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English Didactic
Published by Universitas La Tansa Mashiro
ISSN : 27164349     EISSN : 27164349     DOI : http://dx.doi.org/10.55171
Core Subject : Education,
Languange, Linguistic, Communication & Media
English Didactic is a journal that publishes original research ideas in the field of English Language Teaching. This journal is published biannually by STKIP La Tansa Mashiro, Rangkasbitung every June and December. The scope of the journal consists of - English Language Teaching, - Critical Discourse Analysis in Language Education, - Literature for ELT, - Teaching English to Young Learners. - All articles sent to this journal must have never been published or sent to other journals.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 5 Documents
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Search results for , issue "Vol 1, No 1 (2019)" : 5 Documents clear
IMPROVING STUDENTS’ UNDERSTANDING OF IMPERATIVE SENTENCES BY USING TOTAL PHYSICAL RESPONSE METHOD Ius Yusniah
English Didactic Vol 1, No 1 (2019)
Publisher : La Tansa Mashiro

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Abstract

This research is aimed at knowing whether students’ understanding of imperative sentence can be improved by using Total Physical Response (TPR) method . This research uses Classroom Action Research (CAR). The Classroom Action Research design that is used in this research is Kurt Lewin’s Design; it consists of two cycles. Every cycle consists of four phases those are: planning, acting, observing, and reflecting. The subject of this research is the students of VII-D class of SMPN 1 Cimarga academic year 2010/2011. In collecting the data, this research uses observation, interview and test. The findings of the study are: first, related to the test result, using TPR method help students in understanding the imperative sentence and the students were able in answering the question about imperative sentence. It was proved by the pretest and the posttest in cycle 1 and cycle2 . Second, related to the observation result showed that the students were more active and interested in learning grammar especially imperative sentence in the classroom. Third, related to the interview result, it could be known that with using Total Physical Response method, the students’ understanding on imperative sentence has improved and also helped the teacher to find the appropriate strategy in teaching imperative sentece.
THE EFFECT OF LEARNING MEDIA AND INTEREST IN LEARNING ON ENGLISH LEARNING OUTCOMES Reni Apriani
English Didactic Vol 1, No 1 (2019)
Publisher : La Tansa Mashiro

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Abstract

This study aims to determine the Effect of Learning Media Influence and Interest in Learning Outcomes of English in Public Junior High School Students in Lebak Banten. Furthermore, to find out the effect of learning media interaction and learning interest on learning outcomes  using the quantitative experiment method. This study using population of 583 students and  sample of 70 students. The research hypotheses tested include: 1) There is a significant effect of learning media on learning outcomes. 2) There is a significant effect of interest in learning on learning outcomes. 3) There is a significant interactive influence on learning media and interest in learning about learning outcomes. Then from the results of the hypothesis test, it was found that 1) There is a significant effect of learning media on the learning outcomes of English students of Lebak region at Junior High School. This is evidenced by the acquisition of the Sig. = 0,000 0,05 and F count = 16,334. 2) There is a significant effect of interest in learning on the learning outcomes of English students in Lebak region at Junior High School. This is evidenced by the acquisition of Sig. = 0,000 0,05 and F count = 15,127. 3) There is a significant interaction effect of learning media and learning interest in the learning outcomes of English students of Lebak region Junior High School. This is evidenced by the acquisition of Sig. = 0,000 0,05 and F count = 13,833.
The Development of Junior High School English Materials from Contextual Teaching and Learning Perspective: Participatory Research and Development Hikmah Pravitasari
English Didactic Vol 1, No 1 (2019)
Publisher : La Tansa Mashiro

