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Eka Nurhidayat
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Papanda Journal of English Education
Published by Papanda Publisher
ISSN : -     EISSN : 28305477     DOI : https://doi.org/10.56916
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Papanda Journal of English Education (PJEE) is a double-blind peer-reviewed. It is intended to serve as a platform for researchers, scholars, and practitioners in the field of English education to publish, disseminate, and exchange their original research and studies. The journal aims to promote knowledge-building and problem-solving in the field and to make scientific works in relevant research areas accessible to the public. The journal has been published online by Papanda Publisher since 2022. The primary scope and focus of the journal include English Language Teaching (ELT), Technology-Enhanced ELT, Language Testing and Assessment, English Applied Linguistics, and Second Language Acquisition (SLA).
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 5 Documents
 1 
Search results for , issue "Vol. 1 No. 1 (2022)" : 5 Documents clear
The Influence of Javanese Dialect on Students’ Ability in Learning English Pronunciation at Second Year of Social Program Students in MAN Cirebon 1 Aditiya Firmansyah
Papanda Journal of English Education Vol. 1 No. 1 (2022)
Publisher : Papanda Publisher

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Abstract

One of languages in Indonesia that has many variety is javenese language. The Javanese language is part of the Austronesia family, and is therefore related to Indonesian and other Malay varieties. Many speakers of Javanese also speak Indonesian for official and commercial purposes and to communicate with non-Javanese Indonesians. There are three main groups of Javanese dialects based on the sub region where the speakers live. They are: Western Javanese, Central Javanese and Eastern Javanese. The aims of the research carried out by the writer are to find out the data about the Javanese dialect, to find out the students’ ability in learning English pronunciation, and to find out the influence of Javanese dialect on the students’ ability in Learning English Pronunciation. The technique of collecting data is observation, interview, questioner, and test. The quantitative data are analyzed by using t-test formula and DC formula. After the data have been analyzed, the writer concludes that the Influence between X and Y variable is strong or high and the degree of freedom (df) is 28, with the significance 5% it shows that the critical value of t-test is 2.05. Based on the calculation of DC, the writer gets 0,8064% that influence of X variable gives contribution to the Y variable. Because the value of tobserve is higher than the critical value of the t-table with the significance 5% (2.05), it means that using Javanese dialect has strong or high influence to students’ ability in English pronunciation.
Improving Students’ Speaking Ability Through Story Telling Technique Nunung Nurhayati
Papanda Journal of English Education Vol. 1 No. 1 (2022)
Publisher : Papanda Publisher

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Abstract

This final project about improving students speaking ability through story telling technique at the tenth grade of SMKN 1 Maja . Teaching speaking at high school have many problem and most of student still have difficulties in speaking. It caused by some factors, those are : students are too shy and afraid to take a part in conversation, students are still clumsy in speaking, and students are not enthusiastic and not courage enough to involve in the speaking learning process . The objectives of this research are to know how the students’ speaking ability before and after teaching by using story telling technique and to find out the effectiveness of story telling technique in improving students’ speaking ability. While the hypothesis are: Null hypothesis (Ho) : Story telling technique is not effective in teaching speaking to improve students’ speaking ability and Alternative hypothesis (Ha) : Story telling technique is effective in teaching speaking to improve students’ speaking ability. This research uses the pre experimental research with one group as eksperimental and control. The population in this field is the 360 students of tenth grade of SMKN 1 Maja. The samples are 29 students. To get the analyzable data, the researcher uses three procedures, pre-test, treatment and post-test. While to collecting data technique, researcher uses the pre-test, observation check-list, field-notes and post-test. Based on the finding of pre-test, the researcher find the achievement of student in average 55,86. Based on the observation check list, the average score of students in treatment were very good. And the result of the post-test 63,44 The achievement of the students in learning speaking through this way was improved. It was supported by the significant result of the test. The average achievement of the students pre-test, 55,86. And the post test result was 63,44. It indicates that there is an effect using story telling to improve student’s speaking ability at tenth grade of SMKN 1Maja. The teaching procedure that researcher build in teaching speaking with using story telling technique are as follows: 1) Pre-speaking activity: greeting, praying, checking the attendance, showing the picture related to the topic, make prediction about the text, give questions about the topic, explain the topic, distributing worksheet. 2) Whilst-speaking activity: reading the text and answer the question from the text, identifying the generic structure, make short story and tell the story . 3) Post-speaking activity: giving feedback, reflection, homework and saying farewell. The conclusion of this research is students’ achievement in speaking ability before teaching by using story telling technique is low, while students’ speaking ability after teaching by using story telling technique is improve. Finally the story telling technique is effective in improving the students’ speaking ability. The result of this research are expected to give contributions to the development of English speaking teaching and learning process, especially to headmaster, English teachers, and future researchers. (1). For the headmaster, the results can be beneficial regarding to improve the educational quality. (2). For the English teachers, the result are expected as a input data about the using of story telling in teaching English. (3). For the next researchers, the results are expected the study will be beneficial and helpful for the future researchers as their guide.
Students’ Difficulties in Writing Narrative Text Agus Rofi’i
Papanda Journal of English Education Vol. 1 No. 1 (2022)
Publisher : Papanda Publisher

