IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature最新文献

{"title":"Improving English Reading Comprehension Ability through Directed Activities Related To Texts (DARTs) Learning","authors":"Nurul Kamaliah","doi":"10.24256/ideas.v10i2.3301","DOIUrl":"https://doi.org/10.24256/ideas.v10i2.3301","url":null,"abstract":"The present research investigated the effect of using Directed Activities Related to Texts (DARTs) on reading comprehension among the students of secondary school. This research was conducted on class X students of Senior High School of Ummulqura Indonesia, Aceh with the number 25 students. This research was designed in the form of classroom action research. This research was done in two cycles. Then the instruments of this research were test field notes, observation check list and interview script. The data analysis uses both qualitative and quantitative descriptive approaches. The results showed that students' reading comprehension had significantly increased from an average value of 70.32 in the first cycle and 85 in the second cycle. Completeness of classical study in the first cycle is 52% and at the end of the second cycle was 80%. It showed that there was an improvement on the students' reading comprehension after applying the Directed Activities Related to Texts (DARTs) strategy during teaching learning activity.Brown, H. D, (2007), Teaching by Principles, New Jersey: Prentice HallMarpaung, A. P., Yanti, I., & Marzuki, Y. (2019).Developing Students’ Reading Comprehension Using STAD Strategy: A Classroom Action Research at SMA Negeri 7 Pekanbaru. REiLA : Journal of Research and Innovation in Language, 1(1), 10-16 https://doi.org/10.31849/reila.v1i1.2775Klingner, J. K., Vaughn, S., & Boardman, A. (2015). Teaching reading comprehension to students with learning difficulties, 2/E. Guilford Publications.Hameed, S. (2017). Effect of Intervention of Directed Activities Related to Text (DARTs) on Undergraduates’ Writing Skill. Pakistan Journal of Educational Research and Evaluation, 2(1), 77-103.Silitonga, S.A.R.Y, (2016). “The Effect of Applying Directed Activities Related to Text (DART) to Improve Students’ Reading Comprehension. Undergraduate Thesis. Medan. UMSU. Sugiarti, U. (2012). Pentingnya Pembinaan Kegiatan Membaca Sebagai Implikasi Pembelajaran Bahasa Indonesia. Jurnal Basastra, 1(1).Celce-Murcia, M. (2001). Teaching English as a second and foreign language, 3rd ed. Boston: Heinle and Heinle Thomson Learning Inc.Presetyo, W., & Abbas, M. F. F. (2017). The Use Of Questioning The Author (Qta) Strategy In Improving Students’ability In Reading Descriptive Text At The Seventh Grade Students Of Smp Islam Plus Jannatul Firdaus Pekanbaru. ELT-Lectura, 4(2)Mikulecky, B. & Jeffries, L (2004). More reading power. Pearson ESL. Ma’mur, I. (2006). Pijar-pijar pemikiran bahasa dan budaya. Jakarta: Diadit Media.Ulfianda, F. (2018). The Effect of Directed Activities Related to Text (DART) Method in Improving Students’ Reading Comprehension. Undergraduate Thesis. English Education Departement, Faculty of Teacher Training and Education. Medan: UMSU.Shamsulbahri, M. M., & Zulkiply, N. (2021). Examining the effect of directed activity related to texts (DARTs) and gender on student achievement in qualitative analysis in chemistry. Malaysian Journal of Learni","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114129278","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":"Students Collaboration in Developing English Learning E-Module Assisted by Canva","authors":"Ida Lisdawati","doi":"10.24256/ideas.v10i2.3297","DOIUrl":"https://doi.org/10.24256/ideas.v10i2.3297","url":null,"abstract":"E-module is needed in the learning process because it can support the learning process to run effectively. Based on the observation conducted by the researchers at three junior high schools in Bandung Barat, textbooks used in learning did not support students to understand the material, so the researchers plan to develop an e-module to help teachers and students in English learning. The purpose of this research is to identify the process of developing an e-module, investigate the feasibility of developing an e-module, find out students’ and teacher’s responses, and investigate the challenges in developing an e-module, but this research focuses on getting the validation result as the primary research. The researchers used the research and development (R&D) method by Borg & Gall and Sugiyono's (2014) model. To get the validation result, the researchers used a validation sheet for collecting the data. Validators in this study were two supervisors and one English teacher. Based on the results of validation, the average value obtained was 80%. It was included in the category of feasible and very interesting with excellent information. It could be concluded that the e-module was feasible, excellent, and practical for English learning. It is in line with the research conducted by Arianti & Zainul (2020). They obtain that e-module included in the category of valid and practical. In learning English, the researcher suggests students and teachers use an e-module because it presents an attractive appearance and suits the need of students. In addition, the researcher hopes this research can be used as a reference for other researchers in conducting the next research.","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116900178","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":"Positive Contribution of Extensive Reading to EFL Students’ Learning","authors":"Nurhasanah Safei, Fitri Ekasari","doi":"10.24256/ideas.v10i2.3232","DOIUrl":"https://doi.org/10.24256/ideas.v10i2.3232","url":null,"abstract":"This qualitative study investigates the positive contribution of extensive reading to EFL Students’ learning. The data were collected through students’ reflection. The participants of this study were a class majoring in English Education Department at one of Islamic higher education in South Sulawesi. The findings reveal that students got some positive contribution of extensive reading to students’ learning. There are