JURNAL SMART
SMART: Journal of English Language Teaching and Applied Linguistics ISSN: 2356-2048, e-ISSN: 2356-203X a peer-reviewed, scientific journal published by Language Centre STKIP Muhammadiyah Pringsewu Lampung in collaboration with Asosiasi Program Studi Pendidikan Bahasa Inggris (APSBI). The journal publishes both conceptual and research-based articles within the fields of English Language Teaching and Applied Linguistics. Its scope encompasses English language teaching and learning, English language teachers' training and education, Asesment Language, Translation, vocabularies, Curriculum, semantics, syntax, syllabus discourse, english skills, teaching method,structure pragmatics, sociolinguistics, morphology, psycholinguistics. It published biannually in the months of January and August.
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<![CDATA[STUDENTSâ PERCEPTIONS ON THE IMPLEMENTATION OF PROJECT BASED LEARNING IN ENTERPRENEURSHIP CLASS ]]>
<![CDATA[Kayyis, Rahmatika]]>
<![CDATA[ JURNAL SMART Vol 2, No 2 (2016) ]]>
Publisher : <![CDATA[STKIP Muhammadiyah Pringsewu ]]>
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DOI: 10.26638/202.203X
<![CDATA[Project based learning is teaching method that offer learner autonomy and freedom to beenggaged with their le arning activity. From that also the learner can learn theirlanguage (L2) by doing their project conciously or unconciously.Project-basedlearning was suceed to be implemented in the class of enterpreneurship class. In thisproject, 62 students were divided into 31 pairs and asked to do the project onbuilding their own bussiness. The bussiness should be based on language skills. Thedata were collected mainly from studentsâ essays, writen at the end of semester, onthe advantages and disadvantages of using project-based learning in classroom. Thedata were then analyzed both quantitatively and qualitatively. The quantitativeanalysis was first used for assessing the responses obtained from the essays; andsecondly, the qualitative analysis provided the evaluation and interpretation of thefigures. The results showed that most students appreciated the use of PBL in theclassroom because the method made them to be more independent in learning of howto teach using English and use their talent in creating bussiness.Beside this alsoevoke the students willingness to do their project in creating bussiness, Englishcourses.Keywords: project, teaching and learning method, enterpreneursihp, bussiness]]>
<![CDATA[SIMILARITIES AND DIFFERENCES BETWEEN ENGLISH AND ARABIC VERB ]]>
<![CDATA[Siswoyo, Siswoyo]]>
<![CDATA[ JURNAL SMART Vol 2, No 2 (2016) ]]>
Publisher : <![CDATA[STKIP Muhammadiyah Pringsewu ]]>
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DOI: 10.26638/207.203X
<![CDATA[This paper is to know the similarities and differences between English and Arabic verb.The similarities between English and Arabic verb can be used as media to learn bothlanguages. The English verb is the same as Arabic that needs object and has theagreement of the subject and the verb. The difference between English and Arabic verbis that English verb has no change of the first letter of the verb because of the change ofthe various subject.Keywords: fiâil madli, mudloriâ, amr, transitive verb, intransitive verb]]>
<![CDATA[THE INFLUENCE OF STUDENTSâ SELF EFFICACY TOWARD THEIR READING ACHIEVEMENT AT SMA SRIJAYA NEGARA PALEMBANG ]]>
<![CDATA[Yuliani, Sri]]>
<![CDATA[ JURNAL SMART Vol 2, No 2 (2016) ]]>
Publisher : <![CDATA[STKIP Muhammadiyah Pringsewu ]]>
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DOI: 10.26638/203.203X
