National Conference on Language, Education, and Technology Proceeding
National Conference on Language, Education, and Technology (NaCoLET) 2021 was successfully be held on September 11, 2021 in Cirebon, Indonesia. The event was organized by English Language Education Study Program, Universitas Muhammadiyah Cirebon.
Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Muhammadiyah Cirebon
This document content a full version of proceeding articles.
A Comparative Study of Using Gi And Co-Op Co-Op Learning Models in Teaching Reading Comprehension of Report Text At The Eleventh Grade Students of Smk Negeri 1 Lumut
The purposes of this research was compare the effect of using GI and Co-op Co-op learning models in teaching reading comprehension of report text at the eleventh grade TKJ students of SMK Negeri 1 Lumut. The population of this research consist of 71 students. The sample consist of 33 students taught teaching reading comprehension of report text by using GI learning model and 38 students were taught teaching reading comprehension of report text by Co-op Co-op learning model. The researcher used total sampling technique to get the sample. The data was gotten by giving the test included 25 questions of multiple choices. The result of the research showed 1) There is any significant effect of using GI learning model in teaching reading comprehension of report text and the score N-Gain is 13.887 (low category), 2) There is any significant effect of using Co-op Co-op learning model in teaching reading comprehension of report text and the score N-Gain is 7.755 (low category),and 3) GI is better than Co-op Co-op learning model at the eleventh grade TKJ students of SMK Negeri 1 Lumut because the score N- Gain of GI is more than score N-Gain of Co-op Co-op learning model.
learning model, GI, Co-op Co-op, reading comprehension, report text
Copyright (c) 2023 National Conference on Language, Education, and Technology Proceeding
Movies Impact on Culture Understanding Through Instagram
Most higher education students use social media, especially Instagram, in their social lives, and they like watching movies in their leisure time. The lecturer takes advantage of these two things, playing social media and watching movies, to teach English. The lecturer asked the students to watch movies and analyze Western cultures from the movies. This study aimed to know how the students analyzed the movie and how they got to know Western cultures from the movie. This study used a descriptive qualitative research design. Class observation, students' captions in their Instagram posts, and questionnaires were used in this study. The result showed that most of the students could not analyze the culture in the movie because they focused on the subtitles, so they did not pay attention too much to the cultures. They thought that everything that occurred in the movie was something that usually happened. Keywords: Instagram; movie; Western cultures
Keywords: Instagram; movie; Western Cultures
THE IMPACT OF DRILL PRACTICE ON VOCABULARY ACQUISITION IN YOUNG ENGLISH LEARNERS
Language acquisition is a multifaceted process, particularly for young learners embarking on the journey of acquiring a second language. Central to this acquisition is the development of vocabulary, a fundamental component pivotal for effective communication and comprehension skills. Amid the myriad of pedagogical strategies employed for vocabulary instruction, the drill practice method has garnered attention due to its structured and repetitive nature. This study endeavors to scrutinize the impact of drill practice on vocabulary acquisition among young English learners, focusing on aspects such as short-term retention, long-term recall, engagement, and transferability to real-world language usage. By employing a mixed-methods research design, encompassing both quantitative and qualitative approaches, this investigation delves into the efficacy of the drill practice approach in enhancing vocabulary learning outcomes. The quantitative facet of this study involves a pre-test and post-test experimental design, providing a statistical evaluation of the effects of drill practice intervention. Notably, the mean pre-test score indicates participants' initial grasp of the targeted vocabulary, while the post-test mean score reflects a discernible improvement, signifying a positive shift in vocabulary acquisition. The ensuing paired t-test corroborates the significance of this advancement, thereby accentuating the efficacy of the drill practice intervention. Additionally, the calculated Cohen's d effect size highlights the practical significance of the intervention's impact on vocabulary acquisition.
