International Journal of Research on English Teaching and Applied Linguistics最新文献

{"title":"THE IMPLEMENTATION OF TEXT-BASED TASK IN LANGUAGE LEARNING IN IMPROVING THE STUDENTS’ WRITING SKILL AND CREATIVITY","authors":"St. Shabriani","doi":"10.30863/ijretal.v3i2.3900","DOIUrl":"https://doi.org/10.30863/ijretal.v3i2.3900","url":null,"abstract":"This research aimed to find out 1) whether or not the use of text-based tasks in language learning improved students’ writing skill and 2) whether or not the use of text-based task in writing increased students’ creativity in terms of fluency, flexibility, and originality. This research employed quasi-experimental design with two groups; control and experimental. It used pre-test and post-test as the instruments of the research for both tests: writing test and creativity test. In treatment, experimental group was taught by applying text-based task whereas control group was conventional method; three phases technique. The result of data analysis showed that the use of text-based task in language learning improved students’ writing skill. It can be seen from the mean score, standard deviation, and scoring classification of experimental group which are improved significantly and also from the component of writing where scores of content, organization, language use, and mechanics of students in experimental group are higher than control group.  The t-test value of writing in posttest was 3.895 ≥ t-table 2.000; it means that the alternative hypothesis is accepted. Text-based task improved students’ writing. The result also showed that students’ ability to produce number of category of ideas (flexibility) and produce new idea (originality) as part of creativity improved significantly through text-based task whereas the number of ideas (fluency) did not show significant improvement.","PeriodicalId":373403,"journal":{"name":"International Journal of Research on English Teaching and Applied Linguistics","volume":"76 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114646209","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":"NEEDS ANALYSIS ON ENGLISH TEACHING MATERIALS OF BIDIK MISI PROGRAM AT INSTITUT AGAMA ISLAM NEGERI (IAIN) BONE","authors":"Raiasah Mega Amaliyah, M. Dj., Hasriati Nur","doi":"10.30863/ijretal.v3i2.3904","DOIUrl":"https://doi.org/10.30863/ijretal.v3i2.3904","url":null,"abstract":"This research focused to find out the target and learning needs of Bidik Misi learners and know the appropriate materials to Bidik Misi Program of IAIN Bone. This research was descriptive qualitative method. The location of this research took place in IAIN Bone. Subject of the research was the fourth and sixth semester of IAIN Bone who receive Bidik Misi Scholarship. The researcher used cluster sampling technique and took 22 learners to questionnaires and 11 learners to interview. In this research, the researcher used questionnaires and interview as the instruments. The first questionnaire and interview applied to find the target needs and learning needs of Bidik Misi learners. The second questionnaire gave to the learners to know the appropriate materials. The result of this research shows that (1) the learners want to postgraduate after they have graduated and they will seldom use English in their workplace, (2) the learners’ weakness is the lack of vocabulary, (3) input in materials are texts with list of vocabulary, (4) procedures in learning process are different in each skill, (5) the learners like to study in the outside the classroom, (6) the learners want to ask and give opinion and the learners want the teacher to give them advice and correction for their task, (7) the learners need the materials which was appropriate to their study program, (8) the learners need development on all four major skills, and (9) the appropriate materials that the learners need are materials about hobbies, grammar, essay, and vocabulary.","PeriodicalId":373403,"journal":{"name":"International Journal of Research on English Teaching and Applied Linguistics","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124631918","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":"ERROR ANALYSIS OF WRITTEN PEER FEEDBACK ON STUDENTS’ WRITING TASK AT PONDOK PESANTREN DARUL HADIST AIR RIAU KINALI","authors":"Fauziah Putri, H. Putri","doi":"10.30863/ijretal.v3i2.3902","DOIUrl":"https://doi.org/10.30863/ijretal.v3i2.3902","url":null,"abstract":"The background of the research was the problems faced by students in providing feedback on students’ writing in the 11th grade of Madrasah Aliyah (MA) Pondok Pesantren Darul Hadist Air Rau Kinali. There were some problems that the researcher found. First one, some students did some error in correcting their peers because their English is limited. The last one, the students didn’t learn from the error because the teacher didn’t discuss the error with the students. The purpose of this research was to find out what types of errors were made in a written peer feedback that was used by the eleventh grades students of Madrasah Aliyah (MA) Pondok Pesantren Darul Hadist Air Rau Kinali. In this research, the researcher used a qualitative descriptive research. The researcher took total sampling to take the data. There were 18 students in Madrasah Aliyah (MA) that applied peer feedback in writing. The data was obtained through the students’ writing tasks, namely writing descriptive text. Analyzed the writing task based on the theory from Ellis. From the results of the research, the type of errors that mostly the peers made was misformation. This is because many students make errors in tobe and personal pronouns. After misformation the error made by the peers was omission, then come to misordering, and the last error of addition.","PeriodicalId":373403,"journal":{"name":"International Journal of Research on English Teaching and Applied Linguistics","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129093051","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":"ERROR ANALYSIS IN TRANSLATING INDEFINITE ARTICLE ON MODIFIED AND NON-MODIFIED NOUN","authors":"Arni Arsyad Sultan","doi":"10.30863/ijretal.v3i2.3899","DOIUrl":"https://doi.org/10.30863/ijretal.v3i2.3899","url":null,"abstract":"Indefinite article in the surface may seem unimportant but it has uniqueness. Indefinite article “a” or “an” in a noun phrase can differentiate the number of noun without using plural mark. Besides, it cannot be used with certain nouns. Regarding this rule, it should be easy because there is a clear border. However, students of this research still could not acknowledge the rule of use of indefinite article. In another word, the goal of this research is to reveal the translation of indefinite article followed by noun or noun phrase and the classification of errors they make. The respondents are the fifth semester students of English Education Department in IAIN Bone.  