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Language-Edu
Published by Universitas Islam Malang
ISSN : 23027819     EISSN : -     DOI : 10.33474
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Language-Edu: Journal of English Teaching and Learning. It welcomes submission of articles in the area of English language teaching and learning. The articles can be Empirical Studies, Literature Review, Theoretical Articles, Methodological Articles, Case Studies, and other types of article including brief reports, comments and replies on previously published articles, book reviews, and monographs.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 9 Documents
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Search results for , issue "Vol 8, No 1 (2019): Language-Edu" : 9 Documents clear
The Development of English Literature for Tenth Grade Students Ahmad Syaufan Muttaqi
Language-Edu Vol 8, No 1 (2019): Language-Edu
Publisher : Graduate Program, University of Islam Malang

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Abstract

AbstractThis research is conducted to answer the lack of teaching materials on the textbooks for both the teachers and students use; the book has tittle ‘’Language and English Literature for the 10th grade’’ and it used in MAN 1 Nganjuk. The development here focused on developing English literature material. The English literature material explained on the product was about the kind of literary work. The product designed here was the English literature for the basic level. The product presented the introduction and explanation of the literary work for the basic level. This product gave the additional material to help the teacher and students in the learning and teaching process, especially in English literature subject. In the previous textbook, the English literature material only contains about Song lyric and Proverb. According to the teachers, it is not able to accomplish the learning of English literature purpose. In this research, the researcher did the needs analysis to identify the problems, then proceed with the product's development; begin with deciding the title for each unit and the material, and also give some pictures and exercises.  The validation is done and obtains some feedback for some revision before the tryout to the small group of the students. This product was better than the previous, it was because sometimes the book does not give a clear example and even without the explanation, which can be the problem for students. So, then this book focused on how the student can understand the material presented, so the aim of learning English literature can be achieved by the students. Key Words: English Literature material, Tenth-grade students
The Effectiveness of Focus on Forms and Focus on Form Instruction on Productive Vocabulary Knowledge Welda Yusriana
Language-Edu Vol 8, No 1 (2019): Language-Edu
Publisher : Graduate Program, University of Islam Malang

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Abstract

AbstractThe aim of the study was to investigate the effectiveness of Focus on Forms (FonFs) and Focus on Form (FonF) instruction on productive vocabulary knowledge. Being designed in quasi-experimental, 65 students in the classes of first grade of junior high school were divided into two different groups receiving different instruction. FonFs group as Experimental group receiving instruction through present-practice-produce (PPP) task, while Control (FonF) group receiving instruction through Dictogloss task. These two group were proved on different level of productive vocabulary knowledge before treatment by the score of productive vocabulary level test, the scores than became pretest score. After the treatment, a set of test was given to get the posttest score. To achieve the purpose of this study, the scores of the productive vocabulary test then analyzed using ANCOVA in SPSS 20. The result of this study indicated that FonFs and FonF instruction affected students’ productive vocabulary knowledge ability. It concluded that Form-Focused instruction is claimed to be indispensable for productive vocabulary knowledge. Keywords: focus on forms instruction, focus on form instruction, productive vocabulary knowledge
Developing English Textbook for First Grade Students in Elementary School Eka Shintia Hardiyanti
Language-Edu Vol 8, No 1 (2019): Language-Edu
Publisher : Graduate Program, University of Islam Malang

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Abstract

AbstractThe availability of inappropriate English textbook for the first grade of elementary school students became the main problem for the students and the teachers teaching in elementary school. The existing elementary books for the first grade of elementary school students were considered too difficult for the students and it made the students not interested in learning English. This study is conducted to develop an English textbook for the first-grade students of SDN Pamaroh 1 Pamekasan. The research involves the students of the first grade of elementary school, English teacher and three experts. The development is based on the result of a need survey that shows the unavailability of the standard competence and basic competence in English for the first grade of elementary school students in SDN Pamaroh 1 Pamekasan. The procedure of the study is involving some ways: conducting a need survey, developing materials, experts’ validation, revising, trying out the materials, revising and getting the final product. The instruments in the need analysis consist of questionnaires, an interview guide, and field notes. The data from the students is calculated in percentages and those from the English teacher and from the field notes are described in a qualitative way. The data from the need survey is used as the basis for the materials development. A validation form is used to collect the expert’s judgment on the materials. The experts validate the materials in terms of the content of language and the textbook’s design. The data from the experts are analyzed and described qualitatively. The try out is conducted to know the product’s practicality and the effectiveness of the materials. The subject is the students of the first grade of elementary school students.  The final product is in the form of a textbook. There were instructions and some interesting features related to the topic in every section. It makes the teaching and learning process easy and fun.Keywords: English textbook, first grade of elementary school students.
The correlation Between Auditory Learning Style’gradeand Students’ Speaking Skill Siti Hozaimah
Language-Edu Vol 8, No 1 (2019): Language-Edu
Publisher : Graduate Program, University of Islam Malang

