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EMPLOYING MIND MAPPING TECHNIQUE TO FACILITATE SECONDARY SCHOOL STUDENT TO WRITE NARRATIVE TEXT AT THE FIRST GRADE IN THE 2020/2021 ACADEMIC YEAR Siti Maysaroh
Journal of English Teaching and Learning Vol 1 No 01 (2021): Journal of English Teaching and Learning
Publisher : Faculty of Teaching and Education, University of August 17, 1945, Banyuwangi

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Employing Mind Mapping Technique to Facilitate Secondary School Student to Write Narrative Text At The First Grade In the 2020/2021 Academic Year. This research was conducted on class XI students of SMA Negeri 1 Wongsorejo Banyuwangi. This research used Class Action Research with research design using Pre-Test and Post-Test in cycle 1 and cycle 2. The data of this study were in the form of student scores both pre-test and post-test. The data collection technique was carried out by researchers by collecting student scores, observation sheets on student activities both before research, and after research, interviews with students and teachers on learning before and after using the mind mapping method. The results showed that: learning using the mind mapping method was classified as very supportive of students' abilities in learning writing narrative text. This is evidenced by the increase in student test results from cycle 1 with an average result of 72.79 students with a completeness level of 59%, increasing in cycle 2 with an average value of 79.26 with a completeness level reaching 85%. Student responses to learning using the mind mapping method are very happy, and students are quite active in group learning activities. In cycle 1 students do individual learning activities but the results are still not optimal because students still do not understand the mind mapping method, but in cycle 2 with group learning students experience an increase in ability because students can discuss with their group friends.

NARRATIVE INQUIRY : AN APPEALING SELF-REFLECTION `ON A PRE-SERVICE TEACHER IN VIDEO-MEDIATED TEACHING PRACTICA Vindia Alif Nur Fingky
Journal of English Teaching and Learning Vol 1 No 01 (2021): Journal of English Teaching and Learning
Publisher : Faculty of Teaching and Education, University of August 17, 1945, Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Narrative inquiry : an appealing self-reflection on a pre-service teacher in video-mediated teachingpractica. Experience is the beginning of learning about life, perfectly the different of teaching education in another country. however, with the experience can appreciate directly what happened and how it appends. This study discussed and analyzed about the experience and understanding about language, method, culture and the habit of the student in Thailand English education school. Students This Research aimed to improve the pre-service teacher skill in English lesson in International Teaching Practicum Program. This research was conducted by using Self-Reflection on Narrtive Inquiry as a Learning experience. The subject of this research is researcher as a pre-service teacher. The objective of this research was to improve the pre-service teacher skill in English lesson by using Self-Reflection on Narrative Inquiry as a Learning Experience at Darul Ulom Nibongbaru School in Thailand. The researcher conducted autobiographical writing to research about the experience and using the other data collection as an interview, photovoice and reflecting journal to support this research. The researcher as a pre-service teacher through a narrative inquiry can found the pragmatic approach to support international teaching practicum. In this study can help both teacher and student reflect on, question and learn the understanding of pre-service teacher in international teaching practicum program in Thailand from their storied experience. The data gathered trought narrative autobiography, interviews, reflecting journaling, photo voice and video recording as a mediated.

THE CORRELATION BETWEEN STUDENTS’ READING SPEED AND THEIR READING COMPREHENSION ( A CORRELATION STUDY IN THE ELEVENTH GRADE OF SENIOR HIGH SCHOOL MAN 3 BANYUWANGI ) Dzikril Moh Dzikril Hakim
Journal of English Teaching and Learning Vol 1 No 01 (2021): Journal of English Teaching and Learning
Publisher : Faculty of Teaching and Education, University of August 17, 1945, Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

