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THE EFFECTIVENESS OF ROLE PLAY TECHNIQUE IN IMPROVING SPEAKING ABILITY TO THE TENTH GRADE STUDENTS OF SMAN 3 PALEMBANG Andinny Sylvia Putri
Global Expert: Jurnal Bahasa dan Sastra Vol 5, No 1
Publisher : Universitas Indo Global Mandiri

This study was aimed to see whether or not role play technique was effective to improve students’ speaking ability. The research design selected wasnon–equivalent control group design. The population of the study was all tenth grade students at SMA Negeri 3 Palembang. Purposive sampling was used to select the sample of the study in which 20 students belong to the experimental group and 20 students belong to the control group.There was a significant difference mean scores before and after they were exposed to role play technique (to 39.511, p<0.05) and the tt was 2.0244 there was a significant difference in students’ test scores between the students who were taught through role play technique and those who were not. The research finding revealed that role play technique was effective to improve students’ writing ability. these finding were also supported by the significant improvement in speaking ability between the in term of the four aspects of speaking (pronounciation, vocabulary, grammar and fluency) (p=0.000<0.005). The result of the pre-test and post-test showed that role play was very helpful for the students in improving their speaking ability .The study was expected to yield a better quality of speaking Key words : speaking, role play

Improving The Tenth Grade Students’ Speaking Achievement by Using Communication Games of SMA LTI-IGM Palembang Meilani Ariyati; Desi Surayatika
Global Expert: Jurnal Bahasa dan Sastra Vol 7, No 2
Publisher : Universitas Indo Global Mandiri

AbstractThis research was made based on the quasi-experimental: non-equivalent control group research that was conducted in SMA LTI-IGM Palembang. The aim of this research was to improve students’ speaking achievement by implementing a technique namely communication games. In this research, there were two different samples to be judged their speaking achievement. First is experimental group which was given a treatment and second is control group which was not given any treatment. As data source, a test in oral speaking was used in this research. Before starting the research, a pre-test was taken from both groups and two raters scored the students’ oral speaking based on speaking rubric score designed by Brown (2003). After implementing the treatment, both groups were given a post-test and the same raters scored their oral speaking to know the significant improvement and significant difference between the scores of both goups. The results indicated that by using this technique, the students’ speaking achievement was improved. It was shown from the mean scores of pre-test in experimental group that increased from 67,47 to be 82,93 in post-test. The significant difference of the post-test scores between both of experimental and control groups could be seen from the results of the t-obtained of both groups that was 4,273. It was considered higher than the t-table for (df) 28 that was only 2,048. Accordingly, it could be claimed that teaching speaking by using communication games brought about an improvement in students’ speaking achievement. This technique was good way to help students learning English in element of fun or with joyful activity and was aimed to get learners to communicate or talk as much and fluent as possible.Keywords: improving, speaking achievement, communication gamesAbstrakPenelitian ini di buat berdasarkan penelitian kuasi-eksperimental: kelompok control non-setara yang dilakukan di SMA LTI-IGM Palembang. Tujuan dari penelitian ini adalah untuk meningkatkan kemampuan berbicara siswa dengan menerapkan teknik permainan komunikasi. Dalam penelitian ini, ada dua sampel yang berbeda untuk dinilai pada kemampuan berbicara siswa. Pertama adalah kelompok eksperimen yang diberi perlakuan dan yang kedua kelompok control yang tidak diberi perlakuan. Sebagai sumber data, tes dalam berbicara lisan digunakan dalam penelitian ini. Sebelum memulai penelitian, pre-test diambil dari kedua kelompok dan dua penilai menilai kemampuan berbicara siswa berdasarkan skor rubrik berbicara yang dirancang oleh Brown (2003). Setelah menerapkan pengajaran, kedua kelompok diberi post-test dan penilai yang sama menilai kemmpuan berbicara siswa untuk mengetahui peningkatan yang signifikan dan perbedaan yang signifukan antara skor kedua kelompok. Hasil menunjukkan bahwa dengan menggunakan teknik ini, kemampuan berbicara siswa meningkat. Hal itu di tunjukkan dari nilai rata-rata pre-test pada kelompok eksperimen yang meningkat dari 67,47 menjadi 82,93 pada saat post-test. Perbedaan yang signifikan pada saat post-test antara kedua kelompok eksperimen dan control dapat dilihat dari hasil t-hitung kedua kelompok yaitu 4,273. Nilai tersebut dianggap lebih tinggi dari t-tabel untuk (df) 28 yang hanya 2.048. dengan demikian, dapat dikatakan bahwa mengajar kemampuan berbicara dengan menggunakan permainan komunikasi meningkatkan kemampuan berbicara siswa. Teknik ini adalah cara yang baik untuk membantu siswa belajar bahasa inggris dalam hal yang menyenangkan atau dalam kegiatan yang menyenangkan dan bertujuan untuk membuat peserta didik berkomunikasi atau berbicara sebanyak dan selancar mungkin.Kata kunci: peningkatan, kemampuan berbicara, permainan komunikasi.

