Language-Edu
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.
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<![CDATA[DEVELOPING THE ENGLISH SPEAKING MATERIAL FOR BASIC OF CRUISE SHIP CREW OF STUDENTS AT BANGKALAN EDUCATION CENTER ]]>
<![CDATA[Roziyan Adi Wicaksana]]>
<![CDATA[ Language-Edu Vol 9, No 2 (2020): Volume 9, Number 2 ]]>
Publisher : <![CDATA[Graduate Program, University of Islam Malang ]]>
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<![CDATA[Barely, availability of the appropriate English materials is much needed for the students to master the English optimally. The primary goal of this research is to guide students to be able to communicate in English through the appropriate materials for basic of cruise ship crew. Teaching and learning of English at this subject was considered unable to achieve its objective. The main problem was that there were not instructional materials to support the teaching learning process. The procedures being employed in this study were R&D. Collecting relevant information for a basis of developing materials, the interview with the 1 teacher and 5 students, and classroom observation were carried out to complete the information provided in the instructional materials at Bangkalan Education Center. The findings represented that the respondents showed good responses in attractiveness of the materials, level of difficulties, steps of activities, usefulness of the materials in supporting speaking practice and students’ worksheet and the materials was considered eligible. Moreover, the materials were great in facilitating the students to practice their oral language. This study then ends with suggestion for teacher and other researchers.Keywords: Cruise Ship, Material Development, English for Specific Purpose.]]>
<![CDATA[THE EFFECT USING PICTURE SERIES TECHNIQUE ON STUDENTS’ WRITING NARRATIVE TEXT ]]>
<![CDATA[Faridatul HS.]]>
<![CDATA[ Language-Edu Vol 9, No 2 (2020): Volume 9, Number 2 ]]>
Publisher : <![CDATA[Graduate Program, University of Islam Malang ]]>
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<![CDATA[The objectives of the research are: (1) Do the students who taught by using picture series have better achievement in writing narrative text than those who are not taught by using picture series technique writing for the eighth grade students of MTs Zainul Hasan IV in the academic year 2019/2020.The lookup was once carried out at MTs Zainul Hasan IV East Java, from October 2019. The lookup approach was once experimental. The matters of the lookup are the college students of the eighth grade A and the second grade B. Each of them consists of 20 students. There are 5 boys and 15 females in the eighth grade A and there are moreover 9 boys and eleven females in the eighth grade B. The eight grade A is as an experimental class which used to be taught the utilization of picture series and the eighth grade B is as a control class which used to be taught using translation. The facts have been obtained from test. The researcher acquired quantitative statistics for her research. They are the students’ rankings of students’ writing take a seem at after having eight instances treatment for each and every class. The researcher analyzed the facts the use of ANOVA by means of the use of SPSS 20.The result analysis test used descriptive statistic, normality test, test of paired pattern t test, homogeneity test, test of impartial sample t test. The descriptive statistic was pretest of experimental group is 16.90 and imply for pretest of control team is 16.35. The researcher found imply of experimental of posttest is 20.80 and imply control group of posttests is 18.70. Standard Deviation for pretest of experimental group is 1.804. And Standard Deviation for pretest of control group.is 1.089. A normality test used to be 0.097, while 0.097>0.05 (a: 5%), it should be referred to that the facts used in this research have been usually distributed. test of paired sample t test was each of the corporations have been the equal at (2-tailed) at Sig 0 lower than 0.05. But from the skill of experience -3.900 used to be greater than -2.350 of the.control group homogeneity test was once the posttest used to be 0.268 > 0.05. It should be said that the variance of the posttest information was homogeneous test of independent pattern t test was the sig (2-tailed) used to be < 0.05, it should be concluded that statistically exceptional or significant on the probability. And the mean distinction was 2.100, because it has high quality value it capability that the first group of experimental group was higher than the 2d group or control group.Keywords: Picture Series, Narrative Text, Writing Skill.]]>
<![CDATA[IMPROVING STUDENTS’ SPEAKING SKILL BY MIND MAPPING STRATEGY ]]>
