Global Expert: Jurnal Bahasa dan Sastra最新文献

{"title":"Teaching Writing Recount Text Through Photo Diary To The Eighth Grade Students","authors":"Hartini Agustiawati","doi":"10.36982/jge.v7i2.779","DOIUrl":"https://doi.org/10.36982/jge.v7i2.779","url":null,"abstract":"AbstractThe main problem was the effectiveness to teach writing recount text through photo diary and the differences in achievement between students who were taught through photo diary and those who were not. Therefore, the objective of this study to find out whether it was effective or not to teach writing recount text through photo diary and to know the differences in achievement between the students who were taught by using photo diary and those who were not. The experimental method was used in this study. The population of this study was the eighth grade students of Junior high school number 5 with 74 students as the sample total numbers, which were divided into two groups, 37 students from experimental group and 37 students from control group. The data were collected through essay tests, pretest and posttest. The results showed that it was effective to teach writing recount text through photo diary, there were some differences in achievement between students who were taught through photo diary and without photo diary. It also indicated that photo diary could improve the students writing skills recount text. It is also suggested for teachers and researchers who want to teach and do research about writing especially Recount Text.Keywords : Teaching, Writing, Recount Text, Photo DiaryAbstrakMasalah utama adalah keefektifan mengajar menulis teks recount melalui photo diary dan perbedaan prestasi antara siswa yang diajar melalui photo diary dan mereka yang tidak. Oleh karena itu, tujuan penelitian ini untuk mengetahui apakah efektif atau tidak untuk mengajar menulis teks recount melalui photo diary dan untuk mengetahui perbedaan prestasi belajar antara siswa yang diajar dengan menggunakan photo diary dan yang tidak. Metode eksperimental digunakan dalam penelitian ini. Populasi penelitian ini adalah siswa kelas VIII SMP nomor 5 dengan jumlah siswa 74 sampel, yang dibagi menjadi dua kelompok, 37 siswa dari kelompok eksperimen dan 37 siswa dari kelompok kontrol. Data dikumpulkan melalui tes esai, pretest dan posttest. Hasil penelitian menunjukkan bahwa itu efektif untuk mengajar menulis teks recount melalui photo diary, ada beberapa perbedaan dalam prestasi antara siswa yang diajar melalui photo diary dan tanpa photo diary. Ini juga menunjukkan bahwa diary foto dapat meningkatkan keterampilan menulis teks recount siswa. Juga disarankan bagi para guru dan peneliti yang ingin mengajar dan melakukan penelitian tentang penulisan terutama Teks Recount.Kata kunci : Pengajaran, Menulis, Teks Recount, Photo Diary","PeriodicalId":112452,"journal":{"name":"Global Expert: Jurnal Bahasa dan Sastra","volume":"126 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115446500","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Using Onomatopoeia in Comic to Improve Vocabulary","authors":"Tiara Eliza","doi":"10.36982/jge.v7i2.776","DOIUrl":"https://doi.org/10.36982/jge.v7i2.776","url":null,"abstract":"AbstractIn the field of second language teaching, vocabulary has been one of the most neglected areas in the classroom. That is why there are many students who lacks of vocabulary will find difficulties in language learning process. They will find difficulties in communication. Therefore vocabulary has an important role in communication process both spoken and written. Vocabulary is needed to support a success communication. This study was meant to find out how to improve vocabulary by using onomatopoeic expression in comic and to describe some challenges in using comic as a media of teaching and learning process. This study used a qualitative descriptive analysis. The participants were taken from the students in private classes. The research data is collected by using test (test after the first treatment and test after the second treatment) and by observation for collecting data on the students’ motivation in improving vocabulary mastery using onomatopoeic expression. The data were analyzed by using the descriptive analysis. The result showed that in the first cycle, the students’ average was 65.8, then, on