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Abstract

The main goal in learning is to comprehend, to understand to practice and to implement. It is aimed to get the optimal comprehension and understanding in learning. To get the aim and goal of learning, it depends on how learners have the ways in learning style. How a learner comprehend is the focus of the concept and method of learning style. Learning styles can be determined and defined as characteristic cognitive, affective, and physiological behaviors that serve as relatively stable indicators of how learners perceive, interact with, and respond to the learning environment.Three kinds of learning style are; 1) visual, 2) Auditory, and 3) kinesthetic. This study and research focus on auditory learning style only. The way how students learning by relying on their listening process is determided by Auditory learning style. learnersprefer to listen the discussion, presentation and speech better than to read more.The most impertant of learning style which must be learned is Speaking skill because It hasclose relation with other skills. Those are listening, reading and writing. Therefore, thisstudy wants to show the correalation between auditory learning style toward student’s speaking skill.Based on the description and explanation above,a research problem in this studyis “Is there significant correlation between auditory learning style and students’ speaking skill”.This present research study was conducted to investigate whether there is a significant correlation between the students’ auditory learning style and their speaking skill or not. This study uses quantitative research and the reseacher uses the correlation design. There are two variables investigated in this study, those are: the students’ auditory learning style as independent variable and speaking skill as dependent variable.The population in this research is all the students of the eleventh grade of Madrasah Aliyah Al-mujtama’ Madura which consist of 38 students. Because the population is less than 100 objects, so it is called by population research design. The instrument to be implemented to collect the data was questionnaire to get data variable X (Auditory learning style) and test for variable X (speaking skill). This instrument was applied to know the students’ score. Then, the data was analyzed by using the correlation analysis of spearman brown formula. The result shows that the value of ρ (or rs) in this research is 0.965 with the significant 0.000.  It means that there is significant correlation between students’ Auditory learning style and speaking skill. So, the alternative hypothesis (Ha) in this research which stated that there is a significant correlation between the students’ Auditory learning style and their speaking skill is accepted. Keyword : auditory learning style, speaking
The Effect of Teaching Vocabulary Using Picture on the Second Grade Students’ Vocabulary Mastery Zulkifli Zulkifli
Language-Edu Vol 8, No 1 (2019): Language-Edu
Publisher : Graduate Program, University of Islam Malang

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Abstract

ABSTRACTZulkifli.2019, The Effect of Teaching Vocabulary Using Picture on The Second Grade Students’ Vocabulary Mastery Thesis. English Department, Graduate Program.University of Islam Malang.Advisor Dr. H. Nur Salam, M.Pd.,                                      The objectives of this research are to know the significant at students ‘on teaching Vocabulary using traditional way and using picture way in mastery vocabulary.The research employed experimental and control group, which consisted of 48 students MTS. The students were put into two groups; twenty four students were put into the experimental groups and another twenty four students were put into control groups. The instrument was test items, administered to the both groups. The data was analyzed with mean score and t-test formula. The result of this research showed that the significant of the students taught of vocabulary by using picture (experimental groups) was better in the post –test showed that out of 24 students and the achievement of the students of control group was at fair standard 24 students classified. This revealed that there was a significant of the experimental group and control group. In the table of significance, it can be seen that on the df = 46 students and the degree of significance 5% the value of degree of significance is 337.31 by comparing the value tois bigger thantt. The result of t-test (to) shows that t-test (t0) > t-table (tt) (337, 31> 2.021). It means that the students who taught by media on students’ vocabulary in experimental group is better that students taught without using media.  Key Words:  Teaching Vocabulary using picture vocabulary mastery   
The Effect of Students’ Learning Style on Their Writing Achievement Ahmad Aziz Hanafi
Language-Edu Vol 8, No 1 (2019): Language-Edu
Publisher : Graduate Program, University of Islam Malang

