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PRIMACY Journal of English Education and Literacy
Published by Universitas Islam Syekh Yusuf Tangerang
ISSN : -     EISSN : 29864631     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
PRIMACY: Journal of English Education and Literature calls out and welcomes researchers, academicians, students, professionals and practitioners from all over the world to publish their research-based manuscripts within the following areas: English Language Teaching English Language Literature English Language Assessment and Evaluation ICT in Education English Applied Linguistics English for Specific Purposes Language Policy and Curriculum
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 32 Documents
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THE APPLICATION OF INQUIRY METHOD IN WRITING DESCRIPTIVE TEXT FOR SEVENTH GRADE STUDENTS Emiliya Sukma Dara Damanik; Fitri Amalia; Rocky Arya Pradika
PRIMACY Journal of English Education and Literacy Vol. 1 No. 1 (2022): June - 2022
Publisher : English Language Education Department, Faculty of Teacher Training and Education, Syekh-Yusuf Islamic University (PBI FKIP UNIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (189.837 KB) | DOI: 10.33592/primacy.v1i1.2605

Abstract

The aim of this research is to describe how the method technique is used in producing descriptive writings in class VII Junior High School Medan. This study examines the use of the inquiry method in producing descriptive writings, as well as the impacts of the method's use and the challenges English teachers experience when using it in class VII SMP Medan. This study use descriptive qualitative research. The subject of this study is students of class VII of Junior High School Medan. The object of this research is to learn to write description text with inquiry method. The information gathered came from a variety of sources, including events, informants, and records. To clarify the effects of the application of inquiry method and the problems faced by English teachers in applying this method. Data was collected through observations, interviews, and documents from writing learning activities. According to the findings of this study, the following are the result of applying inquiry method in writing descriptive text: (1) make students has learning experience that demands independence, critical, creative, and innovative. And another result about problems that faced by teacher in applying inquiry method in writing descriptive text include: (1) different capability of the students that can be see when the teacher explained the materials, (2) the lack of vocabulary, and (3) students are less prepared to enter English class with not bring dictionary.
IMPLEMENTATION OF COOPERATIVE STRATEGIES IN TEACHING ENGLISH TO JUNIOR HIGH SCHOOL Nur Afifah Nabila Putri; Ahmad Husein; Emeliya Sukma Dara Damanik
PRIMACY Journal of English Education and Literacy Vol. 1 No. 1 (2022): June - 2022
Publisher : English Language Education Department, Faculty of Teacher Training and Education, Syekh-Yusuf Islamic University (PBI FKIP UNIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (182.044 KB) | DOI: 10.33592/primacy.v1i1.2607

Abstract

Cooperative learning is a strategy that is often used in the teaching and learning process. In which the learning process is carried out in groups by students. In this case the students become more dominant than the teacher. The implementation of this strategy is also a reference to be more open between students with different genders, academic abilities, and different races. The methodology used is qualitative in writing. This paper contains learning strategies for students, especially junior high schools, where the implementation itself will provide variations for teachers in teaching and make students more creative in building their own knowledge.
STUDENTS' PERCEPTION OF USING EDPUZZLE IN LISTENING ASSESSMENT Syifa Fadhilah Hamid
PRIMACY Journal of English Education and Literacy Vol. 1 No. 1 (2022): June - 2022
Publisher : English Language Education Department, Faculty of Teacher Training and Education, Syekh-Yusuf Islamic University (PBI FKIP UNIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (214.371 KB) | DOI: 10.33592/primacy.v1i1.2608

Abstract

Edpuzzle is a useful website for teachers to find and edit online videos whether it is from YouTube, TED Talks, or Khan Academy, etc., to present it to their students in the classroom. In addition, Edpuzzle flourished to become one of the effective tools in listening assessment because student’s progress is easily tracked by the teacher and assigned videos are graded by Edpuzzle. This is a survey study which proposed to get an empirical data about students’ perceptions of using Edpuzzle in listening assessment. The result of this study showed that students’ perceptions of using Edpuzzle in listening assessment are positive. Using video in Edpuzzle perceived as an up-to-date and interesting way to be used in listening assessment based on 90% of the respondents, and they agreed that the content of the video provided in Edpuzzle as the listening assessment media was authentic since it is related to their daily life conversation. The use of Edpuzzle in listening assessment is perceived and received positively by the students of SMK Diponegoro 1 Jakarta who have ever used Edpuzzle in their listening assessment.
MATERIAL PROCESS IN DRAMA SERIES “13 REASONS WHY” Sylvina Arisyi Febriari; Ariffuddin Ariffuddin
PRIMACY Journal of English Education and Literacy Vol. 1 No. 1 (2022): June - 2022
Publisher : English Language Education Department, Faculty of Teacher Training and Education, Syekh-Yusuf Islamic University (PBI FKIP UNIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (273.67 KB) | DOI: 10.33592/primacy.v1i1.2609