the second treatment, the students’ average increase to be 75.9. It can conclude that teaching vocabulary by using onomatopoeic expression in comic can be used as media to improve students’ vocabulary ability.Keyword : Onomatopoeia, Vocabulary, ComicAbstrakDi dalam bidang pengajaran bahasa kedua, kosakata menjadi salah satu hal yang diabaikan didalam kelas. Oleh karena itu wajar jika banya siswa-siswa yang memiliki keterbatasan kosakata akan menemukan kesulitan dalam proses mempelajari bahasa kedua. Mereka akan menemukan kesulitan dalam berkomunikasi. Oleh karena itu, kosakata memegang peranan penting dalam proses berkomunikasi antara satu dengan yang lain baik secara lisan maupun tulisan. Dalam hal ini kosakata sangat diperlukan untuk menunjang suksesnya proses berkomunikasi. Penelitian ini bertujuan untuk menjelaskan bagaimana cara meningkatkan dan memperkaya kosakata dengan menggunakan kata-kata onomatopea atau beberapa bentuk ekspresi onomatopea yang terdapat didalam komik dan penelitian ini juga dimaksudkan untuk melihat serta meninjau beberapa tantangan yang akan dihadapi ketika menggunakan komik didalam proses pembelajaran bahasa kedua. Penelitian ini adalah penelitian yang bersifat analisis deskriptif kualitatif. Data dalam penelitian ini diambil dari beberapa kelas privat. Adapun bentuk pengumpulan data yang digunakan  adalah dengan menyelenggarakan beberapa tes dan observasi untuk melihat bagaimana kata dan ekspresi onomatopea yang terdapat di dalam komik dapat memberikan motivasi kepada para siswa dalam meningkatkan kemampuan penguasaan kosakata. Hasil penelitian ini menunjukan bahwa terdapat peningkatan perolehan nilai rata-rata siswa dari 65.8 menjadi 75.9. Maka dapat disimpulkan bahwa penggunaan kata-kata onomatopea didalam komik mampu meningkatkan dan memperkaya kosakata.Kata kunci : Onomatopea, Kosakata, Komik","PeriodicalId":112452,"journal":{"name":"Global Expert: Jurnal Bahasa dan Sastra","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124274384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Analyzing Students’ Perception of Speaking Problems and Mispronunciation At English Department UIGM","authors":"Karunia Karunia, Retika Wista Anggraini, Rudi Hartono","doi":"10.36982/jge.v7i2.775","DOIUrl":"https://doi.org/10.36982/jge.v7i2.775","url":null,"abstract":"AbstractThis research aimed to identify the problems of speaking of sixth semester students of English Department UIGM based on their opinion, to reveal kinds of speaking activities that sixth semester students of English Department UIGM hope to be included in speaking courses, and to reveal how many mispronunciation errors that they made during the interview. The type of this research was descriptive research. The participants of the research were the four sixth semester students of English Department UIGM. The instrument used was interview. The result of the analysis showed that the participants have problems in speaking which are divided into two major problems; psychological and linguistic problems. The psychological problems include feeling nervous and being afraid to speak in English in front of the class. The second major problem is linguistic problems, which include problems in speaking aspects like pronunciation, grammar, and vocabulary. The participants suggested four activities that they hope to be included in speaking courses; singing, English speaking day, speaking with native speaker, and being an international event volunteer. The last, the participants mispronunced 30 English words which consists of vowels (/a/, /ə/, /e/, and /æ/), consonants (/ʃ/, /k/, /Ө/, and /v/) and diphthongs (/aʊ/ and /ɪə/).Keywords : Students’ Perception, Speaking, Mispronunciation, EnglishAbstrakPenelitian ini bertujan untuk mengidentifikasi berbagai masalah dalam berbicara yang dihadapi oleh mahasiswi-mahasiswi semester enam Program Studi Bahasa Inggris UIGM berdasarkan opini mereka, untuk mengungkap macam-macam aktivitas berbicara yang mereka harap dapat disertakan dalam mata kuliah speaking, dan untuk mengungkap berapa banyak kesalahan pengucapan yang mereka buat selama wawancara. Jenis penelitian ini adalah penelitian kualitatif. Partisipan-partisipan dari penelitian ini adalah empat mahasiswi semester enam Program Studi Bahasa Inggris UIGM. Instrumen yang digunakan adalah