<![CDATA[Sulastri Sulastri]]>
<![CDATA[ Language-Edu Vol 9, No 2 (2020): Volume 9, Number 2 ]]>
Publisher : <![CDATA[Graduate Program, University of Islam Malang ]]>
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<![CDATA[This research anxieties with the mind mapping be implemented to improve the speaking skill of the students of Mentari class in elementary level at Fajar English course. In addition, the purposes of this research are to describe how mind mapping can be implemented to improve the speaking skill of the students of Mentari class in elementary level at Fajar English course. This research used Classroom Action Research. This research aimed to apply a strategy to help the students learning to speak effectively. Classroom action research is a research action that uses a specific strategy, uses significant teacher observations and has certain research rules. Likewise, researcher used questionnaires and interviews as instruments. Based on the result of data analysis, the researcher can conclude that in two research cycles, the researcher found strategies to solve problems in the speaking class, such as: brainstorming before starting teaching; show students examples of mind mapping; demonstrate how to make mind mapping, use pictures as initial ideas, use colors, use lines as a connecting topic; Explanation that mind mapping is a visual display of ideas. Branches of sub topics spread from ideas of thought; provide student paper for making mind maps; asking students to say words in mind mapping; asking the students to make paragraph from the topic and apply in mind mapping; giving the students a chance to speak base on mind mapping orally; asking the students to speak up based on mind mapping. The second, the technique was more effective to help them to improve talking. This was proven by the result of the observation checklist, analysis guide of the teacher, questioner, and the students’ score often in the two cycles raised than preliminary study scores. Those scores were no one get 75 (previous score), 17 students or 70% got under 75 score or 8 students’ or 30% passed the minimum started achievement 75 (in cycle 1), and 20 students or 80% passed the minimum standard achievement, 75 (in cycle 2). This research has reached the criteria for success.Keywords: Extensive reading, Independent learning]]>
<![CDATA[THE EFFECTIVENESS OF FLIPPED CLASSROOM IN THE TEACHING OF WRITING SKILL ]]>
<![CDATA[Ali Mahrus Efendi]]>
<![CDATA[ Language-Edu Vol 9, No 2 (2020): Volume 9, Number 2 ]]>
Publisher : <![CDATA[Graduate Program, University of Islam Malang ]]>
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<![CDATA[Writing is an activity of communicating thought within the composed shape. The use of Flipped Classroom demonstrate may make a condition that help the understudies type in with tall inspiration. Flipped Classroom Demonstrate is an imaginative instructing methodology that reverses conventional educating instead of lecturing, teachers allot video as homework to present the subject. The display study was expecting to test whether or not Flipped Classroom Strategy was effective to progress students’ score in composing descriptive content. The research used quasi experimental plan with quantitative approach. The Populace was 8th grade of MTsN 8 Banyuwangi. The samples were 8 A class consisted of 38 students as the control group and 8 B class consisted of 38 students as the experimental. There was outside classroom and inside classroom treatment. The data sources was gathered from the pre-test and post test and being analyzed using independent t-test in SPSS 23. The result of the post-test was 80.32 with the standard deviation is 3.786. The mean score of conventional class was 78.45 with the standard deviation is 3.600. The independent sample t-test result is 2.205(p=0.031). Since the significance value is lower than 0.05. It implies that there was significant difference score.Keywords: Flipped Classroom,Writing, Descriptive]]>
<![CDATA[Developing Reading Material for Architecture Student at National Institute of Technology ]]>
<![CDATA[Rini Anjarwati]]>
<![CDATA[ Language-Edu Vol 9, No 2 (2020): Volume 9, Number 2 ]]>
Publisher : <![CDATA[Graduate Program, University of Islam Malang ]]>