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Abstract

AbstractThe purpose of this study is to know whether there is a significant difference in students writing Achievement among students with visual, audio, and kinesthetic learning styles. The study was carried out in a population of 120 students of grade XI at MAN 3 Bahrul Ulum Jombang. The researcher was used incidental sampling, incidental sampling is used to classify students' preference in learning particular differentiate from students’ learning style learners and as many as 90 students as sample. The questionnaire was prepared to collect the data concerning with the students' major learning preference and the test which designed in the form of writing an essay was used to measure students' writing skill. To achieve the aim of the study, the data were analyzed by using analysis of variance (ANOVA) with help of SPSS 20.0. The researcher found that result of hypothesis testing F-testValue was (0.578) and the significant value is (0.563). Because the significant value is greater than 0.05 the mean was declared not significantly different. It means that students learning style on their writing achievement did not differ between the visual learners, the auditory learners, and the kinesthetic learners. Based on the result of this study, the researcher discovered that there is no significant difference in writing achievement among students with visual, auditory, and kinesthetic learning styles. Keywords: comparison, effect, learning styles, writing achievement   
Developing English Grammar Textbook for the Students of General English Course (GEC) at Mahesa Institute Pare Andini Septama Sari
Language-Edu Vol 8, No 1 (2019): Language-Edu
Publisher : Graduate Program, University of Islam Malang

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Abstract

The study was Research and Development (R&D) in which the main purpose is to develop educational product, in this term is textbook. The researcher conducted several steps to develop an appropriate English grammar textbook. The prosedures are; (1) needs analysis and needs assessment as reference study (2) materials development (3) expert validation (4) revision (5) try out (6) final product. The data of the study were collected through the observation questionnaire, interview and expert validation checklist. Based on data of need analysis which was followed by 20 students who filled the questionnaire, students of GEC at Mahesa Institute conveyed that grammar is the most difficult material in learning English. Also, the existing textbook does not appropriate. It was because the content of the textbook was not relevant to students’ needs. To cope with this problem, the researcher developed English grammar textbook based on their need. The results of need assessment become the basis of how the researcher composed the grammar textbook. Then the findings of the study indicated that the developed material was appropriate. The product fulfills students’ need in general. The result of the tryout proves that the product makes the students more interested in English and they became more motivated in learning English grammar. Keywords:developing material, textbook, basic grammar
The Effect of Trained Peer Feedback on Narrative Text among low English Language Proficiency Achmad Zainudin
Language-Edu Vol 8, No 1 (2019): Language-Edu
Publisher : Graduate Program, University of Islam Malang

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Abstract

AbstractThis study examines trained EFL learners peer feedback on narrative text in the context of students with low English language proficiency. Researcher conducted pretest to each students (n=26). They write a narrative text in which the title has been prepared by researcher then they review their peer writing. After that, students are given two coaching peer feedback. Each meeting is eighty minutes. After that researcher conducted posttest and compare pretest and posttest. Result showed that students who obtained training peer feedback are better than before getting trained peer feedback on their writing ability although it is not significant result. The improvement of students’ score can be seen from the difference both pretest and posttest. The mean score of pretest improved from 56 to 66.31. The researcher concludes that the extensive training will implicate to the significant result of their writing and it enhanced critical thinking of LP students.  Keywords: EFL writing, peer feedback, peer feedback training
Recast on Speaking Ability as Observed from Levels of Anxiety Riezky Amalia
Language-Edu Vol 8, No 1 (2019): Language-Edu
Publisher : Graduate Program, University of Islam Malang

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Abstract

AbstractThis research is conducted to investigate recast on speaking ability as observed from levels of anxiety. This research employed quasi-experimental research. The instrument used in the form of the questionnaire and the speaking test. The data were analyzed using SPSS 24. This research aims to examine; whether there is the improvement of the experimental group on the post-test scores; whether there is a difference in students’ speaking ability with high and low anxiety. Therefore, between the high and low anxiety of the students have a different speaking ability; whether there is any difference between high and low anxiety through recast and the conventional technique. Thus, between the high and low anxiety of the students have a different significant result; and whether there is any interaction between recast and anxiety. Thus, between the high and low anxiety of the students have no interaction with each other on the recast. This research employed analysis of variance (ANOVA) in this case using two-way ANOVA. The p-value (Sig.) is lower than the level of significance α=.05 which means that  H0 is rejected. In other words, there is a difference in speaking ability between recast and the conventional technique. Keywords: recast, anxiety, and speaking ability      

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