari ]]>
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DOI: 10.31602/intensive.v6i2.12696
<![CDATA[Reading is a complex activity. Through reading activities, readers have responses like rejection, acceptance, and criticism of what they have read. Therefore, appropriate strategies are needed in reading learning activities for students to facilitate reading comprehension. This study aims to determine significant differences in using KWL and QAR strategies on students' reading comprehension abilities.This study used an experimental method with a post-test-only design. The population in this study were students of class VIII SMPN 5 Banjarmasin. The sampling technique used in this study was using a saturated sampling technique for as many as 261 students. The instrument used was multiple choice questions in the form of a post-test. The data analysis technique in this study was the t-test at a significance level of 5%.The results showed that the student's reading comprehension who were taught by using the KWL strategy was 52.09 lower than those of the students taught by using the QAR strategy of 57.09 with a tcount of 2.251 and a p of 0.025 (p < 0.05 ). The difference in the post-test mean of reading comprehension skills in the KWL strategy group and the QAR strategy group was 5.00. This shows that there is a significant difference in the use of KWL and QAR strategies on the reading comprehension skills of eight grade students at SMPN 5 Banjarmasin.]]>
<![CDATA[A CONTENT ANALYSIS OF THE READING COMPREHENSION QUESTIONS IN THE TEXTBOOK ENDORSED BY THE GOVERNMENT ]]>
<![CDATA[Aulia Azmi]]>;
<![CDATA[Noor Aisyah]]>
<![CDATA[ Intensive Journal Vol 6, No 2 (2023): Volume 6 Issue 2 October 2023 ]]>
Publisher : <![CDATA[Universitas Islam Kalimantan Muhammad Arsyad Al Banjari ]]>
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DOI: 10.31602/intensive.v6i2.8350
<![CDATA[ Material is a component of teaching to create a successful teaching and learning process. The purpose of this study is to describe the content of reading material in “Bahasa Inggris” textbook which endorsed by the government, especially the cognitive levels of the questions that follow the reading texts. This study used the qualitative research design. Meanwhile, the qualitative data of the research were cognitive level of questions that followed the reading texts. The researcher also used content analysis which was as one of the techniques used in qualitative research to collect and analyze the data of the textbook. Moreover, the instruments for analyzing cognitive level of questions that followed the reading texts were a checklist proposed by Igbaria (2013) and a guide for deciding the level of the questions based on the cognitive domain of Bloom’s taxonomy. The result showed that cognitive levels of questions that followed the reading texts found that 125 questions (89.9%) which were categorized as lower order thinking skills. Meanwhile, there were 14 (10.07%) questions which were categorized as higher order thinking skills. Thus, the questions which were categorized as Lower-order Thinking Skills (LOTS) were more dominant in the textbook. ]]>
<![CDATA[THE EFFECTIVENESS OF WEB-BASED LEARNING ON THE STUDENTS’ MOTIVATION AND ABILITY IN WRITING NARRATIVE TEXT ]]>
<![CDATA[Nur Rahmadani]]>;
<![CDATA[Nurhaeni Nurhaeni]]>
<![CDATA[ Intensive Journal Vol 6, No 2 (2023): Volume 6 Issue 2 October 2023 ]]>
Publisher : <![CDATA[Universitas Islam Kalimantan Muhammad Arsyad Al Banjari ]]>
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DOI: 10.31602/intensive.v6i2.8617
<![CDATA[In English, there are four skills which must be mastered, they are listening, speaking, reading, and writing. One of the language skills is writing that important for learners to practice their capability and their understanding, how to send ideas, and how to arrange words well. The objectives of this study were students’ motivation and ability to write narrative text who are taught through web-based learning, the writing motivation and ability of students who are not taught through web-based learning and to find out whether or not there is a significant effect of web-based learning to the students' motivation and ability to write narrative text for tenth-grade students of senior high school. The research was conducted at Muhammadiyah Boarding School in Prambanan Yogyakarta. This study used experimental research with nonrandomized-groups pre-test post-test control group design as the research design. The data were collected by using tests and questionnaires in the form of pre-test and post-test. The result of inferential analysis, showed by the result of the t-test, was found that the value of the ttable (2.001) was lower than the tobtained (3.532). Thus, H0 is rejected and H1 is accepted. It means that web-based learning had a significant effect on improving students’ writing motivation and ability.]]>