USING PICTURESWITH PICTURE DESCRIBING TECHNIQUE TO IMPROVE THE SPEAKING ACHIEVEMENT Jaya Nur Iman
Global Expert: Jurnal Bahasa dan Sastra Vol 5, No 1
Publisher : Universitas Indo Global Mandiri

This research was carried out to see whether or not the independent variable (using pictures with picture describing technique) could give positive impact on the dependent variable (the speaking achievement). The one-group pretest-posttest design was used in this paper. The population of this research was the all second semester undergraduate students of informatics engineering study program of Indo Global Mandiri University in the academic year of 2014/2015. Twenty four students were taken as the sample by using purposive sampling technique. The treatment was given for 12 meetings excluding pretest and posttest. Speaking rubric was used to measure the students’ speaking achievement. The findings showed that (1) there was a positive impact on the students’ speaking achievement after the intervention was given where the t-obtained (9.023) was higher than t-table (2.500) and the Sig.value 0.000 was lower than 0.01. Therefore, it could be concluded that using pictures with picture describing technique could give positive impact on the speaking achievement and it also could be used as the alternative medium of instruction in the teaching and learning environment.Keywords : pictures, picture describing technique, 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

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

ENGLISH PRONUNCIATION PROBLEMS ANALYSIS FACED BY ENGLISH EDUCATION STUDENTS IN THE SECOND SEMESTER AT INDO GLOBAL MANDIRI UNIVERSITY Muhammad Dzulfiqor Ammar
Global Expert: Jurnal Bahasa dan Sastra Vol 10, No 1 (2022): July
Publisher : Universitas Indo Global Mandiri

The aims of this research were to determine student’s problems in pronunciation, especially consonants, vowels, and diphthongs. The participants of this study were the second-semester students of the Indo Global Mandiri English Education Study Program. The researcher chose second-semester students because students had understood the phenomenon of pronunciation and they have taken IEC: Pronunciation courses. There were 23 students involved in this research. The data were collected by conducting direct meetings through a performance test that used three forms of tests such as pronounced 44 sentences, pronounced 31 minimal pairs, pronounced one passage with mixed sounds, and their voices made by the students were recorded by mobile phone. The data showed that in fact, most of the students have problems with pronunciations. It is found that the students had problems in pronouncing the English sounds of consonant [v], [θ], [ð], vowel [æ], [ʌ], [ɔ:] and diphthong [eɪ], [oʊ], [аʊ], [aɪ]. Some of the factors that cause pronunciation problems that students face are: the absence of the sound in their mother tongue, students unfamiliar with the targeted words, and students get used to the wrong pronunciation that has been taught before.

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

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

Teaching Writing Recount Text Through Photo Diary To The Eighth Grade Students Hartini Agustiawati
Global Expert: Jurnal Bahasa dan Sastra Vol 7, No 2
Publisher : Universitas Indo Global Mandiri