<![CDATA[The formulation of the problem was âIs there any significant influence of studentsâself efficacy toward their English reading achievement?â. Therefore, the objective ofthis study was to find out whether or not : there is a significant influence of studentsâsself efficacy toward their English reading achievement. To conduct this studydescriptive quantitative was used. The population of the study consisted of 242students of SMA Srijaya Negara Palembang in the academic year of 2014/2015. Thewriter chose 2 classes of tenth grade students which consisted of 68 students. Thesample was selected by using convinience sampling. The data were collected by usingquestionnaire and test. The data were analyzed by using correlational (spearman rho)and regression analysis. The result showed that there was weak correlation betweenstudentsâ self efficacy toward their English reading achievement (r=.399). Theinfluence of studentsâ self efficacy was 0.219 or 21.9 % to the studentsâ Englishreading achievement. From the F-test, it can be seen that the F-obtained was 18.472with the significant level p < 0.05 was higher than the value of F-table (F-table = 3.98). Since the F-obtained was higher than F-table, the alternative hypothesis (Ha) wasaccepted and the null hypothesis (H o ) was rejected. So it could be concluded that therewas a significant influence of studentsâ self efficacy toward their English readingachievement at SMA Srijaya Negara Palembang.Keywords : Influence, Self Efficacy, and English Reading Achievement]]>
<![CDATA[PEER EVALUATION TO TEACH SEMANTICS ]]>
<![CDATA[Syaputri, Wuri]]>
<![CDATA[ JURNAL SMART Vol 2, No 2 (2016) ]]>
Publisher : <![CDATA[STKIP Muhammadiyah Pringsewu ]]>
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DOI: 10.26638/208.203X
<![CDATA[This study begins from the problem of studentâs confidence to express their knowledgein order to support their understanding the references in learning semantics. Theobjective of this study knows the significance of achievement process in Semanticsclass. The technique of this study is using peer evaluation to conduct semantics class.Method of the study is using classroom action research with questionnaire, test anddocumentation during the semester. The result showed the raising reaction of thestudentsâ confidence in expressing their knowledge. It was proven by the gain of thestudents score in cycle 1 and 2.Keywords: Semantics, Peer Evaluation, Achievement]]>
<![CDATA[STUDENTSâ SELF ESTEEM IN SPEAKING ABILITY ]]>
<![CDATA[MR, Elvira Rosyida]]>
<![CDATA[ JURNAL SMART Vol 2, No 2 (2016) ]]>
Publisher : <![CDATA[STKIP Muhammadiyah Pringsewu ]]>
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DOI: 10.26638/204.203X
<![CDATA[One of principle of communicative competence is the students know how to uselanguage according to the setting and the participants. Actually, to be able to speaktarget language, the students ar not only expected to have a great ability in grammar,vocabulary, or writing, but how brave they express their idea and use target languageto others. Therefore, this study aimed to investigate studentsâ self esteem to theirspeaking ability This study was carried out at Hadist major at the fourth semester ofIAIN Raden Intan Lampung. The researcher used questionnaire, test, and interview.The data collected were analyzed quantitatively, and described to know clearly theprocess which was occurred during the research. The results indicate that studentsâself esteem influence their speaking ability.Key Words: speaking, self esteem, communicative competence]]>
<![CDATA[WASHBACK OF THE ENGLISH SECTION OF COLLEGE ENTRANCE EXAM ON THE STUDENTSâ PRODUCTIVE AND RECEPTIVE SKILLS ]]>
<![CDATA[Wulandari, Fitri Wulandari]]>
<![CDATA[ JURNAL SMART Vol 2, No 2 (2016) ]]>
Publisher : <![CDATA[STKIP Muhammadiyah Pringsewu ]]>
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DOI: 10.26638/209.203X
<![CDATA[Exam plays a powerful role in educational system and exerts significant washback onstudentsâ learning. Washback, the impact of exams on education in general andlanguage examining in particular, has become a popular area of study withineducational research. This paper focuses on the washback effects of college entranceexam on studentsâ productive and receptive skills in STKIP MuhammadiyahPringsewu Lampung. The main concern of the study was to investigate the impact ofcollege entrance exam on productive and receptive language skills in STKIPMuhammadiyah Pringsewu Lampung. 