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English Research Journal : Journal of Education, Language, Literature, Arts and Culture
Published by Universitas Slamet Riyadi
ISSN : 26851644     EISSN : 26856425     DOI : DOI: https://doi.org/10.33061/erj.v8i2.9454
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
English Research Journal: Journal of Education, Language, Literature, Arts, and Culture (ERJ) is a peer-reviewed academic journal published by the English Language Education Program of Slamet Riyadi University, Surakarta, Indonesia. All articles are required to be in English. English Research Journal: Journal of Education, Language, Literature, Arts, and Culture (ERJ) primarily accepts articles to publish dealing with: (1) Language teaching methodology; (2) ICT in ELT; (3) Language teaching and culture; (4) Language immersion; (5) Language testing and assessment; (6) ELT curriculum development; (7) Applied linguistics; (8) Multiculturalism in language learning; (9) English for Specific Purposes (ESP); (10) Professional development. This journal serves as a platform for students, lecturers, observers and practitioners to share their research and insights in the field of English language education and literature.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 5 Documents
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Search results for , issue "Vol. 4 No. 2 (2019): English Research Journal" : 5 Documents clear
THE USE SQ3R METHOD TO IMPROVE STUDENTS’ READING COMPREHENSION Siti Rohmah Tri Wardhani
English Research Journal : Journal of Education, Language, Literature, Arts and Culture Vol. 4 No. 2 (2019): English Research Journal
Publisher : English Education Department Slamet Riyadi University Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33061/erj.v4i2.4464

Abstract

This research aims at improving students’ reading comprehension in MAN 1 Surakarta especially to identify the main idea, the meaning of vocabulary, detail information, reference and inference in narrative text by using (Survey, Question, Read, Recite, and Review) SQ3R method. This method was Classroom Action Research and there were 2 cycles. The procedures are namely planning, acting, observing, and reflecting. Test namely pre test and post test and non-test namely observation, interview, questionnaire, and documentation techniques were used in collecting data. The techniques of analyzing data were interpreted using qualitative and quantitative techniques. The result of SQ3R method could improve the students’ reading comprehension. It can be seen through the student’s score and there were significant improvement in teaching and learning process. The mean of pre test was 55.85, post test 1 was 71.75, and post test 2 was 86.5. The result of t-table could be seen from t0 > tt in significance 5% 9.79 > 1.69 in cycle 1 and 10.1>1.69 in cycle 2. The condition became active, joyful, active discussion, communicative, and conducive. The students were more active, confident, and their motivation increased. It can be constructed that SQ3R method could improve students’ reading comprehension. Keywords: Classroom Action Research; improving; Reading Comprehension; SQ3R method.
The Implementation of Story Completion Technique to Improve Speaking Skill of Vocational High School Students Pungky Purwasih
English Research Journal : Journal of Education, Language, Literature, Arts and Culture Vol. 4 No. 2 (2019): English Research Journal
Publisher : English Education Department Slamet Riyadi University Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33061/erj.v4i2.4465

Abstract

The aims of this research are to find out whether Story Completion technique can improve speaking skill and to find out how Story Completion technique can improve speaking skill of the tenth grade students of SMK WIJAYA KUSUMA Surakarta in the academic year of 2017/ 2018. This research was conducted at the tenth grade students of SMK WIJAYA KUSUMA Surakarta in the Academic Year of 2017/2018. The researcher used Classroom Action Research which was conducted from January until February 2018 at the class of X.B. The research was conducted in two cycles and each cycle consisted of two meetings and one test. Each cycle also consisted of identifying the problem, planning the action, implementing the action, observing, reflecting and revising the plan. The researcher used qualitative and quantitative data to collect the data. In collecting the qualitative data, the researcher used interview, observation, and documentation. While in collecting the quantitative data, the researcher used pre-test, post-test 1 and post-test 2. To analyze the data, the researcher used qualitative and quantitative method. The result of the study showed that the mean score of students from pre-test until post-test 2 increased. The mean score of pre-test was 52.84, the mean score of post-test 1 was 64.21, and the mean score of post-test 2 was 73.68. There were also significant improvement of the students’ motivation, confident and situation in teaching and learning process. The class was more conducive. The students was interested with the activity. They enjoyed the teaching and learning process. It made the students could speak English well and confidently. It can be concluded that Story Completion Technique can improve students’ speaking skill in teaching and learning process. Keywords: Speaking Skill, Story Completion Technique, Classroom Action Research, qualitative and quantitative
THE IMPLEMENTATION OF ROSETTA STONE SOFTWARE TO IMPROVE STUDENTS’ LISTENING SKILL Devi Nur Puspitasari
English Research Journal : Journal of Education, Language, Literature, Arts and Culture Vol. 4 No. 2 (2019): English Research Journal
Publisher : English Education Department Slamet Riyadi University Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33061/erj.v4i2.4466