drill practice; impact; young english learners; vocabulary acquisition;
The Effect of Task Based Learning Method on Students’ Writing Advertisement Text at Eightgrade of SMPN 1 Badiri in 2022/2023 Academic Year
The purposes of this research are to find out: 1) the extent of using task-based learning method in teaching writing advertisement text at the eighthgrade students of SMP Negeri1 Badiri. 2) the extent of the students’ writing advertisement text before and after using task-based learning method on students’ writing advertisement text ability at the eighthgrade students of SMP Negeri 1 Badiri. 3) whether there is a significant effect of using task-based learning method on students’ writing advertisement text ability at the eighthgrade students of SMP Negeri 1 Badiri. The population of this research were all the eighthgrade students of SMP Negeri 1 Badiri totaling 242 students. The sample was the class VIII4 students, which consist of 32 students who were taken by purposive sampling. The data collected by using observation sheet and test. The results of this research: 1) The use of task-based learning method was 3.6, it was categorized “very good”. 2) The mean score of the students’ writing advertisement text ability before using task-based learning method was 54.12, it was categorized “bad”. Meanwhile, after using task-based learning method was 85.4 it was categorized “very good”. 3) the results of data analysis showed that the ttest is higher than ttable (ttest 15.52> ttable 2.04). The hypothesis was accepted. It means that there is a significant effect of tas-based learning method on students’ writing advertisement text ability at the eighth grade of SMP Negeri1 Badiri in 2022/2023 academic year
Task-Based Learning Method, Writing Advertisement Text
The integration of technology into language teaching has revolutionized traditional pedagogical approaches and reshaped the landscape of language learning. This paper examines the multifaceted impact of technology on language education, elucidating its contributions to engagement, accessibility, and efficacy in language acquisition. By harnessing a wide array of digital tools, platforms, and applications, educators can create immersive and dynamic learning experiences that cater to diverse learning styles and preferences.
technology, language teaching, language learning.
Pre-Service Teacher Perception Related to the Benefits of Micro-Teaching Course To Their Teaching Apprenticeship Program
This study aims to explore pre-service teachers’ perceptions related to the benefits of micro-teaching class they have attended to their teaching apprenticeship. By using qualitative research, the data were obtained from questionnaire and interview. Participants this study are 8 pre-service teachers from 8th semester of Wiralodra University. The findings showed that pre-service teacher perception on micro teaching to their teaching apprenticeship program is micro teaching very benefited to pre-service teacher on their apprenticeship. The benefits are micro teaching supports in practicing, boost the confident, helps to make a systematic lesson plan, enables to gain instant feedback, and provides master a number of skill. This research suggests the investigation of the impact of microteaching to the pedagogical implementation of the pre-service teacher in the apprenticeship program.
AN INVESTIGATION OF UNDERGRADUATE SUDENTS’ FILLER TYPE IN ACADEMIC SPEAKING PRESENTATION
This study aims to investigate the types of fillers used by students during academic speaking presentations. This qualitative descriptive study used a case study research design to twenty-one students of Fourth Semester from English Education Department Wiralodra University who presented journal topics in academic speaking courses. The instruments used in this study were observation and interviews. The data shows that the filler used by students is 7 Lexicalized Fillers (well, and then, like, you know, I think, so and ok) 3 Unlexicalized Fillers (uhh, uhm, and a). Lexicalized fillers are more often used by students during academic speaking presentations, appearing 152 times or 39.07% in 3 unlexicalized fillers, while unlexicalized fillers appear 237 times or 60.93%. Observations are used to find out what types of filler often appear during student presentations. From the students' observations, it is found that many participants used fillers during pauses and thought of the next word to say, so that fillers could appear. In addition, the researcher found that the participants often used blank pauses in the middle of the presentation because they diverted the meaning from the presentation. This study suggested the investigation of the filler function in academic speaking presentation for further research.
Analysis of the Implementation of Blended Learning with Google Classroom as a Language Learning Media
The Covid-19 pandemic has impacted education and made teaching and learning activities use blended learning and Google Classroom as learning media. This research aims to determine the implementation of blended learning using Google Classroom as a language learning media. The method used in this research is descriptive qualitative. The research results indicate that using Google Classroom as a platform for implementing Blended Learning at SMP X is common and aims to make learning easier for students. In conclusion, Blended Learning with Google Classroom can improve language learning. However, it is necessary to consider the challenges and recommendations mentioned to achieve optimal results in technology-based education
Blended learning, Google Classroom, Language Learning
Navigating Reading Comprehension: Insights into Strategy Utilization and Cultural Influences among EFL Learners
Proficient reading comprehension is a fundamental pillar of language acquisition and academic excellence, empowering students to extract meaning from a diverse array of texts and nurturing essential critical thinking skills. This qualitative investigation delves into students' perceptions and utilization of reading strategies, employing comprehensive in-depth interviews and focused group discussions with tenth-grade high school students. Employing a phenomenological research framework, the study delves into how students actively employ a range of strategies, the rationale underlying their choice of specific techniques, and their evaluations of the efficacy of these strategies in bolstering reading comprehension. The findings underscore the dynamic nature of strategy preference and utilization among students. Participants exhibit a diverse spectrum of preferences, embracing strategies such as visualization, questioning, summarization, and forging connections based on their unique learning styles and contextual exigencies. These strategies emerge as cognitive tools that not only facilitate profound interaction with the text but also contribute to comprehension and the retention of knowledge. Remarkably, participants showcase metacognitive awareness, thoughtfully reflecting on their strategic decisions and adapting these strategies in consonance with the complexity of the text. The exploration further unveils the influence of cultural and linguistic factors on strategy selection. Participants hailing from various backgrounds emphasize how their cultural heritage and language proficiency mould their approach to reading. Additionally, discernible patterns in strategy preferences across demographic variables, including age, gender, and language proficiency, are identified, thereby offering nuanced insights into the interplay between personal attributes and strategic engagement. Ultimately, this research enriches our comprehension of reading comprehension strategies by illuminating the intricate interplay of individual characteristics, cultural contexts, and strategic deployment.
