BRIGHT
BRIGHT is a journal of English Language Teaching, Linguistics and Literature. It is published twice a year in the months of January and July. it presents articles on analysis studies, application of theories, research reports, materials development and reviews in the area of English language teaching, linguistics and literature
Articles
122 Documents
<![CDATA[The Strategy of Teaching Writing in PTMT and BDR at SMAN 3 Kediri ]]>
<![CDATA[Ike Mia Nopita Sari]]>
<![CDATA[ BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 6, No 1 (2023) ]]>
Publisher : <![CDATA[STKIP PGRI Tulungagung ]]>
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DOI: 10.29100/bright.v6i1.3866
<![CDATA[The implementation of education during the new normal period of COVID-19 have regulated through the government regulation SKB-4. Government regulations encourage writing teaching strategies using PTMT and learning methods from home. This study uses qualitative research methods, this research have conducted based on the phenomenon of online and offline learning. Data collected through observations and interviews. Observations and interviews have shown that the teacher's role in face-to-face learning and learning from home is as a reviewer of learning materials, counselor regarding materials and obstacles faced by students, controller of learning and learning, and motivator. There are classroom management, chair arrangements, teacher body language, and the use of Google Classroom as a form of strategy in teaching writing. The combination of the pandemic RPP and K13 RPP as a guide in teaching. The learning model used has called the PTMT learning model and learning from home, which, combines several hybrid-learning models, blended learning and flipped learning. Teaching writing uses instant writing and contextual writing.]]>
<![CDATA[An Analysis of Teachers’ Strategies in Using Media to Teach English at EFL Class ]]>
<![CDATA[Nur Husnil Khatimah]]>;
<![CDATA[Sukmawati Yasim]]>;
<![CDATA[Indiana Indiana]]>
<![CDATA[ BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 6, No 1 (2023) ]]>
Publisher : <![CDATA[STKIP PGRI Tulungagung ]]>
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DOI: 10.29100/bright.v6i1.3838
<![CDATA[The objectives of this study were to investigated (1) media that used by the English teachers in teaching English at SMPN 3 Tinambung, (2) strategies that teachers used the media in teaching English. This study used qualitative research method. The subjects of this study were two English teachers at SMPN 3 Tinambung. The data were collected through observation and interview. The observation was done by using field notes observation and interview was done by using interview guideline. The results of this study showed that teachers were used media in the teaching learning process. Teachers were used visual media such as English book, whiteboard, worksheet, key answer test and multimedia such as mobile phone. The teachers’ strategies in selected the media were selected and determined the media that was used to teach English, based on the RPP and pay attention to the purpose of the study, the effectiveness of the media, materials have been thaught, the availability of the media, and also students’ characteristics. Teachers’ strategies to used those media were the teachers prepared the media before using them, pay attention of the activities in using the media and follow-up activities after using the media. The way the teachers used the media to teach English were the teachers explained the materials by using English book and by writing materials, vocabulary or to draw picture with using whiteboard. Teachers also used key answer test when they work the tasks together with students and then if the teachers looking for additional materials on the internet, teacher was used mobile phone to access the internet. As an suplementary tasks, the teachers gave the students worksheet to do after teaching learning process.]]>
<![CDATA[Improving English for Banking Using Currency Converter Plus Application on the Fifth Semester Students' at Universitas Bhinneka PGRI ]]>
<![CDATA[Ika Rakhmawati]]>
<![CDATA[ BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 6, No 1 (2023) ]]>
Publisher : <![CDATA[STKIP PGRI Tulungagung ]]>
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DOI: 10.29100/bright.v6i1.3859
<![CDATA[The material available at the university must adapt to the needs of the job market. From the case English for banking became one of the courses in the English study program at Bhinneka PGRI University. This course is held so that students know about banking which includes currency exchange rates in various countries, how to serve customers, words that are often used in banks, etc. the students experience difficulties in this study, especially in determining foreign currency exchange rates. The design of this research is a classroom action research with cycle model since this research is planned to improve the students’ English for Banking Material at the fifth semester of Universitas Bhinneka PGRI using Currency Converter Plus Application. Action research is a form of collective self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own social or educational practices, as well as their understanding of those practices and the situations in which the practices are carried out (Carr and Kemmis 1988: 5-6 in Smith, 2007). According to the result of Test Cycle I done in cycle I, it was found that the students who could reach the passing grade were 15 students (83%) and 3 students (17%) were failed. The criteria of success which had been determined was 80% of the students pass the passing grade and the standard value was 80. So, the action in cycle 1 was successful. The suggestion for the students by using Currency Converter Plus Application, the students can know much English For Banking Material and it makes students more active in teaching and learning process, for English lecturer should use Currency Converter Plus Application as alternative way in teaching English For Banking Material and for future researcher as the reference to make a further research.]]>