53 first year students at English EducationDepartment in the academic year of 2015-2016 of STKIP Muhammadiyah PringsewuLampung attended the study. A 26-item questionnaire was designed and administeredto 53 students. The data were analyzed using statistical analysis including descriptivestatistics (frequency, percentage, mean, and standard deviation). It has been found outthat the exam has some negative effects on studentsâ language productive andreceptive skills on the first year students at English Education Department of STKIPMuhammadiyah Pringsewu Lampung. Some changes to exam that might be gratefulare discussed in the last section of the paper.Keywords: washback effect, college entrance exam, studentsâ productive skills]]>
<![CDATA[ENHANCING THE LISTENING MOTIVATION AND ACHIEVEMENT OF THE ELEVENTH GRADERS BY USING DRAMA MOVIES VIEWING TECHNIQUES ]]>
<![CDATA[Suramto, Suramto]]>
<![CDATA[ JURNAL SMART Vol 2, No 2 (2016) ]]>
Publisher : <![CDATA[STKIP Muhammadiyah Pringsewu ]]>
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DOI: 10.26638/205.203X
<![CDATA[The present study aimed to investigate whether or not there was a significant differencein studentsâ listening motivation and achievement after they were taught by dramamovies viewing technique. The objects of the study were 60 eleventh graders. A quasiexperimental design was used in this study.Data were collected by using motivationquestionnaire and listening achievement tests. The results showed that the students whowere treated by drama movies viewing technique achieved higher mean score inlistening motivation (80.57) and listening achievement (81.46). Drama movies viewingtechnique also gave contribution in listening motivation (31.9%) and listeningachievement (61.8%).Keywords: drama movies viewing techniques, listening motivation, and listeningAchievement.]]>
<![CDATA[TEACHERâS PERCEPTION OF TEACHING WRITING TO YOUNG LEARNERS USING STORY ]]>
<![CDATA[Inawati, Iin]]>
<![CDATA[ JURNAL SMART Vol 2, No 2 (2016) ]]>
Publisher : <![CDATA[STKIP Muhammadiyah Pringsewu ]]>
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DOI: 10.26638/210.203X
<![CDATA[This study aims to explore the teacherâs perception of teaching writing to young learners using story and to investigate her practice of teaching writing in primary school context. This study utilized a case study research design in which an English teacher became the participant. The data were obtained from interview and documents analysis. Analysis of data showed that the teacher neglect to use story in her writing class because of her perception that story is difficult to be used in teaching writing for young learners. The second finding showed that the teacher had provided various activities in writing development in which the students should use their thinking skill, such as: drawing a school map and writing based on the picture they draw, or open response to a picture.Keywords: writing, young learners, meaningful language, story]]>
<![CDATA[DIRECTED READING THINKING ACTIVITY (DR-TA) STRATEGY TO TEACH READING ]]>
<![CDATA[Seftika, Seftika]]>
<![CDATA[ JURNAL SMART Vol 2, No 2 (2016) ]]>
Publisher : <![CDATA[STKIP Muhammadiyah Pringsewu ]]>
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DOI: 10.26638/206.203X
<![CDATA[This study aims to investigate the implemetation of Directed Reading Thinking Activity(DR-TA) in enhancing studentsâ reading comprehension. The process of DR-TAincludes predicting, reading, and proving. This study employed quasi experimetaldesign. As the lecturer guides the process, the DRTA teaches students to determine thepurpose for reading and make adjustments to what they think will come next based onthe text. The finding shows that studentsâ reading comprehension increased afterapplying Directed Reading Thinking Activity( DR-TA). By using this strategy studentscan activate their prior knowledge of a topic/content of the text to be read, hypothesizeabout what might be addressed in the text, and establish meaningful purposes forreading the text.Keywords: Directed Reading Thinking Activity strategy, reading, comprehension.]]>