The Correlation Between Students’ Reading Speed And Their Reading Comprehension ( A Correlation Study In The Eleventh Grade Of Senior High School Man 3 Banyuwangi ). In this research, the researcher investigated wheter or not there was any significant correlation between reading speed and reading comprehension of the eleventh grade students of MAN 3 Banyuwangi in the 2020/2021 academic year. If there was any significant correlation between variables, the researcher wants to know how far the correlation was exiting between the variables. To answer the problem of the research, the researcher formulates the hypothesis which says that there is any significant correlation between reading comprehension achievement and writing skill of the elevent grade students of MAN 3 Banyuwangi in the 2020/2021 academic year. Furthermore, the researcher used proportional random sampling by slovin method to take the sample. Meanwhile, the respondents were the elevent grade students of MAN 3 Banyuwangi in the 2020/2021 academic year. To analyze main data, the Pearson Product Moment was used to prove whether or not there was any significant correlation between reading speed and reading comprehension. The result of the statistical calculation should be consulted to the critical value table product moment with the level of significance 5% with N=31. The critical value table is 0,355. Meanwhile, the value of statistical calculation was 0,744. It can be said that the null hypothesis was rejected and the alternative hypothesis was accepted since the r statistic (0,744) was proved to be higher than the critical value table (0,355), So, it can be concluded that there was any significant correlation between reading speed and reading comprehension of the eleventh grade students of MAN 3 Banyuwangi in the 2020/2021 academic year.

THE EFFECT OF REPEATED READING STRATEGYIN ENANCHING STUDENTS READING ACHIEVEMENT Indra Pratama
Journal of English Teaching and Learning Vol 1 No 01 (2021): Journal of English Teaching and Learning
Publisher : Faculty of Teaching and Education, University of August 17, 1945, Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

The effect of repeated reading strategyin enanching student reading achievement ). This study aims to improve reading comprehension skills in the students' achievement of class XI Culinary 2 Smk Sritanjung Banyuwangi. ability using the poster achievement technique.The action research was conducted in two classes, namely class control and experiment. Actions given to students in the form of the application of the post-test score method of students 'speaking ability were analyzed using the independent sample t-test through the SPSS 25 program to improve students' reading comprehension skills. Data collection techniques in the form of observation, tests, and documentation.The data analysis technique used qualitative and quantitative descriptive analysis.Qualitative analysis is used for qualitative data in the form of interviews, field notes,and documentation of student assignments The results of this study are in accordance with the objectives of the repeated reading strategy, namely help students explore curiosity. In addition, read over and over also aims to help students to find problems in reading, improve student skills in analyzing the content of the reading text, with making students' mind mapping easier to analyze reading. Study that conducted by Alpar Murat (2015) score of deviation for control group is 6.086 and experimental group is 5.224. Then , the result of t-test founded 0,00 as the significant. So, the researcher continued to count the degree of freedom in order to know the data was significant or not. Afterwards, comparison between t-table and significant level 5% (0,05) indicated that 0,00<0,05, which means that it was significant. that repeated reading implementation brought positive impact to the student’s reading disability. It was detected by the post test score that increased in each session of the reading.However, the passagge sorting process is also influence the students’ reaction towards each reading session.In addition,the finding of the research shown that in the second reading session, four of eight students increased their reading score, and the other four students steady in their score. It means, the implementation of repeated reading was likely success. English teachers use repeated reading strategies as one of them alternatives in teaching reading to their students since learning English Through repeated reading with the text is a great and enjoyable activity for them. That can improve their reading fluency in order to know more about learning English, especially in learning to read, changing their view that learning to read itself something fun and not boring and tense.Researchers then discuss other functions of reading strategies to be applied in the teaching and learning process in the future

THE EFFECTIVENESS OF USING TWO STAY TWO STRAY IN TEACHING READING OF NARRATIVE TEXT AT THE FIRST GRADE STUDENTS OF SMAN 1 SRONO IN THE 2020/2021 ACADEMIC YEAR Moh. Jamaludin Iqbal
Journal of English Teaching and Learning Vol 1 No 01 (2021): Journal of English Teaching and Learning
Publisher : Faculty of Teaching and Education, University of August 17, 1945, Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