Abstract

The objectives of the research were to determine the types of Material Process used in 13 Reason Why film transcript in Jay Asher movie and to find out the most dominant material process type applied in 13 Reason Why film transcript in analyzing Jay Asher movie. The research was conducted by using descriptive qualitative design. The data of this research were utterances based on the transcript of 13 Reason Why film transcript that were downloaded from https://13reasonswhy.fandom.com/wiki/Tape_1,_Side_A/Transcript\. The data was analyzed by using Systemic Functional Linguistics based on Halliday. The result of this research was: (1) there were four types of Material Process in the transcript of 13 Reason Why film transcript, namely: Process of Doing (247 utterances or 76,23%), Process of Creating (50 utterances or 15,43%), Process of Happening (21 utterances or 6,48%), and Abstract Process (6 utterances or 1,85%). The most dominant type of Material Process applied in 13 Reasons Why transcript is Process of Doing (247 utterances with percentage 76,23%).
AN ANALYSIS OF NINE GRADE STUDENTS' ABILITY IN WRITING PROCEDURE TEXT AT JUNIOR HIGH SCHOOL Aulan Nisa; Nurhayati Nurhayati; Emiliya Sukma Dara Damanik
PRIMACY Journal of English Education and Literacy Vol. 1 No. 1 (2022): June - 2022
Publisher : English Language Education Department, Faculty of Teacher Training and Education, Syekh-Yusuf Islamic University (PBI FKIP UNIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (222.572 KB) | DOI: 10.33592/primacy.v1i1.2610

Abstract

This study discusses students' skills in writing procedural texts, using topics related to use in everyday life. This study aims to determine the level of students' ability in writing procedural texts according to the layout and linguistic elements of the text. This study used a sample of all students of class IX junior high school. The research was obtained by analyzing the students' written procedure text using an assessment rubric, namely an assessment of the general structure and linguistic characteristics of the text. Based on this research, students' ability in writing procedural texts is at a good level. Even so, there are some parts of the text such as ingredients in generic structure and adverb on linguistic elements that students do not understand how to write and need further understanding. Students are required to be able to write good procedural texts in accordance with the general structural and linguistic elements of the text.
DRAMA AS A REINFORCEMENT IN YOUNG LEARNERS' ENGLISH VOCABULARY LEARNING Arini Nurul Hidayati; Irma Febrianti; Santiana Santiana
PRIMACY Journal of English Education and Literacy Vol. 1 No. 2 (2022): December - 2022
Publisher : English Language Education Department, Faculty of Teacher Training and Education, Syekh-Yusuf Islamic University (PBI FKIP UNIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (291.348 KB) | DOI: 10.33592/primacy.v1i2.3203

Abstract

This study seeks to ascertain whether drama has a significant impact on vocabulary instruction for young learners by looking into the teacher’s teaching practice. One English instructor who frequently teaches English through drama was involved in data gathering for this study since the teacher is successful at doing so. Semi-structured interviews are the approach utilized to collect data, and Braun and Clarke's thematic analysis is then used to interpret the data (2012). Three emerging themes from this study's findings indicate the advantages of using drama to teach English: enhancing students' confidence, expanding students' vocabulary, and increasing students' interest in acquiring English language. However, based on the study's findings, the researcher concluded that young learners may benefit from drama-based vocabulary instruction for the following reasons: The use of drama in the classroom fosters intellectual and emotional conditions that promote students' ability to think. It encourages students to take chances and enables them to put their communication talents to use. Dramatic instruction increases language retention over the long run because vocabulary learning requires active participation from the learners.
WATCHING ENGLISH MOVIE ON IMPROVING STUDENTS' WRITING ABILITY Lastry Forsia
PRIMACY Journal of English Education and Literacy Vol. 1 No. 2 (2022): December - 2022
Publisher : English Language Education Department, Faculty of Teacher Training and Education, Syekh-Yusuf Islamic University (PBI FKIP UNIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (244.27 KB) | DOI: 10.33592/primacy.v1i2.3205