<![CDATA[Utilizing Google Classroom to Promote Students’ English Language Skills: A systematic Review ]]>
<![CDATA[Suci Ramadhani]]>;
<![CDATA[Sulistiyani Sulistiyani]]>;
<![CDATA[Khoiriyah Khoiriyah]]>
<![CDATA[ BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 6, No 1 (2023) ]]>
Publisher : <![CDATA[STKIP PGRI Tulungagung ]]>
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DOI: 10.29100/bright.v6i1.3863
<![CDATA[This research is based on the analysis results of observations and experiences of the researcher, in which in 21st century learning both teachers and students must have good technology skills. This can be implemented through learning using a platform that can support students in improving their English skills. The aims of this research are to answer (1) How is the implementation of Google Classroom to teach English? (2) How could Google Classroom promote students' English language skills? This study uses a qualitative approach with a systematic review method. Ten out of twenty research articles were selected using an internet search based on inclusion-exclusion criteria. To analyze the data, this research used thematic analysis as a technique of analyzing data. The result showed that (1) Google Classroom helped students with various features that can facilitate students in the English learning process. (2) The success of Google Classroom can be seen from the improvement of students' English skills. Further, Google Classroom was useful, easy to use, and enjoyable tool for students to improve their English skills. Thus, Google Classroom platform significantly helps improve the students’ quality of English learning.]]>
<![CDATA[IMPROVING VOCABULARY MASTERY USING VOCABULARY BUILDER APPLICATION ON THE SECOND SEMESTER STUDENTS' AT UNIVERSITAS BHINNEKA PGRI ]]>
<![CDATA[Ika Rakhmawati]]>
<![CDATA[ BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 6, No 2 (2023) ]]>
Publisher : <![CDATA[STKIP PGRI Tulungagung ]]>
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DOI: 10.29100/bright.v6i2.4560
<![CDATA[We know that learning vocabulary is not easy. It needs long time to master vocabulary. Reality shows that if word is provided in the context, learning more concrete and fast because student has an understanding of whole. Phillips (in Kasihani 1995:74) “Both vocabulary and grammar need to be taught in context and the children should always be given plenty of opportunities to use the language that they have learned in class”. So, students will understand more easily in learning vocabulary if the context is associated with a child's world, so they can easilyput into practice or to communicate. So, many students have to master the vocabulary skills to improve their skills in English.The design of this research is a classroom action research with cycle model since this research is planned to improve the students’ Vocabulary mastery at the second semester of Universitas Bhinneka PGRI using Vocabulary Builder Application. Action research is a form of collective self-reflective enquiry undertaken by participants in social situations in order to improve the rationality and justice of their own social or educational practices, as well as their understanding of those practices and the situations in which the practices are carried out (Carr and Kemmis 1988: 5-6 in Smith, 2007). According to the result of Test Cycle I was done in cycle I, it was found that the students who could reach the passing grade were 17 students (81%) and 4 students (19%) were failed. The criteria of success which had been determined was 80% of the students and the standard value was 85. So, the action in cycle 1 was successful. The suggestion for the students by using Vocabulary Builder Application, the students can know much idiom, vocabulary mastey and it makes students more active in teaching and learning process, for English lecturer should use vocabulary builder Application as alternative way in teaching English and for future researcher as the reference to make a further research]]>
<![CDATA[OUTLINING TECHNIQUE ON STUDENTS’ ABILITY TO WRITE RECOUNT TEXT ]]>
<![CDATA[Siti Rochimah]]>
<![CDATA[ BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 6, No 2 (2023) ]]>
Publisher : <![CDATA[STKIP PGRI Tulungagung ]]>
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DOI: 10.29100/bright.v6i2.4562
<![CDATA[This research aims at finding out the effectiveness of outlining technique toward students’ ability to write recount text. The research design of this study is quasi-experiment. The subject of this research is the tenth-grade students of SMKN 2 Boyolangu. The researcher takes two classes, namely experimental group and control group. The number of students from the experimental group is 36 students and control group is 36 students. Then, the total of students is 72 students. The results of the research showed that: the tenth-grade students before using outlining technique shows that the mean score is 22.17 and after being treated by using outlining technique the mean score is 62.58. There is a significant difference between the students before being taught by using SMKN 2 Boyolangu and after being taught by using outlining technique. Then, the result of statistical computation Independent Sample Mann Whitney U Test by using SPSS shows that outlining technique method is effective. The significant value of the data is 0.000. It means that 0.000 lower than 0.05. Therefore, the null hypothesis is rejected. It can be concluded that outlining technique is effective to be implemented to the students at tenth grade of SMKN 2 Boyolangu. Because, those who are taught using outlining technique shows better writing skill than those who are not taught using outlining technique. From the research findings, there are some suggestions recommended by the researcher. For teachers, the teachers get new technique especially in teaching writing. The future researchers can get additional information about outlining technique.]]>