The sample of this research is 20 students from English education department who have been taught the material of article as registered in 2019/2020 academic year. The sentences translated by respondents are retrieved from book A Practical English Grammar (Thomson Martinet, 1986) and from website https://www.vedantu.com/english/omission-of-article. Sentences are shared through Whatsapp text as well as the answers from the students. The data are analyzed by using descriptive qualitative method. The result of this research is that students still make error in translating the noun phrase in which they are still not able to differentiate the translation of noun or noun phrase with article or they should omit it.","PeriodicalId":373403,"journal":{"name":"International Journal of Research on English Teaching and Applied Linguistics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116389018","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":"INTERCULTURAL COMMUNICATIVE COMPETENCE OF STUDENTS FROM DIFFERENT CULTURES IN EFL CLASSROOM INTERACTION IN HIGHER INSTITUTION","authors":"S. Weda, Fathu Rahman, Haryanto Atmowardoyo, I. A. Samad, Siti Sarah Fitriani, M. M. Said, Andi Elsa Fadhilah Sakti","doi":"10.30863/ijretal.v3i1.3148","DOIUrl":"https://doi.org/10.30863/ijretal.v3i1.3148","url":null,"abstract":"The authors address the study on intercultural communicative competence (ICC) of EFL students from different culture at higher education in the classroom setting. ICC is the most interesting and important topic in every meeting among people from different ethnic groups. López-Rocha (2016) mentions that intercultural communicative competence (ICC) needs to be incorporated in the language curriculum if educators hope to help students develop an appreciation for the language and culture studied, an awareness of their own culture, and the development of skills that will allow them to be competent, adaptable, and communicators. This present study therefore aims at exploring students’ perceptions on the practice of intercultural communication competence in EFL classroom at English Department, Faculty of Languages and Literature State University of Makassar, Indonesia in 2019/2020 academic year. A questionnaire was distributed and responded by fifty four undergraduate students. The data obtained from respondents were analyzed using descriptive statistics illustrating mean, standard deviation (SD), sum, and percentage of students’ perceptions on the questionnaire dealing with ICC practices in EFL classroom. The findings reveal that the students enjoy interacting with other students from different cultures. Other evidences from the study are: 1) they find it easy to talk to students from different cultures, 2) they like to be with students from different cultures, 3) they are open-minded to students from different cultures, 4) they respect the ways students from different cultures behave, 5) They try to get as much information as they can when interacting with students from different cultures, 6) they never think their culture is better than other cultures, 7) they often give positive responses to students from other cultures when maintaining interaction, and 8) they have a feeling of enjoyment towards diversity in their classroom interaction. The implication of the study is that the inclusion of ICC in the curriculum at higher education is a must.","PeriodicalId":373403,"journal":{"name":"International Journal of Research on English Teaching and Applied Linguistics","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124842114","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 INVESTIGATION OF PARENTS’ PERSPECTIVE TOWARDS THE IMPORTANCE OF ENGLISH LEARNING AT PRIVATE ISLAMIC SCHOOLS IN MAKASSAR","authors":"Ary Putra Sanusi","doi":"10.30863/ijretal.v3i1.3151","DOIUrl":"https://doi.org/10.30863/ijretal.v3i1.3151","url":null,"abstract":"The current school curriculum is seen to have far too many disciplines to cover. In general, there are three types of courses taught in middle and high school: general subjects, science subjects, and social subjects. This subject group really grows in Islamic schools when religious subject groups are present. The concentration of learning that students must follow is a phenomenon as a result of so numerous disciplines. According to prior research, this attention is kept by parents of children who have particular expectations of them. This paper is the result of an investigation into Parents' Perspective towards the Importance of English Learning at Private Islamic Schools in Makassar. The research reveals that some parents who think that learning English is not too important, tends to be unimportant or even not important at all compared to religious learning where they give the doctrine directly to their children (students) or indirectly by not showing the appreciation for the results of learning English the children get","PeriodicalId":373403,"journal":{"name":"International Journal of Research on English Teaching and Applied Linguistics","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133166142","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 EFFECT OF SUGGESTOPEDIA IN VOCABULARY LEARNING TOWARDS INDONESIAN MADRASAH STUDENTS","authors":"Tajariana Tajariana, M. Dj., Musfirah