wawancara. Hasil dari analisa menunjukkan bahwa para partisipan memiliki masalah dalam berbicara yang terbagi dalam 2 macam inti masalah; masalah-masalah psikologis dan masalah-masalah kebahasaan. Masalah-masalah psikologis meliputi perasaan gugup dan takut untuk berbicara menggunakan bahasa Inggris di depan kelas. Masalah kedua adalah masalah-masalah kebahasaan, yang meliputi masalah dalam unsur-unsur berbicara seperti pengucapan, tata bahasa, dan kosakata. Para partisipan menyarankan empat aktivitas yang mereka harap dapat disertakan dalam mata kuliah speaking; menyanyi, hari berbahasa Inggris, bercakap-cakap dengan penutur asli bahasa Inggris, dan menjadi panitia acara internasional. Terakhir, para partisipan keliru dalam mengucapkan 30 kata berbahasa Inggris yang mengandung huruf vokal (/a/, /ə/, /e/, and /æ/), konsonan (/ʃ/, /k/, /Ө/, and /v/) dan diftong (/aʊ/ and /ɪə/).Kata kunci : Persepsi Mahasiswa, Berbicara, Kesalahan Pengucapan, Bahasa Inggris","PeriodicalId":112452,"journal":{"name":"Global Expert: Jurnal Bahasa dan Sastra","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121217054","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Effectiveness of E-Learning as Teaching Media in EFL Classroom","authors":"Desi Surayatika","doi":"10.36982/JGE.V8I1.742","DOIUrl":"https://doi.org/10.36982/JGE.V8I1.742","url":null,"abstract":"ABSTRACTThis research was made based used non-equivalent control group design that was conducted University of Indo Global Mandiri Palembang. The aim of this research was to find out the effectiveness of e-learning as teaching media in EFL classroom. In this research, there were two different samples to be judged their writing achievement. First is experimental group which was given a treatment and second is control group which was not given any treatment. As data source, a test in written test was used in this research. Before starting the research, a pre-test was taken from both groups and two raters scored the students’ written tests based on rubric score. After implementing the treatment, both groups were given a post-test and the same raters scored their tests to know the significant improvement and significant difference between the scores of both goups. The results indicated that by using this technique, the students’ writing achievement was improved. It was shown from the mean scores of pre-test in experimental group that increased from 43,30 to be 77,20 in post-test. The significant difference of the post-test scores between both of experimental and control groups could be seen from the results of the t-obtained of both groups. It was considered higher than the t-table. Accordingly, it could be claimed that teaching writing by using e-learning brought about an improvement in students’ writing achievement. This technique was good way to help students learning English.Keywords : improving, e-learningABSTRAKPenelitian ini di buat berdasarkan penelitian desain kelompok control tidak setara yang dilakukan di Universitas Indo Global Mandiri Palembang. Tujuan dari penelitian ini adalah untuk meningkatkan kemampuan menulis siswa dengan menerapkan e-learning. Dalam penelitian ini, ada dua sampel yang berbeda untuk dinilai pada kemampuan menulis siswa. Pertama adalah kelompok eksperimen yang diberi perlakuan dan yang kedua kelompok control yang tidak diberi perlakuan. Sebagai sumber data, tes dalam bentuk tertulis digunakan dalam penelitian ini. Sebelum memulai penelitian, pre-test diambil dari kedua kelompok dan dua penilai menilai kemampuan berbicara siswa berdasarkan skor rubrik menulis. Setelah menerapkan pengajaran, kedua kelompok diberi post-test dan penilai yang sama menilai kemmpuan menulis siswa untuk mengetahui peningkatan yang signifikan dan perbedaan yang signifukan antara skor kedua kelompok. Hasil menunjukkan bahwa dengan menggunakan teknik ini, kemampuan menulis siswa meningkat. Hal itu di tunjukkan dari nilai rata-rata pre-test pada kelompok eksperimen yang meningkat dari 43,30 menjadi 77,20 pada saat post-test. Perbedaan yang signifikan pada saat post-test antara kedua kelompok eksperimen dan control dapat dilihat dari hasil t-hitung. Nilai tersebut dianggap lebih tinggi dari t-tabel. dengan demikian, dapat dikatakan bahwa mengajar kemampuan menulis dengan menggunakan e-learning meningkatkan kemampuan