Abstract

This research aims to investigate whether there is a significant effect of watching English movie on improving students’ ability to write a narrative text at the tenth-grade students. This research used quasi experimental method. Sample of the study consisted of 76 students. The sampling technique was used random sampling. In this research, the researcher used to watch English movie to improve students’ writing ability to trigger ideas. This research consisted of three stages. The first stage was pre-test giving stage. The second was treatment implementation stage, namely watching English movie as a technique in experiment class and without watching English movie in controlled class. The third was post-test giving stage. The type of the research was written test. To validate the instrument, the writer asked an expert to validate its content. This instrument was said valid. Then, the results of both classes were analyzed by using t-test. The study findings revealed that there were significant differences between the mean scores attained by the experimental class and control class. Post intervention data indicated a remarkable increase in the experimental class’ achievement in writing ability with the result found that tobserved > ttable for the significant level (0,025), 2,72 > 2. So, Ho is rejected, and Ha is accepeted. It means that there is significant effect of watching English movie on improving students’ ability to write a narrative text at the tenth grade of SMAN 12 Kabupaten Tangerang in academic year 2021/2022
THE IMPLEMENTATION PICTURE AND PICTURE STRATEGY TO INCREASE STUDENTS' ABILITY IN VOCABULARY AT MAN 3 MEDAN Gumarpi Rahis Pasaribu; Sholihatul Hamidah Daulay; Zainuddin Saragih
PRIMACY Journal of English Education and Literacy Vol. 2 No. 1 (2023): June - 2023
Publisher : English Language Education Department, Faculty of Teacher Training and Education, Syekh-Yusuf Islamic University (PBI FKIP UNIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/primacy.v2i1.3439

Abstract

This research was intended to find out the empirical evidence of students’ ability in vocabulary by using picture and picture strategy in class X of Man 3 Medan. The method used in this research was Classroom Action Research (CAR) method in which to identify and to solve the problem on the students’ ability in vocabulary. The result of the data analyzing showed that there was an increasing on the students’ ability in vocabulary through picture and picture strategy. It was showed from the mean of pre – test was 31,62. After picture and picture strategy was applied in the first cycle there was an increase of the students’ mean score which was 53,22 and for the second cycle after reflection on the first cycle, there was an increase of students mean score which 92,25. Moreover, post – test I session which was 19,35% (6 students) who got point of 70. In post – test II for the second cycle which was 90,32 % (28 students) who got the point of over 70. It was found that the teaching vocabulary by picture and picture strategy could increase the students’ ability in vocabulary.
TEACHING ENGLISH FOR SPECIFIC PURPOSES (ESP): TEACHERS' ROLE AND THEIR CHALLENGES Tira Nur Fitria
PRIMACY Journal of English Education and Literacy Vol. 2 No. 1 (2023): June - 2023
Publisher : English Language Education Department, Faculty of Teacher Training and Education, Syekh-Yusuf Islamic University (PBI FKIP UNIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/primacy.v2i1.3446

Abstract

This study examines the role of the teacher and the challenges related to teaching English for Specific Purposes (ESP). This investigation was conducted in a library. The analysis indicates that teachers should have multiple responsibilities, such as managing/organizing learning, devising learning objectives, establishing a positive classroom environment, and evaluating student processes. The challenges that ESP teachers face in teaching ESP include the poor quality of teachers, the teachers' improper qualification and teaching methods, the absence of a theoretical framework for teaching ESP, a lack of knowledge about the field of study of their students, a lack of ESP training, the absence of a correct needs analysis, large classes, and learners with varying English proficiency levels. Students' motivation to learn English, demographic characteristics and demands of learning ESP, English proficiency, differences between languages, lack of vocabulary, reliance on the dictionary, and lack of skills in using the dictionary, especially for ESP terms. Among the environmental and other obstacles is the condition of the classroom, a lack of instructional materials, classes with an excessive number of students, and an excessive emphasis on the examination. In further research regarding curriculum and lesson plan comprehension.
STUDENT'S RESPONSE THROUGH THE USE OF ONLINE CROSSWORD PUZZLE TO IMPROVE CRITICAL THINKING IN LEARNING ENGLISH Joko Prayudha.S
PRIMACY Journal of English Education and Literacy Vol. 2 No. 1 (2023): June - 2023
Publisher : English Language Education Department, Faculty of Teacher Training and Education, Syekh-Yusuf Islamic University (PBI FKIP UNIS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33592/primacy.v2i1.3472

Abstract

The development of game-based learning technology is one of the advancements in innovation in the field of education. Teachers can take advantages of this opportunity to help students to improve their critical thinking skills while learning English. The application of game-based learning that can be used to improve critical thinking skills in this study is the online crossword puzzle. The current study aims to reveal students' responses to the use of digital-based learning applications in improving students' critical thinking skills when learning English. The method used is qualitative through a descriptive approach. Data obtained through field observations and interviews. After that, the data was analyzed through data reduction, data display, and conclusion. The results of the study showed that the students' responses when learning English through online crossword puzzles were very positive. Students' enthusiasm for learning is increasing, and there is an increase in student interest and motivation when implementing these applications in English classes so that students can develop self-confidence when doing English assignments better.

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