Musfirah","doi":"10.30863/ijretal.v3i1.3154","DOIUrl":"https://doi.org/10.30863/ijretal.v3i1.3154","url":null,"abstract":"The aim of this research is to improve students' vocabulary by Suggestopedia method where students can be more relaxed but stay focused in learning. This method is more to encourage students to have the suggestion that learning English is fun then, to find out where the students' vocabulary is using this method. The sample of this research is the eleventh-grade students in MA Daarul Quran Pajalele. The selected sample technique used is total sampling consisting of 16 students to learn English using instrumental music, stories, dialogue as one example of the suggestopedia method. This research is quantitative approach. The researchers use vocabulary test and multiple choice as vocabulary measurement tools known by students. Results of students' average scores before and after treatment, the mean score obtained by students in the post-test (85.94) is greater from the average grade of students in the pre-test (45.31). It is assumed that through this suggestopedia method very helpful to improve students’ vocabulary.","PeriodicalId":373403,"journal":{"name":"International Journal of Research on English Teaching and Applied Linguistics","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125213973","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":"PHONOLOGICAL INTERFERENCES IN THE ENGLISH OF BUGINESE STUDENTS","authors":"Ani Dyah Astuty","doi":"10.30863/ijretal.v3i1.3152","DOIUrl":"https://doi.org/10.30863/ijretal.v3i1.3152","url":null,"abstract":"The problem of phonological interference, which is a key contributor to incorrect pronunciation of English as a foreign language, is still a problem in English language instruction, especially in the area of pronunciation and phonology. Therefore, it's crucial to look into how native language influences how English sounds are produced by EFL students. This study brought to light the phonological errors that Buginese students make when pronouncing English sounds. This study used a qualitative approach, particularly in the form of case studies, to address the objective. 10 second-semester students who are originally from different Buginese regions participated in this research at State University of Makassar. The researcher tested students' pronunciation of English consonants to gather information about the students' phonological interference. The test recording was then translated and examined in light of the students' pronunciation errors. It was discovered that eight consonants were mispronounced by Buginese students, which areconsonants /f/, /v/, /θ/, /z/, /ʃ/, /ʒ/, /dʒ/, and /ð/. Buginese pupils make the closest sounds that are present in Buginese to pronounce these eight consonants. The study's findings were useful in that they helped identify certain English sounds that Buginese pupils had trouble pronouncing, which the English lecturer might use to help the students' pronunciation.","PeriodicalId":373403,"journal":{"name":"International Journal of Research on English Teaching and Applied Linguistics","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123096743","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":"OUTDOOR EXPERIENTIAL METHOD FOR ENHANCING STUDENTS' VOCABULARY","authors":"Nurul Fadhilah Gazali","doi":"10.30863/ijretal.v3i1.3153","DOIUrl":"https://doi.org/10.30863/ijretal.v3i1.3153","url":null,"abstract":"The purpose of this study was to examine the relationship between students' interest in learning through outdoor activity and their vocabulary mastery, as well as whether or not the use of outdoor experiential methods can improve students' vocabulary mastery and whether or not the students are interested in learning vocabulary in this way. This study used quantitative methods, specifically in the form of a quasi-experimental design, to address the aims. Thirty second-graders from Class VIII A served as the experimental group in this study, which was conducted at SMP Darul Aman in March 2020. Thirty second-graders from Class VIII B served as the control group. The researcher administered questionnaires to students to gauge their interest in the outdoor experiential technique and conducted vocabulary tests for the pretest and posttest to get information about the students' progress in vocabulary mastering. Three conclusions come from this study: 1) The students were interested in using the outdoor experiential method to learn vocabulary, 2) the students' interest in the method was positively correlated with their vocabulary mastery, and 3) the outdoor experiential method proved effective in improving students' vocabulary mastery.","PeriodicalId":373403,"journal":{"name":"International Journal of Research on English Teaching and Applied Linguistics","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129488529","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":"WHAT NON-ENGLISH STUDENTS SAY ABOUT GRAMMAR TRANSLATION METHOD (A STUDY AT SCHOLARSHIP PROGRAM)","authors":"Herman Resyadi","doi":"10.30863/ijretal.v3i1.3149","DOIUrl":"https://doi.org/10.30863/ijretal.v3i1.3149","url":null,"abstract":"This research attempts to show the effect of Grammar Translation Method (GTM) on non-English students at scholarship program. Open response questionnaire become the main instrument to collect the research data which involving 29 students from Arabic and Islamic Education at 4th semester. The data of the research are analyzed using textual analysis to give brief description of the students’ response. This research concludes that the GTM is beneficial for the students’ basic English knowledge and motivation as well as their English improvement in writing and reading, however the method is fail to improve the students’ communicative skills due to the lack of communicative focus in GTM.","PeriodicalId":373403,"journal":{"name":"International Journal of Research on English Teaching and Applied Linguistics","volume":"121 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121387773","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}