three positive contribution found in this study, those are creating and sustaining students’ motivation to read more, helping students in developing a wide vocabulary and improving students’ reading comprehension. Based on the findings, it is expected to contribute to the teaching of English especially in the use extensive reading technique in teaching reading. However, in order to get maximum the positive contribution of extensive reading, it is suggested that some aspects of the technique should be improved; these include the improvement of teacher’s understanding of the principles and concepts of extensive reading, the insight of the importance of giving clear instructions, and the awareness of designing various activities. Positive Contribution of Extensive Reading to EFL Students’ Learning","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132695332","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 Mind Mapping and Semantic Mapping on Reading Comprehension of the Eleventh Graders of Senior High School","authors":"Erika Sinambela, Immanuel Padang, A. Pasaribu","doi":"10.24256/ideas.v10i2.3060","DOIUrl":"https://doi.org/10.24256/ideas.v10i2.3060","url":null,"abstract":"This paper discusses the effect of Mind Mapping and Semantic Mapping techniques on students’ reading comprehension. This research was an experimental quantitative study involving three classes, they were experimental class 1, experimental class 2 and control class. In the experimental classes, the writer applied the Mind Mapping technique and the Semantic Mapping technique while in the control class the method did not apply. The population of this research was students from class XI of Methodist Berastagi. The writer used 105 students as samples; this research sample was taken using random sampling technique. It were about 35 from XI-A class and 35 from XI-B class as experimental class and 35 from XI-C class as control class. To obtain data, the author used a reading test, as an instrument in data collection. This test consisted of two types, namely pre-test and post-test. Based on ANOVA testing P= 0.52 > 0.05 or F count = 7.65 > F table = 2 significantly affected. It can be concluded that the alternative hypothesis (Ha) was accepted while the null hypothesis (Ho) was rejected. Therefore, it can be concluded that Mind Mapping and Semantic Mapping significantly affect the achievement on students’ reading comprehension in narrative text. Based on the explanation above, the writer can choose these techniques as alternatives in learning.","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"109 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125061849","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 Attitudes of EFL Undergraduate Students in Yogyakarta toward Academic Reading","authors":"Mia Dreina Antira Pujiningtyas, Ouda Teda Ena","doi":"10.24256/ideas.v10i2.2994","DOIUrl":"https://doi.org/10.24256/ideas.v10i2.2994","url":null,"abstract":"Academic reading is important for EFL undergraduate students to be successful in their studies, therefore, the student’s attitudes toward it are also crucial. Attitudes could indicate students’ tendency to be engaged in an academic reading activity or not. There are two research questions in this study which are “What are EFL students’ attitudes toward academic reading?” and “Why do the EFL students have such attitudes toward academic reading?”. A close-ended questionnaire with five points Likert scale was employed in this study. There were 30 EFL undergraduate students participating in this study. An interview was conducted with six representatives of the participants to obtain more detailed information. The study showed that the student’s attitude towards academic reading was neutral. There was no strong dislike towards academic reading and the students also had no strong feeling about the enjoyment of academic reading (2.34 ≤ x̄ ≤3.66). Factors affecting the students’ academic reading attitudes were the importance, the difficulty level, and the topic of the text, as well as the result obtained from reading the academic text.","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121048088","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":"A Speech Act Analysis of a Pre-Service Teacher in an EFL Classroom","authors":"Halimatuz Zahra, Widya Caterine Perdhani, Didik Hartono","doi":"10.24256/ideas.v10i2.3210","DOIUrl":"https://doi.org/10.24256/ideas.v10i2.3210","url":null,"abstract":"This research aims to find out and analyze the classification of speech acts and the function performed by a pre-service English teacher at SMAN 7 Malang. This implies a qualitative descriptive study, looking at the pre-service English teacher’s talk in an EFL classroom. The present study focuses on the classification of speech acts employed by Searle. The finding of this study indicates four speech act types uttered by the teacher. It consists of 41 representatives out of 185 utterances, 120 utterances of directive type, 7 utterances of commissives, and 17 utterances of expressive. To conclude, the results of this study show that directive type dominates the data with 64.9% out of the utterances, followed by representatives at 22.2%, expressive at 9.2%, and commissives at 3.8%.","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"77 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124988387","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":"Character Formation Through Meaningful Relationships in Learning Interactions at Islamic Higher Education","authors":"S. Sukirman","doi":"10.24256/ideas.v10i2.3457","DOIUrl":"https://doi.org/10.24256/ideas.v10i2.3457","url":null,"abstract":"This study aims to describe the use of language features in relation to meaning in the form of antonyms, synonyms, and hyponyms in teaching interactions at IAIN Palopo. The research was conducted using a descriptive qualitative approach that uses data sources from narratives or interactions that take place in learning. The data is from words and phrases containing meaningful relationships obtained using