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<![CDATA[Teaching material has a vital role in the process of teaching and learning. It is so important of a component that may not be neglected since the success in obtaining the maximum input of the knowledge depends on the proper selection of the teaching material. Moreover, in the attempt of designing the teaching material relevant to the learner needs, a need analysis is conducted. By fulfilling the learner needs, learning becomes meaningful and purposeful. The purpose of this study was to conduct a need analysis for architect students in National Institute of Technology Malang aiming at developing a reading material. A questionnaire was adopted as the method of needs analysis, prior to collecting the data, literature was reviewed. In total, 52 architecture students, 20 alumni of architecture students, 20 professional architects participated in this study. The finding of this study provided valuable implication for researchers to develop teaching material.Keywords: teaching material, reading, need analysis, designing]]>
<![CDATA[THE CORRELATION BETWEEN TRANSLATION ABILITY AND READING HABIT TOWARD READING SKILL ]]>
<![CDATA[nur arqom eka fatria]]>
<![CDATA[ Language-Edu Vol 9, No 2 (2020): Volume 9, Number 2 ]]>
Publisher : <![CDATA[Graduate Program, University of Islam Malang ]]>
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<![CDATA[AbstractThe purpose of this research is to identify the connection between the ability to interpret and learn, the ability to read and read, the ability to translate and the tendency to read and read. This is a correlational method of research that is a form of quantitative research. The population of the study is the students’ fifth semester in UNU Blitar. The sample are 52 students. Test and questionnaire are the methods used to collect the data. The test collects translation and reading data, whereas the questionnaire is used to know the reading pattern of students. The results of this research reveal that 1) the correlation between interpreting and reading is positive. (rxly=4.85); 2) there is a positive correlation between reading habit and reading skill (rx2y=2.32); and 3) there is a positive correlation among translation ability, reading habit and reading skill (R = 0.497). The results of this research indicate that the ability to interpret and read behaviors relate in particular to the students' ability to read and address the question of the tests. Language skills and comprehension practice should also be applied in teaching and comprehension learning. A teacher of English has to organize certain activities in his curriculum that increase the ability to read and to read habits related to teaching.Keywords: Translation Ability, Reading Habit, Reading Skill]]>
<![CDATA[The Impact of Peer Corrective Feedback toward Descriptive Writing Quality of Junior High School Students ]]>
<![CDATA[Sindhy Melinda]]>
<![CDATA[ Language-Edu Vol 9, No 2 (2020): Volume 9, Number 2 ]]>
Publisher : <![CDATA[Graduate Program, University of Islam Malang ]]>
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<![CDATA[This study aimed to investigate the effectiveness of giving corrective feedback through peers and teacher in writing paragraph description of junior high school students. The initial sample in this study included 50 students which divided into two groups, experimental group and control group. In peer-corrective feedback group, the correction code was carried by their peers who assessed the paragraph using Chandler's composition model as the coding descriptor. In teacher corrective feedback group was carried by the teacher also using Chandler's composition model as the coding descriptor. Then both score of students’ paragraph are given score by the teacher by using the composition reference by Jacobs et al. In this study the use T-test is to investigate differences in writing results obtained by students before and after providing corrective feedback from friends and teachers. This finding also revealed to find out the aspects that improve the most after the implementation of peers and teacher feedback. Giving feedback in this study is more focused on grammar and mechanics, paragraph content, vocabulary, and organization. Students also revealed that giving feedback by peers and teacher had a positive impact on the ability in writing their paragraphs and it also could exchange insights with friends.]]>
<![CDATA[INVESTIGATING INTERACTIONAL ACTIVITIES PROMOTING ENGLISH LEARNING AT ATTARBIYATUL ISLAMIYAH ISLAMIC BOARDING SCHOOL IN PAITON PROBOLINGGO ]]>
<![CDATA[Muhammad Rifa'i]]>
<![CDATA[ Language-Edu Vol 9, No 2 (2020): Volume 9, Number 2 ]]>
Publisher : <![CDATA[Graduate Program, University of Islam Malang ]]>
