cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Terttiaavini
Contact Email
avini.saputra@uigm.ac.id
Phone
+6285311161133
Journal Mail Official
dio@uigm.ac.id
Editorial Address
Jalan Jend. Sudirman Nomor 62, 20 Ilir D IV, Kec. Ilir Tim. I, Kota Palembang, Sumatera Selatan 30129, Indonesia.
Location
Kota palembang,
Sumatera selatan
INDONESIA
Global Expert: Jurnal Bahasa dan Sastra
Published by Universitas Indo Global Mandiri
ISSN : 24773794     EISSN : 24773794     DOI : 10.36982/jge.v10i1.2166
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Jurnal Bahasa dan Sastra contains research manuscripts related to the broad areas of Linguistics and Language Teaching. The journal is published twice a year July and December by the English Education Study Program, Faculty of Teacher Training and Education, Universitas Indo Global Mandiri. It is nationally and internationally reviewed by the journal editorial board as well as other academic experts.
Arjuna Subject : Umum - Umum
Articles 14 Documents
 1   2 
Search results for , issue "Vol 6, No 1" : 14 Documents clear
THE EFFECTS OF ENGLISH SONGS ON THE SEVENTH GRADE STUDENTS’ PRONUNCIATION ACHIEVEMENT IN SMP SRIJAYA NEGARA PALEMBANG Adelia Yusmita; Nike Angraini
Global Expert: Jurnal Bahasa dan Sastra Vol 6, No 1
Publisher : Universitas Indo Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (523.021 KB) | DOI: 10.36982/jge.v6i1.259

Abstract

This study was conducted in order to know the effectiveness of pronunciation achievement based on English songs strategy. This study applied a quasi-experimental research design, specifically non-equivalent control group design. The objectives of the study were to find out whether or not (a) there was significant improvement of students’ pronunciation achievement after being taught by using English songs (b) there was significant difference of pronunciation achievement between the students who were taught by using English songs and those who were not. The population was all the seventh grade students in SMP Srijaya Negara Palembang. This research, the researcher used purposive sampling. The sample was divided into two samples, there were 30 samples for experimental group and 30 samples for control group. The data were collected by using t-test (Paired Samples t-test and Independent Samples t-test). The findings showed that English songs strategy signifcantly improve the students’ pronunciation achievement (T=36.947). In addition, there was significant difference in pronunciation achievement between the students who were taught through English songs strategy and those who were not (T=12.663). Based on this study, it is found that the use of English songs in teaching English is effective to improve the students’ pronunciation and very beneficial for the students in order to facilitate them in learning English. Based on this finding, it is suggested that English songs in teaching English can be recommended for the English teachers.Key word: effect, English songs, pronunciation 
THE USE OF GALLERY WALK TOO ENHANCE THE SPEAKING ACHIEVEMENT OF THE NINTH GRADE STUDENTS OF SMP PGRI 1PALEMBANG Hendri Dinata
Global Expert: Jurnal Bahasa dan Sastra Vol 6, No 1
Publisher : Universitas Indo Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (555.328 KB) | DOI: 10.36982/jge.v6i1.265

Abstract

The purpose of this study was to find out whether or not there is a significant difference on the ninth grade students’ speaking achievement who were taught by using Gallery Walk strategy and those who were not at SMP PGRI1 Palembang. The population of this study consisted of 154 ninth grade students of SMP PGRI1 Palembang in Academic Year of 2016/2017. There were 34 students taken as sample. Each group consisted of 17 students as experimental group and 17 students from class as control group. The sample of this study was taken by using purposive sampling method. In this study, the researcher used pretest-posttest non-equivalent group design. The instrument used in collecting the data was oral test in the form of presentation. The test was administrated twice as the pretest and posttest for both experimental and control group. The results of the test were analyzed by using IBM SPSS (Statistical Package for the Social Science) Statistics 21. The result showed that “there was means significant difference from students posttest score in experimental and control group, it was found the p-ouput (Sig.2-tailed) was lower than 0.05 level and t-obtained (12,505) is higher than t-table (1.756). So, the Ho (the null hypothesis)was rejected and Ha (the alternative hypothesis) was accepted. It means that there was significant difference on students’ listening comprehension achievement taught using Gallery Walk strategy than students who were taught by using teacher’s strategy.Keyword: gallery walk, speaking achievement  
THE ADVANTAGES OF USING COMMUNICATION GAMES IN TEACHING ENGLISH AS FOREIGN LANGUAGE Desi Surayatika
Global Expert: Jurnal Bahasa dan Sastra Vol 6, No 1
Publisher : Universitas Indo Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (201.653 KB) | DOI: 10.36982/jge.v6i1.429