<![CDATA[EXPLORING VOCATIONAL HIGH SCHOOL STUDENTS’ PROBLEM IN SPEAKING SKILL ]]>
<![CDATA[Ria Fitriana]]>
<![CDATA[ BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 6, No 2 (2023) ]]>
Publisher : <![CDATA[STKIP PGRI Tulungagung ]]>
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DOI: 10.29100/bright.v6i2.4561
<![CDATA[This study was qualitative research and the participants were the tenth grade students of AP-1 at SMKN 01 Rejotangan. The objective of this study was to analyzed students’ speaking problem and the factor that affects the problem, especially for vocational students. This research used questionnaire, observation, and interview as the instruments. The result of those instruments showed that the common problem that faced by the students in speaking skill come from language aspect with mean percentage 82% from vocabulary mastery that caused the students do not have idea to speak in English. While the factors that affect the problem are nervousness and pronunciation.]]>
<![CDATA[Strategies Deployed by Educators for Vocabulary Enrichment ]]>
<![CDATA[Moh. Choirul Huda]]>
<![CDATA[ BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 6, No 2 (2023) ]]>
Publisher : <![CDATA[STKIP PGRI Tulungagung ]]>
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DOI: 10.29100/bright.v6i2.4559
<![CDATA[The teaching and learning of English in non-English speaking countries always sparks public discussions. Having a sufficient vocabulary is crucial for effectively using a foreign language; without a broad range of words, it becomes difficult to employ the language structures and functions learned for meaningful communication. As a result, teachers need to be creative in applying vocabulary teaching strategies during the process of teaching and learning English as a foreign language (EFL). With this background in mind, the writer conducted research to investigate the strategies employed by English teachers at SDI Zumrotus Salamah Tulungagung. This particular school encourages active use of English in day-to-day activities. The research followed a qualitative design, involving 3 teachers from SDI Zumrotus Salamah as participants. Purposive sampling was used to focus on individuals and features most relevant to the study's objectives. Data collection methods included observation and interviews. The findings revealed that the teachers effectively utilized strategies such as the Determination Strategy, Social Strategy, Memory Strategy, Cognitive Strategy, and Metacognitive Strategy to cater to the learners' vocabulary needs. The study's results are expected to provide valuable insights for teachers, educators, and future researchers on the subject of teaching English vocabulary.]]>
<![CDATA[Utilizing Comic Strips for Learning Adjective ]]>
<![CDATA[Dina Kartikawati]]>
<![CDATA[ BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 7, No 1 (2024) ]]>
Publisher : <![CDATA[STKIP PGRI Tulungagung ]]>
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DOI: 10.29100/bright.v7i1.5320
<![CDATA[English as one of international language is really important in current life. That is the reason why English given to students. Not only high school students but also it is given to elementary students. First year of high school students are deemed necessary to master of class of words or part of speech to know the meaning and the function of words in English structure. One word can be categorized in more than one different function. For example “book” it can be categorized as noun which means “buku” and verb wich mean “memesan”. Ing English, a noun can be converted into adjective by adding affixes. Students consider that it is difficult to convert them. They need to memorize the words. In this study, the writer wants to describe the comic strips used in learning process in classroom. The writer wants to describe how teacher use comic strips as a media to teach adjective in classroom. The population of this study is the first grade students of one of Junior High School in Tulungagung. By utilizing the comic strips, students seemed more interested and more enthusiastic in learning.]]>
<![CDATA[Exploring Past Tense Usage in EFL Hospitality Students’ Narrative Essays ]]>
<![CDATA[Stefanus Angga B. Prima]]>;
<![CDATA[Dang Arif Hartono]]>;
<![CDATA[Douwes Lasmana]]>
<![CDATA[ BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 7, No 1 (2024) ]]>
Publisher : <![CDATA[STKIP PGRI Tulungagung ]]>
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DOI: 10.29100/bright.v7i1.5324
<![CDATA[This study attempts to analyze the differences of morphological features used by hospitality students in indicating tenses while writing narrative essays. Four participants of different CEFR levels enrolled in a private university in Jakarta were asked to write short essays of a story how they ended up choosing hospitality major. The method utilized discourse hypothesis, in which the morphological features indicating past, non-past, and no verb were categorized and counted. The results show that the most advanced students produce the most variety of tenses, while the lowest produce the least variety of tenses. The results indicate further interesting discussion on how interlanguage paradigm may take more important role in pedagogical approach of EFL classes for vocational students.]]>