menulis siswa. Teknik i","PeriodicalId":112452,"journal":{"name":"Global Expert: Jurnal Bahasa dan Sastra","volume":"22 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125173239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Improving The Tenth Grade Students’ Speaking Achievement by Using Communication Games of SMA LTI-IGM Palembang","authors":"Meilani Ariyati, Desi Surayatika","doi":"10.36982/jge.v7i2.734","DOIUrl":"https://doi.org/10.36982/jge.v7i2.734","url":null,"abstract":"AbstractThis research was made based on the quasi-experimental: non-equivalent control group research that was conducted in SMA LTI-IGM Palembang. The aim of this research was to improve students’ speaking achievement by implementing a technique namely communication games. In this research, there were two different samples to be judged their speaking achievement. First is experimental group which was given a treatment and second is control group which was not given any treatment. As data source, a test in oral speaking was used in this research. Before starting the research, a pre-test was taken from both groups and two raters scored the students’ oral speaking based on speaking rubric score designed by Brown (2003). After implementing the treatment, both groups were given a post-test and the same raters scored their oral speaking to know the significant improvement and significant difference between the scores of both goups. The results indicated that by using this technique, the students’ speaking achievement was improved. It was shown from the mean scores of pre-test in experimental group that increased from 67,47 to be 82,93 in post-test. The significant difference of the post-test scores between both of experimental and control groups could be seen from the results of the t-obtained of both groups that was 4,273. It was considered higher than the t-table for (df) 28 that was only 2,048. Accordingly, it could be claimed that teaching speaking by using communication games brought about an improvement in students’ speaking achievement. This technique was good way to help students learning English in element of fun or with joyful activity and was aimed to get learners to communicate or talk as much and fluent as possible.Keywords: improving, speaking achievement, communication gamesAbstrakPenelitian ini di buat berdasarkan penelitian kuasi-eksperimental: kelompok control non-setara yang dilakukan di SMA LTI-IGM Palembang. Tujuan dari penelitian ini adalah untuk meningkatkan kemampuan berbicara siswa dengan menerapkan teknik permainan komunikasi. Dalam penelitian ini, ada dua sampel yang berbeda untuk dinilai pada kemampuan berbicara siswa. Pertama adalah kelompok eksperimen yang diberi perlakuan dan yang kedua kelompok control yang tidak diberi perlakuan. Sebagai sumber data, tes dalam berbicara lisan digunakan dalam penelitian ini. Sebelum memulai penelitian, pre-test diambil dari kedua kelompok dan dua penilai menilai kemampuan berbicara siswa berdasarkan skor rubrik berbicara yang dirancang oleh Brown (2003). Setelah menerapkan pengajaran, kedua kelompok diberi post-test dan penilai yang sama menilai kemmpuan berbicara siswa untuk mengetahui peningkatan yang signifikan dan perbedaan yang signifukan antara skor kedua kelompok. Hasil menunjukkan bahwa dengan menggunakan teknik ini, kemampuan berbicara siswa meningkat. Hal itu di tunjukkan dari nilai rata-rata pre-test pada kelompok eksperimen yang meningkat dari 67,47 menjadi 82,93 pada","PeriodicalId":112452,"journal":{"name":"Global Expert: Jurnal Bahasa dan Sastra","volume":"157 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115194794","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Critical Thinking In Elt: How Cooperative Learning Affects The Efl Learners’ Critical Thinking Aspects","authors":"Jaya Nur Iman, Nike Angraini","doi":"10.36982/jge.v7i2.579","DOIUrl":"https://doi.org/10.36982/jge.v7i2.579","url":null,"abstract":"AbstractThis research attempted to see whether the cooperative leaning was impactful on EFL learners’ critical thinking aspects. Non-equivalent pretest and posttest control group design of comparison group design was used in this research. The population of the research was all of the undergraduate students of University of Indo Global Mandiri. Forty students were selected as the