The Effect of Learning Cell Strategy on Students’ Reading Comprehension of Narrative Text ( a study at the Eleventh Grade SMA Negeri 8 Padangsidimpuan in 2022/2023 Academic Year)”
The purposes of this research are to know: 1) the application of learning cell strategy in teaching reading comprehension of narrative text, 2) the students’ reading comprehension before and after using learning cell strategy, 3) whether there is any significant effect of learning cell strategy on teaching reading comprehension of narrative text at the eleventh grade of SMA Negeri 8 Padangsidimpuan. This research used quantitative method with the pre-experimental research design by using one-group pretest and posttest design. The population of this research was all of the eleventh grade of SMA Negeri 8 Padangsidimpuan which consist of 83 students. the sample were XI MIA 2 which consist of 20 students which taken by purposive sampling. In collecting data the researcher used observation sheet and test and as instruments. The result of this research: 1) the application of learning cell strategy was 3.75, it was categorized “very good”. 2) the mean score of the students’ reading comprehension of narrative text was 49,5 and it was categorized “fail”. Meanwhile, after using learning cell strategy was 75,5, it is categorized “good”. 3) the result of data analysis showed that t-count>t-table (8.998>2.09). futhermore, the hypothesis was accepted. It means that there is a significant effect of learning cell strategy on students reading comprehension of narrative text at the eleventh grade of SMA Negeri 8 Padangsidempuan.
Learning cell, reading comprehension, narrative text
AN ANALYSIS OF CHARACTER EDUCATION VALUES IN TENTH GRADE ENGLISH TEXTBOOK IN MERDEKA CURRICULUM
Character education values ​​play an important role in influencing students to build morale and integrity. This research aims to investigate the character education values contained in the textbook specified in reading text. This research used qualitative method using the content analysis technique to tenth grade English textbook entitled pathway to English. This research used 18 characters education values from Kemendiknas and 3 characters education values from Pancasila Student Profile qualification. The instrument used in data collection is document. Documentation used is the content of textbook specifically in reading text. The result showed that 15 characters education values ​​were found with a total frequency of 57 sentences from 16 reading texts in the textbook entitled Pathway to English. This research implies communicative values, especially in character education values which raises various ideas, issues, facts and stories that contain character values with the aim of being moral education for students. This research suggested other researchers to conduct the research about the technique in integrating character in English textbook.
AN ERROR ANALYSIS OF STUDENTS’ SENTENCES IN SIMPLE PAST TENSE OF NARRATIVE TEXT AT SMK MUHAMMADIYAH SEGERAN JUNTINYUAT
This research deals with the students’ error analysis in writing narrative text. This research aims to know the types of errors in writing narrative text based on Dulay’s Theory. This research used a qualitative research design. There were 31 students involved from the tenth grade of SMK Muhammadiyah Segeran Juntinyuat. The data were taken from their writing of the narrative text. The result showed that there are four types of errors made by students, namely omission, addition, misinformation, and misordering. In the students writing there were 69 omission errors with a percentage 65%, 17 addition errors with a percentage 16%, 5 misinformation errors with a percentage 5%, and 14 misordering errors with a percentage 14%. Therefore the most dominant type of error made by students in the tenth grade of SMK Muhammadiyah Segeran Juntinyuat is omission errors with percentage 65% with the total number of errors being 69. It can be concluded that most students were lack of understanding about using simple past tense in their writing. The students did not understand the use of tenses, especially the simple past tense in writing.