The Effectiveness of Using Two Stay Two Stray In Teaching Reading Of Narrative Text At The First Grade Students Of SMAN 1 SRONO In The 2020/2021 Academic Year. Reading not only helps students understand the text but also to reach and expand their knowledge especially in English. Reading comprehension in learning English is a process of understanding written ideas through meaningful interpretation and interaction with language. In studying reading material, students must be able to understand the reading text during the reading process. Two Stay Two Stray is a cooperative learning model that provides opportunities for groups to share results and information with other groups. Two stay two stray is used with the aim of directing students to actively discuss, question and answer, seek answers, explain and listen to material explained by friends. The main objective of this research is to find out how effective the Two Stay Two Stray (TSTS) technique is used in the learning process of reading narrative text. In this study, researchers used an experimental method by grouping students into two groups, namely the experimental group and the control group. The research subjects were students of class X SMAN 1 Srono Banyuwangi. In collecting data, the researcher made observations, giving tests in the form of pre-test, post-test, and documentation. The results of this study indicate that the Two Stay Two Stray (TSTS) technique is quite effective in learning to read narrative text and can improve students' reading ability of narrative text. This is evidenced by the increase in the average score of students before the research was conducted by giving the pre-test, namely 76.76, then the average value after giving the material using the TSTS method and giving the post-test was 87.74. The researcher concluded that by using the Two Stay Two Stray (TSTS) technique the learning process to read narrative text was very effective and could improve students' reading skills.

UTILIZING INSTAGRAM AS PEDAGOGICAL TOOLS TO PROMOTE STUDENTS SELF-EFFICACY IN WRITING DESCRIPTIVE IN THE FIRST GRADE OF SENIOR HIGHT SCHOOL Ericha dwi ayu widyawati
Journal of English Teaching and Learning Vol 1 No 01 (2021): Journal of English Teaching and Learning
Publisher : Faculty of Teaching and Education, University of August 17, 1945, Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Utilizing Instagram as Pedagogical Tools to Promote Students Self-efficacy in Writing Descriptive in the First Grade of Senior Hight School. Writing is one of the beneficial language skills that can help students to express their idea, show their feeling, and build their critical thinking and knowledge. Descriptive text is one type of writing which as basic writing, students can descript some figures with their own feeling and fact. Most of the students in one of senior hight school in Banyuwangi are lack motivation especially at Self-efficacy on writing descriptive. Self-efficacy is the individual perception of the ability to complete and know what they must do to get their goals. Self-efficacy can be influence by some factor such as experience , comment , etc. This research focus on the utilization of Instagram platform as pedagogical tools to promote students self-efficacy in writing descriptive on the first grade on senior hight school Banyuwangi , the participant consist of 36 students. This research used methodology classroom action research and did two cycle. The result showed that the utilization of Instagram as pedagogical tools to promote students self-efficacy in writing descriptive was complete and succesfull. The data showed that in cycle one 66% (24 students) from 36 can reach the passing grade 70 for writing descriptive text and self-efficacy questionaire. The progress grow 3% from cycle one, in cycle two 69% (25 students) of 36 can reach the passing grade 70 for writing descriptive text and self-efficacy questionaire.