sample purposively in the experimental group (treatment group) and control group (non-treatment group), respectively. A critical thinking rubric was employed to measure the EFL learners’ critical thinking(aspects) and critical thinking aspects(total). The research findings revealed that (1) there was a significant improvement on the EFL learners’ critical thinking(aspects) and critical thinking (total), (2) There was a significant mean difference on the EFL learners’ critical thinking(aspects) and critical thinking aspects(total), (3) there was a significant contribution of the critical thinking skill (aspects) and critical thinking aspects(total) in which the aspects of framing personal responses and acknowledging other perspectives had the lowest contribution and the aspects of recoqnizing stakeholders and context had the highest contribution. In conclusion statistically the cooperative learning was significantly impactful on the EFL learners’ critical thinking aspects in English language teaching.Keywords: Cooperative learning, critical thinking aspectsAbstrak Penelitian ini berusaha untuk melihat apakah pembelajaran kooperatif berdampak pada aspek berpikir kritis peserta didik EFL. Penelitian ini menggunakan desain penelitian non-equivalent pretest and posttest control group design of comparison group design. Populasi dari penelitian ini adalah semua mahasiswa sarjana dari Universitas Indo Global Mandiri. Empat puluh siswa dipilih sebagai sampel secara purposif dalam kelompok eksperimen (kelompok perlakuan) dan kelompok kontrol (kelompok non-perlakuan). Rubrik berpikir kritis digunakan untuk mengukur pemikiran kritis (aspek) pembelajar EFL dan aspek berpikir kritis (total). Temuan penelitian mengungkapkan bahwa (1) ada peningkatan yang signifikan pada pemikiran kritis (aspek) peserta didik EFL dan  pemikiran kritis (total), (2) Ada perbedaan rata-rata yang signifikan pada pemikiran kritis peserta didik EFL (aspek) dan aspek berpikir kritis (total), (3) ada kontribusi signifikan dari keterampilan berpikir kritis (aspek) dan aspek berpikir kritis (total) di mana aspek membingkai tanggapan pribadi dan mengakui perspektif lain memiliki kontribusi terendah dan aspek dari para pemangku kepentingan dan konteks yang memiliki kontribusi tertinggi. Kesimpulannya secara statistik pembelajaran kooperatif berdampak signifikan pada aspek berpikir kritis peserta didik EFL dalam pengajaran bahasa Inggris.Kata kunci: pembelajaran kooperatif, aspek berpikir kritis","PeriodicalId":112452,"journal":{"name":"Global Expert: Jurnal Bahasa dan Sastra","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116786649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Use of RAP Strategy in Improving Reading Comprehension Of EFL Students","authors":"Desi Surayatika","doi":"10.36982/jge.v7i1.522","DOIUrl":"https://doi.org/10.36982/jge.v7i1.522","url":null,"abstract":"AbstractThe aim of the study was to find out whether there was a significant improvement of students’ reading comprehension achievement after being taught by using RAP strategy or not. The population was all the students of Information System at Indo Global Mandiri University. The sample consisted forty students which was selected by using Purpossive sampling. In collecting the data, a test was used and there was fifty items of multiple choice questions. The data was analyzed by using t-test (Paired Samples t-test). The findings showed that RAP strategy was significant in improving the EFL students’ reading comprehension achievement. It can be seen from the mean of the pre-test and post-test which shows that there was significant difference in students’ reading comprehension after being taught reading by using RAP Strategy. The students who were taught reading by using RAP Strategy had better higher achievement in comprehension after having the treatment. In conclusion, the use of reciprocal teaching strategy could improve the students’ reading comprehension.Keywords : reading comprehension, RAP strategy AbstrakTujuan dari penelitian ini adalah untuk mengetahui apakah ada peningkatan yang signifikan dari pencapaian pemahaman membaca siswa setelah diajarkan dengan menggunakan strategi RAP atau tidak. Populasinya adalah seluruh mahasiswa Sistem Informasi diUniversitas Indo Global Mandiri. Sampel dalam penelitian ini