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<![CDATA[This study was conducted to find out the interactional activities happening in both outside and inside classroom at Attarbiyatul Islamiyah Islamic Boarding School in Paiton Probolinggo. This study used descriptive case study. Two English teachers and two students were selected as the source data through interviewee session. Observation by taking field notes and documentation were conducted to collect more information. The writer analyzed the collected data descriptively through three-stage models; data reduction, data display, and conclusion. Findings yielded three main interactional activities; two interactional activities outside the classroom and interactional activities happening inside the classroom. Face to face conversation which were conducted daily every after Subuh and Midday prayer by making two lines of prayers’ participants facing each other practicing English speaking of any topics. Delivering English speech which was conducted weekly trained students using English in front of public. Interactional activities happening inside the classroom happening by joining the English learning activities with the English teachers focusing on structural development and also still speaking ability performances. The writer can conclude that the daily uses of English as the language target successfully promoted the English learning mainly forming the speaking habit.]]>
<![CDATA[Improving Students' Speaking Skill Through Role Play ]]>
<![CDATA[Indah Tri Wibawanti]]>
<![CDATA[ Language-Edu Vol 9, No 2 (2020): Volume 9, Number 2 ]]>
Publisher : <![CDATA[Graduate Program, University of Islam Malang ]]>
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<![CDATA[AbstractSome of Elementary students had low achievement in English at speaking ability. They didn’t have strong motivation in studying English, they were afraid to speak English. Therefore, a special method is needed to improve the students‘ speaking ability. The research design of this study was a classroom action research. The subjects of the research were 30 students of the theater students. This study was done in two cycles. However before implementing these cycles, the researcher carried out preliminary study to find out the students’ problem in studying English. This study was aimed to improve the students’ speaking ability by implementing a role play technique. To measure their improvements in speaking ability, the researcher has determined the criteria of success. And the student was said successful if student got a least 70. The class percentage was said successful if 85% the students or more reached the passing grade. The researcher employed the collaborative classroom action research design and the researcher was assisted by a collaborator teacher in conducting the study. The research was conducted in four main steps; Planning of action, observation, implementation and reflection. The implementation of role play made students more motivated in joining the speaking class. They paid more attention on the lesson. The procedures in implementing role play are: The teacher gave leading question and motivation to the students, the teacher gave special vocabulary and some expressions related with role play, gave special technique how to memorize vocabularies, organized the group of the students, provided the situation and dialogue to be role played, asked the students to practice the role plays and asked group the students to perform the role play in front of the class. The result of the study reveals that role play can improve the speaking ability. The implementation of role play made students more motivated in joining the speaking class. They paid more attention on the lesson. It can be seen from their speaking score.Keywords: Role Play, Improve, Speaking Skill]]>
<![CDATA[The Effect of Radio Broadcasting On Students' Speaking Achievement ]]>
<![CDATA[Megasari Dewi Suryani]]>
<![CDATA[ Language-Edu Vol 9, No 2 (2020): Volume 9, Number 2 ]]>
Publisher : <![CDATA[Graduate Program, University of Islam Malang ]]>
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<![CDATA[This study was intended toward discover the effect of radio broadcasting on students’ speaking achievement at second grade of SMP Bilingual Terpadu Krian on academic year 2019/2020. The research problem is whether the students of second grade in SMP Bilingual Terpadu Krian have higher speaking skill after taking radio broadcasting. A pre-experimental design was implemented in this study. The instrument of the test was the oral speaking test. The student of second grades became he subjects of the research at SMP Bilingual Terpadu. The data of the test which were in the form of the gained score was analyzed using a paired sample t-test with the significant level of p=5%. It was found that the pre-test mean score was 45.20667 and also the post-test mean score was 77.70833. The t-obtained value was 21.398 (p: .000). Therefore, it can be concluded that the application of radio broadcasting on students’ speaking achievement was effective.Keywords: effect, radio broadcasting, increase, speaking achievement]]>