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Abstract

This study aims to analyze the implementation of teaching writing, student’s difficulties and the problem solving in writing, especially in narrative text. The process of writing has four main elements as follows planning, drafting, editing and final version. This study uses a descriptive qualitative. The data collected from classroom and observation, questionnaire, and interview. The researcher observes the lecturers action including the students’ activities and response from the students toward the technique in teaching learning process. The result of the study, implementation of teaching writing narrative text is the lecturer always stimulates the students by showing picture series students to work in groups and pairs. The students’ difficulties in writing narrative text are grammar, lack of vocabulary; identify the generic structure of narrative text and the problem solving of teaching writing narrative text.
The Comparative Study of The Students’ Achievement in Reading Comprehension With and Without Using Picture as Media at The Eighth Year Students As’ad Samsul Arifin
Papanda Journal of English Education Vol. 1 No. 1 (2022)
Publisher : Papanda Publisher

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Abstract

English is very important for the people in the world. It is used in many countries and has become an international language. English language has four skills that are listening, speaking, reading, and writing. There are many students that feel bored and never got understanding in learning English. Here, the teacher must be able to choose the correct method and also must be able to think creative and innovative in order that the students never feel bored and more understand in learning especially in reading. The activity of teaching reading is using visual aids. The writer uses pictures as media, with these equipment the students is more interesting in learning process. Because it can improves students’ reading understanding especially in reading comprehension in English. The purposes of the research are to find out the students’ achievement in reading comprehension with using picture as media, to find out the students’ achievement in reading comprehension without using picture as media and to know the comparison between the students’ achievement in reading comprehension with and without using picture as media at the eighth year students of smp negeri 1 sumber. The techniques of collecting data used by the writer are observation, interviewed, and test. In doing the research, the writer uses quantitative approach. It means that the data are obtained and presented by numbers so that they can be measured and interpreted by using statistical analysis. The population of the research is all of the eighth year students of smp negeri 1 sumber. The students who become population consist of 366 students and divided into 10 classes. Every standard class consists of 40 until 43 sudents. In this research the writer takes class VIII.E and VIII.I as the sample. The analysis of the comparison between the students’ achievement in reading comprehension with using picture as media is 87.25. Which is categorized “very good” achieved. And the students’ achievement in reading comprehension without using picture as media is 80.5. Which is categorized “good” achieved. Meanwhile, based on calculation above the score of t test 4.53 and the significant of 5% and df (n-2), while n is 78, so the result of t test is 4.53 higher than t table 1.99. It means that there is significant comparison between X1 and X2 variable.
Using Cartoon Films To Improve The Students’ Writing Ability at Eleventh Grade Sri Hartini
Papanda Journal of English Education Vol. 1 No. 1 (2022)
Publisher : Papanda Publisher

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Abstract

English teaching involves of four language skills, they are Listening, Speaking, Reading and Writing. Writing as a part of the difficult language skills besides listening, speaking and reading, must be taught maximally by the teacher to the students. The reason is because writing is a mixture of our idea, vocabulary and also grammar. Many students in SMAN 1 Bantarujeg still have poor ability in four skills, especially in writing. Those reasons because when they write something, they must pay attention in many things, including ideas, concepts, vocabulary and grammar. Besides that reason, there is a factor of students’ difficulties in writing text. It is the media of teaching. The objective of the research is to find out whether there is a significant difference between the students’ writing skill of narrative text of the eleventh grade students of SMA N 1 Bantarujeg in the academic year 2014-2015 who are taught by using cartoon film and those who are taught by using conventional teaching writing. The data were gathered from 11-14 April 2014. It was conducted as experimental study, and the data collection was test technique. The population in eight grade of SMAN 1 Bantarujeg are four classes with 114 students. Sample is a part of population that represents the whole population. If the population is 100 or less, it is better to take the whole population as the sample, if the population is more than 100 respondents, the writer can take 10-15 % or 20-25 % or more than 25% of the population based on the capability of a writers. The writer take 25% from the population as the sample. The calculating of determining sample are 25% x 114 = 29. So, the amount research sample are 29 students. XI IPA 1 with 28 students’, XI IPA 2 with 28 students’, XI IPS 1 with 29 students’, and XI IPS 2 with 29 students’. The writer used two classes: XI IPS 2 as the control group and XI IPS 1 as an experimental group. As the samples, the writer gave both classes different treatment, the experimental group was treated by using cartoon film technique while the control group was using conventional teaching writing technique. The data were processed by using t-test. The result shows that there is a significant difference between the group. The means of the data from the first and second data. The control group have means of pre-test is 72,9 and post test 75,17 while the experimental group have means of pre-test is 73,96 and post test is 77,758. Based on the t-test got the result is tobs = 3,59 , to = 2,78, t0.05 = 0,975 and df = 56. So, is the conclude that if to > t table it means that Ho is rejected and Ha is accepted, but when to < t table it means that Ho is accepted and Ha is rejected. Ha is accepted because to > tt ; 3,59 > 2.78 > 0,975. It’s means the result is significant and the hypothesis is accepted. However, the writer suggests the teacher should be more creative and innovative in selecting the suitable media in teaching learning. In addition, cartoon film can be used as alternative media to teach writing. So it will give some useful information about teaching writing by using cartoon films.

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