terdiri dari empat puluh siswa yang dipilih dengan menggunakan Purpossive sampling. Tes terdiri dari lima puluh pertanyaan pilihan ganda yang digunakan sebagai teknik untuk mengumpulkan data. Dalam penelitian ini, t-test digunakan sebagai teknik untuk menganalisa data (Paired Samples t-test). Temuan menunjukkan bahwa strategi RAP signifikan dalam meningkatkan pencapaian pemahaman membaca siswa EFL. Hal ini dapat dilihat dari hasil rata-rata pre-test dan post-test yang menunjukkan bahwa ada perbedaan yang signifikan dalam pemahaman membaca siswa setelah diajarkan membaca dengan menggunakan Strategi RAP. Siswa yang diajar membaca dengan menggunakan Strategi RAP memiliki pencapaian pemahaman yang lebih baik. Dapat disimpulkan bahwa penggunaan strategi pengajaran RAP dapat meningkatkan pemahaman membaca siswa.Kata kunci: pemahaman bacaan, strategi RAP","PeriodicalId":112452,"journal":{"name":"Global Expert: Jurnal Bahasa dan Sastra","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126942525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Enhancing The Seventh Grade Students’ Speaking Achievement of SMPN 38 Palembang Through Scaffolding Talk Technique","authors":"Nisfu Laili, Nike Angraini","doi":"10.36982/jge.v7i1.520","DOIUrl":"https://doi.org/10.36982/jge.v7i1.520","url":null,"abstract":"AbstractThe purposes of the study were to find out whether or not Scaffolding Talk Technique was effective to enhance the speaking achievement and speaking aspects of the seventh grade students of SMPN 38 Palembang and to find out whether or not there was significant difference on speaking achievement between the students who were taught by using Scaffolding Talk Technique and those who were not. In order to achieve the purposes of the study, the writer has conducted an experimental research design. Besides, 60 students were selected by using purposive sampling to be the experimental and control group. The experimental group was taught through Scaffolding Talk technique carried out for 2 months. The results of the achievement test were statistically analyzed by using paired samples t-test and independent samples t-test. The mean score of experimental group in pre-test was (11.67) enhanced to (15.37) in post-test. Furthermore, the speaking aspects enhanced for each aspects. The mean score of comprehension in pre-test was (2.83) enhanced to (3.03), Vocabulary (2.80) enhanced to (3.03), Pronunciation (2.27) enhanced to (2.93), Grammar (1.93) enhanced to (2.90), and fluency (1.83) enhanced to (2.73). Moreover, the significant difference of post-test both of groups was 0.01. In short, Scaffolding Talk Technique was effective to enhance the speaking achievement and speaking aspects. Additionally, there was the significant difference on speaking achievement between the students who were taught by using Scaffolding Talk Technique and those who were not. Furthermore, during teaching and learning process, students were more active in speaking class and more confident to perform or do the task independently without any help from teacher or peer.Keywords : teaching, scaffolding talk technique, speaking achievement. AbstrakTujuan penelitian ini adalah untuk mengetahui apakah Scaffolding Talk Technique efektif untuk meningkatkan prestasi berbicara dan aspek berbicara siswa kelas tujuh SMPN 38 Palembang dan untuk mengetahui apakah ada perbedaan yang signifikan pada prestasi berbicara antara siswa yang diajar dengan menggunakan Teknik Bicara Scaffolding dan mereka yang tidak. Untuk mencapai tujuan penelitian, penulis telah melakukan desain penelitian eksperimental. Selain itu, 60 siswa dipilih dengan menggunakan purposive sampling menjadi kelompok eksperimen dan kontrol. Kelompok eksperimen diajarkan melalui teknik Scaffolding Talk yang dilakukan selama 2 bulan. Hasil tes prestasi dianalisis secara statistik dengan menggunakan paired samples t-test dan independent samples t-test. Skor rata-rata dari kelompok eksperimen dalam pre-test adalah (11,67) ditingkatkan menjadi (15,37) dalam post-test. Selanjutnya, aspek berbicara ditingkatkan untuk setiap aspek. Skor rata-rata pemahaman dalam pre-test adalah (2,83) ditingkatkan ke (3,03), Vocabulary (2,80) ditingkatkan ke (3,03), Pelafalan (2,27) ditingkatkan menjadi (2,93), Grammar (1,93) ditingkatkan menjadi (2,90), ","PeriodicalId":112452,"journal":{"name":"Global Expert: Jurnal Bahasa dan Sastra","volume":"63 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126314897","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Issues of ESP Instruction for University Level in Indonesia","authors":"Farnia Sari","doi":"10.36982/jge.v7i1.517","DOIUrl":"https://doi.org/10.36982/jge.v7i1.517","url":null,"abstract":"AbstractEnglish can be due to demand of Indonesian in the field of business, technology, education, and research.  