EMPLOYING MIND MAPPING TECHNIQUE TO FACILITATE SECONDARY SCHOOL STUDENT TO WRITE NARRATIVE TEXT AT THE FIRST GRADE IN THE 2020/2021 ACADEMIC YEAR Maysaroh, Siti
Journal of English Teaching and Learning Vol 1 No 01 (2021): Journal of English Teaching and Learning
Publisher : Faculty of Teaching and Education, University of August 17, 1945, Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Employing Mind Mapping Technique to Facilitate Secondary School Student to Write Narrative Text At The First Grade In the 2020/2021 Academic Year. This research was conducted on class XI students of SMA Negeri 1 Wongsorejo Banyuwangi. This research used Class Action Research with research design using Pre-Test and Post-Test in cycle 1 and cycle 2. The data of this study were in the form of student scores both pre-test and post-test. The data collection technique was carried out by researchers by collecting student scores, observation sheets on student activities both before research, and after research, interviews with students and teachers on learning before and after using the mind mapping method. The results showed that: learning using the mind mapping method was classified as very supportive of students' abilities in learning writing narrative text. This is evidenced by the increase in student test results from cycle 1 with an average result of 72.79 students with a completeness level of 59%, increasing in cycle 2 with an average value of 79.26 with a completeness level reaching 85%. Student responses to learning using the mind mapping method are very happy, and students are quite active in group learning activities. In cycle 1 students do individual learning activities but the results are still not optimal because students still do not understand the mind mapping method, but in cycle 2 with group learning students experience an increase in ability because students can discuss with their group friends.

NARRATIVE INQUIRY : AN APPEALING SELF-REFLECTION `ON A PRE-SERVICE TEACHER IN VIDEO-MEDIATED TEACHING PRACTICA Alif Nur Fingky, Vindia
Journal of English Teaching and Learning Vol 1 No 01 (2021): Journal of English Teaching and Learning
Publisher : Faculty of Teaching and Education, University of August 17, 1945, Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Narrative inquiry : an appealing self-reflection on a pre-service teacher in video-mediated teachingpractica. Experience is the beginning of learning about life, perfectly the different of teaching education in another country. however, with the experience can appreciate directly what happened and how it appends. This study discussed and analyzed about the experience and understanding about language, method, culture and the habit of the student in Thailand English education school. Students This Research aimed to improve the pre-service teacher skill in English lesson in International Teaching Practicum Program. This research was conducted by using Self-Reflection on Narrtive Inquiry as a Learning experience. The subject of this research is researcher as a pre-service teacher. The objective of this research was to improve the pre-service teacher skill in English lesson by using Self-Reflection on Narrative Inquiry as a Learning Experience at Darul Ulom Nibongbaru School in Thailand. The researcher conducted autobiographical writing to research about the experience and using the other data collection as an interview, photovoice and reflecting journal to support this research. The researcher as a pre-service teacher through a narrative inquiry can found the pragmatic approach to support international teaching practicum. In this study can help both teacher and student reflect on, question and learn the understanding of pre-service teacher in international teaching practicum program in Thailand from their storied experience. The data gathered trought narrative autobiography, interviews, reflecting journaling, photo voice and video recording as a mediated.

THE CORRELATION BETWEEN STUDENTS’ READING SPEED AND THEIR READING COMPREHENSION ( A CORRELATION STUDY IN THE ELEVENTH GRADE OF SENIOR HIGH SCHOOL MAN 3 BANYUWANGI ) Moh Dzikril Hakim, Dzikril
Journal of English Teaching and Learning Vol 1 No 01 (2021): Journal of English Teaching and Learning
Publisher : Faculty of Teaching and Education, University of August 17, 1945, Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

The Correlation Between Students’ Reading Speed And Their Reading Comprehension ( A Correlation Study In The Eleventh Grade Of Senior High School Man 3 Banyuwangi ). In this research, the researcher investigated wheter or not there was any significant correlation between reading speed and reading comprehension of the eleventh grade students of MAN 3 Banyuwangi in the 2020/2021 academic year. If there was any significant correlation between variables, the researcher wants to know how far the correlation was exiting between the variables. To answer the problem of the research, the researcher formulates the hypothesis which says that there is any significant correlation between reading comprehension achievement and writing skill of the elevent grade students of MAN 3 Banyuwangi in the 2020/2021 academic year. Furthermore, the researcher used proportional random sampling by slovin method to take the sample. Meanwhile, the respondents were the elevent grade students of MAN 3 Banyuwangi in the 2020/2021 academic year. To analyze main data, the Pearson Product Moment was used to prove whether or not there was any significant correlation between reading speed and reading comprehension. The result of the statistical calculation should be consulted to the critical value table product moment with the level of significance 5% with N=31. The critical value table is 0,355. Meanwhile, the value of statistical calculation was 0,744. It can be said that the null hypothesis was rejected and the alternative hypothesis was accepted since the r statistic (0,744) was proved to be higher than the critical value table (0,355), So, it can be concluded that there was any significant correlation between reading speed and reading comprehension of the eleventh grade students of MAN 3 Banyuwangi in the 2020/2021 academic year.