AbstractThe main problem was the effectiveness to teach writing recount text through photo diary and the differences in achievement between students who were taught through photo diary and those who were not. Therefore, the objective of this study to find out whether it was effective or not to teach writing recount text through photo diary and to know the differences in achievement between the students who were taught by using photo diary and those who were not. The experimental method was used in this study. The population of this study was the eighth grade students of Junior high school number 5 with 74 students as the sample total numbers, which were divided into two groups, 37 students from experimental group and 37 students from control group. The data were collected through essay tests, pretest and posttest. The results showed that it was effective to teach writing recount text through photo diary, there were some differences in achievement between students who were taught through photo diary and without photo diary. It also indicated that photo diary could improve the students writing skills recount text. It is also suggested for teachers and researchers who want to teach and do research about writing especially Recount Text.Keywords : Teaching, Writing, Recount Text, Photo DiaryAbstrakMasalah utama adalah keefektifan mengajar menulis teks recount melalui photo diary dan perbedaan prestasi antara siswa yang diajar melalui photo diary dan mereka yang tidak. Oleh karena itu, tujuan penelitian ini untuk mengetahui apakah efektif atau tidak untuk mengajar menulis teks recount melalui photo diary dan untuk mengetahui perbedaan prestasi belajar antara siswa yang diajar dengan menggunakan photo diary dan yang tidak. Metode eksperimental digunakan dalam penelitian ini. Populasi penelitian ini adalah siswa kelas VIII SMP nomor 5 dengan jumlah siswa 74 sampel, yang dibagi menjadi dua kelompok, 37 siswa dari kelompok eksperimen dan 37 siswa dari kelompok kontrol. Data dikumpulkan melalui tes esai, pretest dan posttest. Hasil penelitian menunjukkan bahwa itu efektif untuk mengajar menulis teks recount melalui photo diary, ada beberapa perbedaan dalam prestasi antara siswa yang diajar melalui photo diary dan tanpa photo diary. Ini juga menunjukkan bahwa diary foto dapat meningkatkan keterampilan menulis teks recount siswa. Juga disarankan bagi para guru dan peneliti yang ingin mengajar dan melakukan penelitian tentang penulisan terutama Teks Recount.Kata kunci : Pengajaran, Menulis, Teks Recount, Photo Diary

THE EFFECTIVENESS OF IEPC (IMAGINE, ELABORATE, PREDICT, CONFIRM) STRATEGY TO IMPROVE THE TENTH GRADERS’ READING COMPREHENSION Heru Setiawan
Global Expert: Jurnal Bahasa dan Sastra Vol 5, No 1
Publisher : Universitas Indo Global Mandiri

The objective of the study was to find out whether teaching reading comprehension through IEPC (Imagine, Elaborate, Predict, Confirm) Strategy had a significant effect on the student’s reading achievement or not. The population of the study was the Tenth Grade Students of State Islamic Senior High School 3 of Palembang in the academic year of 2015/2016. In doing the study, the researcher used quasi-experimental design to two groups of students. The total number of students was 369. The sample was 68 students that were taken by using purposive sampling strategy. Thirty four students were in the experimental group and thirty four students were in the control group. There are two instruments for collecting the data i.e. test and questionnaire. The result showed that teaching reading comprehension through IEPC strategy had a significant effect on the students’ reading achievement. The result of paired sample from experimental group was 10.877. Based on the independent sample t-test analysis, it was found that t-obtained was 11.17 (df=66; p=0.025), the critical value of the test was 1.668, it means there was significant difference between students’ comprehension in reading through IEPC strategy and those who were taught through lecturing. Keywords : Effectiveness, Improving, Reading Comprehension, IEPC (Imagine, Elaborate, Predict, Confirm) Strategy

Enhancing The Seventh Grade Students’ Speaking Achievement of SMPN 38 Palembang Through Scaffolding Talk Technique Nisfu Laili; Nike Angraini
Global Expert: Jurnal Bahasa dan Sastra Vol 7, No 1
Publisher : Universitas Indo Global Mandiri