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Abstract

The objectives of this study were: (1) to investigate the quality of the existing course book used in Islamic Junior High School, and (2) the development of Contextual Writing Book. This research was conducted at SMP Muhammadiyah Boarding School Prambanan. This research was categorized into Research and Development (R D). It was conducted in two steps, including exploration and development. The exploration step consisted of literature review, field study, need analysis, and product planning while the development step comprised prototype development, field testing, and final product. Data reduction, data display, and conclusion proposed in Miles and Huberman’s model was used to analyze the data. After conducting needs analysis through interview, questionnaire, observation, and document analysis, the researcher concluded that there was a need of supplementary English material to fulfil the students’ needs toward the material at Junior High School. The existing course book did not provide sufficient writing assignment and focused on speaking assignment only, instead of four English skills that were required. In development stage, the researcher designed a prototype of Contextual Writing Book referring to Contextual Teaching and Learning (CTL) approach. Then, it was validated and reviewed by five experts. To get the feasible product, the prototype was implemented three times in the classroom. The final try out, class observation, questionnaire, and Focus Group Discussion (FGD) approved the draft’s feasibility and appropriateness as supplementary material to teach students of Junior High School.
IMPLEMENTING QUESTION-ANSWER RELATIONSHIPS (QAR) STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION SKILL (A Classroom Action Research at the Eleventh Grade Students of SMA Negeri 1 Rangkasbitung in 2012/2013 Academic Year) Fuad Abdul Baqi
English Didactic Vol 1, No 1 (2019)
Publisher : La Tansa Mashiro

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Abstract

Purpose–This action research was conducted to highlight how far the improvement of students’ reading comprehension skill after being treated by implementing QAR strategy and to find out the advantages when QAR is implemented in teaching reading comprehension.Design/Methodology/Approach– The research was organized at SMA Negeri 1 Rangkasbitung, Lebak - Banten. The subject of the research was the eleventh grade students, class IPS3. The design of it was an action research by covering three cycles, and every cycle consists of five meetings. Planning, acting, observing, and reflecting were implemented in every cycle to get a clear data. The research applied two sorts of data collecting: qualitative and quantitative data. Observation, recording, and interview were conducted to obtain qualitative data, while the quantitative data was gained through test.Findings–The research finding reflected that implementing Question-Answer Relationship (QAR) Strategy can help students in comprehending the text while answering the questions. The students were able to categorize the questions as well to avoid spending too much time while finding the answer. The implementation of QAR Strategy in teaching-learning process was getting better cycle to cycle, the students were energetic, active, enthusiastic, and felt much more confident to take a part in reading learning activity eventually. It showed that teacher’s teaching strategy had positive impact to students’ reading comprehension, and could arouse students’ motivation and participation as well to learn which greatly influenced their reading comprehension skill.  Practical Implication– It is helpful for teacher as a framework for directing questioning activities and comprehension instruction in pre-, while-, and post-reading. Implementing QAR in reading comprehension can ensure that it does not only focus on lower-level skills and question but in high level as well and it can motivate students to think critically and creatively.  Considering QAR is helpful and beneficial for both teacher and students, the institution may implement QAR for any grades and school subjects in order to make students familiar with higher-level question. Therefore, it will be no longer difficult to comprehend the text for students who have been treated by implementing QAR.
AN ANALYSIS OF STUDENT’S ERROR IN WRITING DESCRIPTIVE TEXT Rika Rahmawati Suryana
English Didactic Vol 1, No 1 (2019)
Publisher : La Tansa Mashiro

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Abstract

The paper aims to find out the most typical errors and sources of  error  on  students’  descriptive  writing  of  the  tenth  grade  of  SMAN 3 Rangkasbitung. This study was conducted in the SMAN 3 Rangkasbitung, the 1st semester of the school year 2014-2015. The population of the research was 30 students from one class of the tenth grade of SMAN 3 Rangkasbitung and the sample was taken 30 students. The writer uses a descriptive qualitative approach and error analysis based on the aspect. As the result, the researcher found that the students made 78 errors in their descriptive writings. The errors occurred in all types of errors investigated. There are verb tense, omit a word, spelling, add a word, capitalization, word choice, word order, singular – plural, word form, article. The sources of error was also mostly due to interlanguage transfer. Therefore, the teachers should be more focus on teaching of verb tense then must give remedial teaching after identifying students’ error in writing also the teachers can teach students to more practices on writing.

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