a recording instrument (Handycam). Then, the data is classified and analyzed using description, interpretation, and explanation techniques. The study results show that the language features of meaning relations used in teaching interactions at IAIN Palopo are represented as antonyms, synonyms, and hyponyms. Each type of meaning relation shows the meaning of euphemization aspects, sensory aspects, experiential values, relational values, and expressive values. Furthermore, each aspect generally aims to express ideas through meaningful characters that affirm, explain, and convince the object of study to achieve competence..","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"313 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122586161","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 Portrayal of Family Relationship in ‘Otherhood’ Movie","authors":"L. Sihombing, Syafa Azzahra Putri Andini","doi":"10.24256/ideas.v10i2.3209","DOIUrl":"https://doi.org/10.24256/ideas.v10i2.3209","url":null,"abstract":"Every film depicts its unique subject matter and values to the real world. The concept of \"Otherhood\" illustrates the issue of family estrangement, which is one of the issues that society faces. It represents both the indicators of separation and the audience-observable causes of estrangement. It also depicts a jocasta complex, a reverse Oedipus complex on a parent. Although \"Otherhood\" contains such weighty subject matter, it is constructed with relatable dialogues and enjoyable yet engrossing sequences for the audience; these two elements are examined in this paper to determine the representation of family estrangement. ","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"66 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115699269","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":"Students' Perceptions on Vlog as Speaking Assessment Technique at Senior High School","authors":"Karlina Sharon J.H, Nurlaily Nurlaily","doi":"10.24256/ideas.v10i2.3218","DOIUrl":"https://doi.org/10.24256/ideas.v10i2.3218","url":null,"abstract":"Vlogs among students are highly viral and beneficial for developing their language skills as a learning technique. In this study, the researcher were interested in describing how to assess students' speaking performance through fluency and pronunciation using Vlogs and how students perceived it as an assessment. The subjects of the study were students from grade tenth science three from Yos Sudarso School. Since the phenomena of pandemic is happening, hence a backup plan is required for study specifically at home. This research aims to explain how students’ speaking performance also finding out students’ first impression on the use of Vlog as a speaking assessment at SMA Yos Sudarso. The method to collect the data of this research is sequential design which is both qualitative and quantitative. This first phase was accompanied by the compilation and analysis of qualitative data in order to discuss or build on the first phase of quantitative results. The subsequent qualitative phase of the analysis was structured to be focused on the outcomes of the quantitative phase. The data of the students' speaking performance through Vlog show that most of the students have a good result in speaking through Vlog but some of the students are having difficult experience to speak in front of the camera. The research results are expected to be useful and give relevant data on how students of English, as a foreign language, use vlog as learning tool to assess speaking English performance and provide teachers innovations in utilizing the latest digital technology and trends in their teaching. As an evaluation, it is also expected that the result of this study can be meaningful feedback for the study program and the lecturer of the Speaking course. ","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117043782","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":"Teachers’ Beliefs of Using Multimodal Resources in Teaching English Skills","authors":"Jenni Ferstephanie, Theodesia Lady Pratiwi","doi":"10.24256/ideas.v10i2.3217","DOIUrl":"https://doi.org/10.24256/ideas.v10i2.3217","url":null,"abstract":"It is undeniable that language learning can be communicated through various modes. The innovation of technology has changed the way people read, write, and thought. Multimodal resources are defined as a medium communication that played important role in conveying the message that contained meaning. The research objective was to identify types of multimodal resources that teachers used in teaching English skills. Furthermore, this study aimed to define the teachers' perceived and reflected on using multimodal resources in teaching English skills. The research was conducted using a mixed-method design with an explanatory sequential design. The researcher utilized questionnaires, classroom observation, and in-depth interviews as the research instruments. The participants in the research were UIB English teachers with a total of 10 English teachers. The result of the study showed that the highest percentage of multimodal resources were speech (94%), facial expressions (92%), graphics (90%), and pictures (90%), and the lowest percentage of multimodal resources were physical movement (80%), music (80%), and writing (82%). In addition, this study also found out that teachers showed positive attitudes to the use of multimodal resources in teaching English skills. Teachers believed that multimodal resources were a communication bridge between the teachers and students in the class. The use of multimodal resources in English learning facilitated teachers to deliver the lesson materials easily. Therefore, the utilization of multimodal resources was significantly important in teaching English skills. It was found that the use of multimodal resources engaged the teachers and students to achieve meaningful language learning. ","PeriodicalId":427899,"journal":{"name":"IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133192153","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}