Abstract

This research aims at improving listening skills using Rosetta Stone Software media at SMPN 27 Surakarta class VIII D. This method was Class Action Research. in this study there were two cycles and post tests. in each cycle there were four procedures, they plan, act, observe and reflect. In collecting the data consists of tests and non-tests. The test was written tests, and non-tests like; observe, interview and documentation.The results of the implementation of Rosetta Stone software was improvent from pre test, post test 1 and post test 2. The mean score pre test is 65.00, in post test 1 is 73.00. and post test 2 is 76.00. in cycle 2 the use of Rosetta Stone Software made the students feel happy, active, relaxed, more confident, and increases students' learning motivation in the teaching and learning process. Key words :Listening Skill, Rosetta Stone Software, Classroom Action Research.
SELF- REGULATED STRATEGY DEVELOPMENT (SRSD) METHOD: EFFECTS IN THE STUDENTS’ WRITING SKILL. Dzakiyatul Lutfiah Dahlan
English Research Journal : Journal of Education, Language, Literature, Arts and Culture Vol. 4 No. 2 (2019): English Research Journal
Publisher : English Education Department Slamet Riyadi University Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33061/erj.v4i2.4467

Abstract

This study was conducted to know the significant difference in students’ writing skill using SRSD method and to know which groups get better achievement in writing skill at the tenth grade of MAN 1 Surakarta. The researcher used experimental research which was conducted from April until May 2018. The data were collected by using written test. The results of tests were analyzed by using normality, homogeneity, t- test independent, and t-test non independent. The first result showed that there was significant difference in students’ writing skill between experimental class who was taught by using SRSD method and control class who was taught using conventional method. It could be proven from the result of t- test independent with the value of t was 1.78 of pre-test and the value of t of post-test was 1.74. It was higher than t table (α 0.05) = 1.67. The second result showed that experimental group gets better achievement than control group. It was shown by the mean of post- test of experimental (73.61) was higher than the mean score of control class (70.57). In addition, the computation of t-test non independent showed that t value of SRSD method (10.37) was greater than t value of conventional method (9.05) with α = 0.05 and df = 26. Keywords: Self- Regulated Strategy Development, SRSD Method, Experimental Research. Writing Skill
KNOW WANT LEARN STRATEGY TO IMPROVE STUDENTS’ READING COMPRHENSION STUDENTS’ OF SENIOR HIGH SCHOOL Sitoresmi Hayuningtyas
English Research Journal : Journal of Education, Language, Literature, Arts and Culture Vol. 4 No. 2 (2019): English Research Journal
Publisher : English Education Department Slamet Riyadi University Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33061/erj.v4i2.4468

Abstract

Reading is a basic life skill of students success in school and consequently through life. Without the ability to read effectively, the students can not improve their reading skill. M.Ogle, the aims of the this research were to know whether Know Want Learn (KWL) strategy can improve students reading comprehension and to describe the class condition when Know Want Learn (KWL) strategy was implemented in teaching learning process at the Eleventh grade of SMA N Karangpanda in 2017/2018 Academic Year. This research was conducted at the Eleventh grade of SMA N Karangpandan. The method of the study was classroom action research which was conducted from March until May 2018. The data was collected through test and non-test. In collecting data was used multiple choices in pre test, post test 1, and post test 2. Besides that to collect non-test was used observation, interview, and documentation. While, to analyze the data was used t-test. The results of the research showed that the implementation of Know Want Learn (KWL) strategy was successful to improve students reading comprehension. The mean score increased from 57.92 in pre-test became 70 in post test 1 until 84.7 in post test 2. It can be concluded that Know Want Learn (KWL) strategy was appropriate to improve the students reading comprehension in teaching and learning process. Moreover, The class condition was more enjoyable, enthusiast, and conducive during learning process. Key words: Reading Comprehension; Know Want Learn (KWL) strategy; Classroom Action Research

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