Abstract

Games promote learners’ interaction.Interaction comprises the nature of classroom pedagogy and classroom behavior. Pair or group work is one of the main ways to increase cooperation. Many games can be played in pairs or in small groups, thereby providing an opportunity to develop their interpersonal skills such as the skill of disagreeing politely or the skill of asking for help. In the classroom learners will definitely participate in the activities. Therefore, in groups or in pairs, they are more willing to ask questions, communicate and discuss topics with their partners and think creatively about how to use foreign language to achieve their goals. The competition in the games gives students a natural opportunity to work together and communicate with each other a lot.Games improve learners’ language acquisition.Thanks to the motivation and interaction created by games, students can acquire knowledge faster and more effectively than by other means. Games can stimulate and encourage students to participate in the activity since they naturally want to win. Apart from having fun, students are learning. They acquire a new language. Students begin to realize that they have to use the language if they want others to understand what they are saying.Furthermore,games can lower anxiety. In the easy, relaxed atmosphere which is created by using games, students remember things faster and better.The meaning of the language students listen to, read, speak and write in will be more vividly experienced in a game and, therefore, they will better remember the language they learn.Games increase learners’ achievement.Games can involve all the basic language skills, i.e., listening, speaking, reading, and writing, and a number of skills are often involved in the same game.Games can motivate learners, promote learners’ interaction, and improve learners’ acquisition. As a result, games can increase learners’ achievement, which means that learners’ test results, ability of communication, knowledge of vocabulary, or other language skills can improve.Key words: Communication Games, Advantages, English
THE RELATIONSHIPS AMONG LECTURERS’ SELF-CONCEPT AND LEADERSHIP STYLE AND STUDENTS’ MOTIVATION TO LEARN ENGLISH AT TERTIARY LEVELS OF EDUCATION Dwi Maharrani
Global Expert: Jurnal Bahasa dan Sastra Vol 6, No 1
Publisher : Universitas Indo Global Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (611.104 KB) | DOI: 10.36982/jge.v6i1.260

Abstract

This study was aimed to find out (a) the existing phenomena of English lecturers’ of non-English major self-concept and leadership style at Sriwijaya University, (b) the existing phenomena of non-English major students’ motivation to learn English at Sriwijaya University, (c) whether or not there was significant correlation among lecturers’ self-concept and leadership style and students’ motivation to learn English, (d) how much lecturers’ self-concept and leadership contribute to students’ motivation to learn English. The data were collected by distributing self-concept questionnaire and leadership questionnaire to 19 English teachers of non-English majors and motivation to learn English questionnaire to 714 non-English major students. The result described that the lecturers’ self-concept was mostly positive for the five sub-scales with the highest positive percentage was for self-regard (84.9%). For the leadership style, the result revealed that 10.5 % of the lecturers had country club leadership style and the other 89.5% had team leader leadership style. In terms of students’ motivation to learn English, the twelve subscales were dominantly responded positively by the students with the highest percentage (96.5%) went to integrative orientation subscale. Furthermore, there was significant correlation between lecturers’ self-concept (total) and students’ motivation to learn English (total) (R2= .006, sig. F= .044). However, there is no significant correlation between lecturers’ leadership style and students’ motivation to learn English.  Key words: lecturers’ self-concept, lecturers’ leadership styles, students’ motivation

Page 2 of 2 | Total Record : 14

 1   2 

Filter by Year

2017 2018


Reset
Filter By Issues
All Issue Vol. 13 No. 2 (2025): Dec (in progress) Vol. 13 No. 1 (2025): July Vol. 12 No. 2 (2024): December Vol. 12 No. 1 (2024): July Vol. 11 No. 2 (2023): December Vol. 11 No. 1 (2023): July Vol. 10 No. 2 (2022): December Vol 10, No 1 (2022): July Vol 8, No 2 Vol 8, No 1 Vol 7, No 2 Vol 7, No 1 Vol 6, No 1 Vol 5, No 1 Vol 3, No 1 More Issue