AbstractThe purposes of the study were to find out whether or not Scaffolding Talk Technique was effective to enhance the speaking achievement and speaking aspects of the seventh grade students of SMPN 38 Palembang and to find out whether or not there was significant difference on speaking achievement between the students who were taught by using Scaffolding Talk Technique and those who were not. In order to achieve the purposes of the study, the writer has conducted an experimental research design. Besides, 60 students were selected by using purposive sampling to be the experimental and control group. The experimental group was taught through Scaffolding Talk technique carried out for 2 months. The results of the achievement test were statistically analyzed by using paired samples t-test and independent samples t-test. The mean score of experimental group in pre-test was (11.67) enhanced to (15.37) in post-test. Furthermore, the speaking aspects enhanced for each aspects. The mean score of comprehension in pre-test was (2.83) enhanced to (3.03), Vocabulary (2.80) enhanced to (3.03), Pronunciation (2.27) enhanced to (2.93), Grammar (1.93) enhanced to (2.90), and fluency (1.83) enhanced to (2.73). Moreover, the significant difference of post-test both of groups was 0.01. In short, Scaffolding Talk Technique was effective to enhance the speaking achievement and speaking aspects. Additionally, there was the significant difference on speaking achievement between the students who were taught by using Scaffolding Talk Technique and those who were not. Furthermore, during teaching and learning process, students were more active in speaking class and more confident to perform or do the task independently without any help from teacher or peer.Keywords : teaching, scaffolding talk technique, speaking achievement. AbstrakTujuan penelitian ini adalah untuk mengetahui apakah Scaffolding Talk Technique efektif untuk meningkatkan prestasi berbicara dan aspek berbicara siswa kelas tujuh SMPN 38 Palembang dan untuk mengetahui apakah ada perbedaan yang signifikan pada prestasi berbicara antara siswa yang diajar dengan menggunakan Teknik Bicara Scaffolding dan mereka yang tidak. Untuk mencapai tujuan penelitian, penulis telah melakukan desain penelitian eksperimental. Selain itu, 60 siswa dipilih dengan menggunakan purposive sampling menjadi kelompok eksperimen dan kontrol. Kelompok eksperimen diajarkan melalui teknik Scaffolding Talk yang dilakukan selama 2 bulan. Hasil tes prestasi dianalisis secara statistik dengan menggunakan paired samples t-test dan independent samples t-test. Skor rata-rata dari kelompok eksperimen dalam pre-test adalah (11,67) ditingkatkan menjadi (15,37) dalam post-test. Selanjutnya, aspek berbicara ditingkatkan untuk setiap aspek. Skor rata-rata pemahaman dalam pre-test adalah (2,83) ditingkatkan ke (3,03), Vocabulary (2,80) ditingkatkan ke (3,03), Pelafalan (2,27) ditingkatkan menjadi (2,93), Grammar (1,93) ditingkatkan menjadi (2,90), dan kefasihan (1,83) ditingkatkan ke (2,73). Selain itu, perbedaan signifikan dari post-test kedua kelompok adalah 0,01. Singkatnya, Teknik Scaffolding Talk efektif untuk meningkatkan prestasi berbicara dan aspek berbicara. Selain itu, ada perbedaan yang signifikan pada prestasi berbicara antara siswa yang diajar dengan menggunakan Teknik Bicara Scaffolding dan mereka yang tidak. Selanjutnya, selama proses belajar mengajar, siswa lebih aktif di kelas berbicara dan lebih percaya diri untuk melakukan atau melakukan tugas secara mandiri tanpa bantuan dari guru atau rekan.Kata kunci : mengajar, teknik berbicara perancah, berbicara prestasi.

THE COMMUNICATIVE LANGUAGE TEACHING TECHNIQUE TO MASTER SPEAKING SKILL FOR THE STUDENTS AT SMA NEGERI 3 PALEMBANG Retika Wista Anggraini
Global Expert: Jurnal Bahasa dan Sastra Vol 3, No 1
Publisher : Universitas Indo Global Mandiri

Speaking is classified as a productive skill which takes an important role in mastering English. As productive skill, speaking becomes a measurement whether learners have mastered English or not. In this case, learners will think whether they have mastered the language or not by measuring their spoken ability in using the language itself. In addition, speaking is considered as a crucial part of second language teaching and learning because English learners need to master it in order to be able to communicate in real life. Communicative Language Teaching is the innovation of the foreign language teaching. Not only does it improve students’ communicative competence effectively, but also carries out the quality education in foreign language teaching. Furthermore, this paper is intended to discuss problems in testing oral proficiency, some elicitation techniques in testing oral proficiency and students’ low competence in using English for communication. Consequently, CLT is promoted students have many abilities to speak and understand English. The CLT technique to master speaking skill for the students at SMA Negeri 3 Palembang. It tries to improve speaking skill and make the students more active in the class because it contains some activities that encourage the students to speak up in the class.

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Terttiaavini

Contact Email
avini.saputra@uigm.ac.id

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+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

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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

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

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