The implementation of ESP has revealed some factors, such as students, teachers, and ESP materials that have significant influences on the quality of teaching and learning ESP. These factors require serious attention from stakeholders and ESP practitioners to improve the quality of ESP instruction. The government language policy might emphasize the curricula of formal schools and teachers training for ESP instruction. The quality of teacher of ESP is high contributing to accommodate the teaching and learning ESP course. Besides that, the materials of ESP should be formulated by practitioners of ESP who had knowledge of ESP instruction and the aim of ESP might concern on the improvements in students' proficiency in English. Thus, the students are being better in academic and professional in the work domain.   Keywords : Implementation, ESP instruction, the students, the teachers, the material development  AbstrakBahasa Inggris dapat disebabkan oleh permintaan bahasa Indonesia di bidang bisnis, teknologi, pendidikan, dan penelitian. Pelaksanaan ESP telah mengungkapkan beberapa faktor, seperti siswa, guru, dan materi ESP yang memiliki pengaruh signifikan terhadap kualitas pembelajaran dan pembelajaran ESP. Faktor-faktor ini memerlukan perhatian serius dari para pemangku kepentingan dan praktisi ESP untuk meningkatkan kualitas instruksi ESP. Kebijakan bahasa pemerintah mungkin menekankan kurikulum sekolah formal dan pelatihan guru untuk instruksi ESP. Kualitas guru ESP berkontribusi tinggi untuk mengakomodasi pengajaran dan pembelajaran mata pelajaran ESP. Selain itu, materi ESP harus dirumuskan oleh praktisi ESP yang memiliki pengetahuan tentang instruksi ESP dan tujuan dari ESP mungkin berkaitan dengan peningkatan kemampuan siswa dalam bahasa Inggris. Dengan demikian, para siswa menjadi lebih baik di bidang akademik dan profesional dalam domain kerja.Kata kunci : Implementasi, instruksi ESP, siswa, guru, pengembangan materi","PeriodicalId":112452,"journal":{"name":"Global Expert: Jurnal Bahasa dan Sastra","volume":"58 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126818588","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Influences of Local Language to Students in Learning English","authors":"Robi Soma","doi":"10.36982/jge.v7i1.521","DOIUrl":"https://doi.org/10.36982/jge.v7i1.521","url":null,"abstract":"AbstractIt is universally believed that learning a foreign language has its own difficulties. This paper discusses some problems which are faced by English as a Foreign Language students in learning English. Those problems can come from the students themselves and it can also come from their environment that have strong influence their success in learning a foreign language, in this case English. Moreover, how students’ local language influence them in learning English and how to overcome such an obstruction are also discussed here.Keyword : local languages, English, and foreign language learning AbstrakSecara universal diyakini bahwa mempelajari bahasa asing memiliki kesulitan tersendiri. Makalah ini membahas beberapa masalah yang dihadapi oleh Inggris sebagai siswa Bahasa Asing dalam belajar bahasa Inggris. Masalah-masalah itu bisa berasal dari para siswa itu sendiri dan itu juga bisa berasal dari lingkungan mereka yang memiliki pengaruh kuat terhadap keberhasilan mereka dalam mempelajari bahasa asing, dalam hal ini bahasa Inggris. Selain itu, bagaimana bahasa lokal siswa mempengaruhi mereka dalam belajar bahasa Inggris dan cara mengatasi hambatan semacam itu juga dibahas di sini.Kata kunci : bahasa lokal, bahasa Inggris, dan pembelajaran bahasa asing","PeriodicalId":112452,"journal":{"name":"Global Expert: Jurnal Bahasa dan Sastra","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125588912","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}