THE EFFECT OF REPEATED READING STRATEGYIN ENANCHING STUDENTS READING ACHIEVEMENT Pratama, Indra
Journal of English Teaching and Learning Vol 1 No 01 (2021): Journal of English Teaching and Learning
Publisher : Faculty of Teaching and Education, University of August 17, 1945, Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

The effect of repeated reading strategyin enanching student reading achievement ). This study aims to improve reading comprehension skills in the students' achievement of class XI Culinary 2 Smk Sritanjung Banyuwangi. ability using the poster achievement technique.The action research was conducted in two classes, namely class control and experiment. Actions given to students in the form of the application of the post-test score method of students 'speaking ability were analyzed using the independent sample t-test through the SPSS 25 program to improve students' reading comprehension skills. Data collection techniques in the form of observation, tests, and documentation.The data analysis technique used qualitative and quantitative descriptive analysis.Qualitative analysis is used for qualitative data in the form of interviews, field notes,and documentation of student assignments The results of this study are in accordance with the objectives of the repeated reading strategy, namely help students explore curiosity. In addition, read over and over also aims to help students to find problems in reading, improve student skills in analyzing the content of the reading text, with making students' mind mapping easier to analyze reading. Study that conducted by Alpar Murat (2015) score of deviation for control group is 6.086 and experimental group is 5.224. Then , the result of t-test founded 0,00 as the significant. So, the researcher continued to count the degree of freedom in order to know the data was significant or not. Afterwards, comparison between t-table and significant level 5% (0,05) indicated that 0,00<0,05, which means that it was significant. that repeated reading implementation brought positive impact to the student’s reading disability. It was detected by the post test score that increased in each session of the reading.However, the passagge sorting process is also influence the students’ reaction towards each reading session.In addition,the finding of the research shown that in the second reading session, four of eight students increased their reading score, and the other four students steady in their score. It means, the implementation of repeated reading was likely success. English teachers use repeated reading strategies as one of them alternatives in teaching reading to their students since learning English Through repeated reading with the text is a great and enjoyable activity for them. That can improve their reading fluency in order to know more about learning English, especially in learning to read, changing their view that learning to read itself something fun and not boring and tense.Researchers then discuss other functions of reading strategies to be applied in the teaching and learning process in the future

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
Abd. Rahman

Contact Email
englishteaching@untag-banyuwangi.ac.id

Phone
+6281330258695

Journal Mail Official
englishteaching@untag-banyuwangi.ac.id

Editorial Address
Jalan Adi Sucipto no. 26 Banyuwangi

Location
Kab. banyuwangi,

Jawa timur

INDONESIA

Abstract

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Abstract

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Abstract

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Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Abd. Rahman

Contact Email englishteaching@untag-banyuwangi.ac.id

Phone +6281330258695

Journal Mail Official englishteaching@untag-banyuwangi.ac.id

Editorial Address Jalan Adi Sucipto no. 26 Banyuwangi

Location Kab. banyuwangi, Jawa timur INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
Abd. Rahman

Contact Email
englishteaching@untag-banyuwangi.ac.id

Phone
+6281330258695

Journal Mail Official
englishteaching@untag-banyuwangi.ac.id

Editorial Address
Jalan Adi Sucipto no. 26 Banyuwangi

Location
Kab. banyuwangi,

Jawa timur

INDONESIA