Error Analysis, Simple Past Tense, Narrative Text
The Effect of Anticipation Guide Strategy on Students' Reading Comprehension of Explanation Text
The objectives of this research are to know : 1. The application of anticipation guide strategy on students reading comprehension of explanation text, 2. The students reading comprehension of explanation text before and after using anticipation guide strategy 3. Is there any significant effect of anticipation guide strategy on students reading comprehension of explanation text at the eleventh grade of SMK Negeri 1 Tantom Angkola. This research use experiental method with one group pre-test and post-test design. The population are 175 with 36 sample take by purposive sampling. The instruments of this research are observation sheet and test form multiple choices. The application of anticipation guide strategy get score 3.76 which categorized very good. Students mean score in pretest is 51.4 and 75.44 in post test. The data is analyze by using t test formula. The result of data analyzing t test is higher than t table (22.64>2.03). The hypothesis is accepted, it means that there is any significant effect of anticipation guide strategy on students reading comprehension of explanation text at the eleventh grade of SMK Negeri 1 Tantom Angkola in 2022/2023 Academic Year. Keyword: Anticipation Guide, Strategy, reading, comprehension, Explanation Text
The Using Derivation Word Game to Enrich Students' Vocabulary
Abstrak The objective of this study to investigste whether the application of Derivation Word Game can significantly enrich students’ vocabulary. This study was conducted by using classroom action research. The subject of this research was the eighth students’ of SMP PAB 19 Manunggal which consist of 36 students. This research was conducted in two cycles. The instrument for data collection are quantitative data was test Derivation Word Game and qualitative data (Observation sheets and questionnaires). Based on the analysis, students’ achievement is improved in every test. In Pre-test the mean score was 65.4. in post-test cycle I the mean score was 75. in post-test cycle II the mean score was 84.3. based on the observation sheet and questionnaires, it was found that the teaching learning process ran well, the students’ were more active and enthusiastic in taking the test. So, it can be conclude that derivation word game can enrich students’ mastery in english vocabulary. Kata Kunci: Kosakata, Derivasi Word Game
The Implementation of Video Digital Storytelling to Increase Students Speaking Ability
This research examines the implementation of video digital storytelling as an innovative media to enhance students' speaking ability. Video digital storytelling involves the creation of short, multimedia narratives that integrate images, videos, and audio to convey personal or fictional stories. The research aimed to encourage students to actively engage in spoken communication, express themselves creatively, and develop their oral language skills. The study investigates 25 students who participated using video digital storytelling in learning English as a means to increase their speaking ability in English as a Second Language (ESL) context. The research design was based on a case study with a thematic questionnaire was used for data collection. The results of students' post-test scores show an increase in students' speaking ability. The average post test score of students’ speaking ability was 79.4. From the findings of the questionnaire indicated positive outcomes in terms of active engagement, motivation, collaboration, communication, confidence building, critical thinking, application of knowledge, and satisfaction through the usage of video digital storytelling for students in speaking ability. In short, the students enjoyed learning and participating in various speaking assignments by using video digital storytelling.
Video digital storytelling; speaking ability
Problem Based Learning in Teaching Students' Speaking Skill: The Implementation
The purpose of this study was to investigate the effectiveness of Problem Based Learning in Improving Students' Speaking Skills in English Courses and increasing English vocabulary acquisition among school students. The research was conducted at SMK Kartika XIX 3, a vocational school in Kita Cirebon, West Java. With 1 English teacher and 10th grade students selected as the sample. This study uses checklist observations and interviews to find out the implementation applied by the teacher in learning activities in class. The results of the research show that on the material that has been given by the teacher to each group. In conclusion, the findings of this study indicate that from the results of the research analysis, it is known that teaching speaking using PBL has contributed to improve students' speaking skills. From the research observations the teacher has prepared assessments and student worksheets for each group, there is one meeting which is followed by a description related to the details of the activities. By using PBL, students learn to speak effectively and directly to the team and present their ideas clearly in order to solve a given problem. Keywords: Implementation, problem-based learning, speaking skills. INTRODUCTION Education is very important for the development of a country. Therefore, the need for improvement and the quality of education must be improved for the achievement and success of education itself. The quality and quality of education is determined by several factors such as teaching staff, education system, educational curriculum, educational facilities, facilities and infrastructure and learning resources. According to Hung (2008), Problem Based Learning (PBL) is a curriculum that plans learning to achieve an instructional goal. PBL is a learning model that initiates students by presenting a problem for students to solve. According to Charisma and Khomarudin (2019) In accordance with the problems of students who are less interested in language teaching and learning due to the lack of teacher skills in technology to prepare learning media, this present study introducesone of the language learning media to promote students’ speaking skill Speaking is the ability to pronounce articulation sounds or words to express, state, and convey thoughts, ideas and feelings. One type of learning in speaking is conversation, conversation can be practiced by conducting conversations orally or directly or with telecommunication media such as telephone. The ability to speak is important to be mastered by students at the SMA/SMK level because this ability is directly related to the entire learning process of students at school. The success of students in participating in the teaching and learning process in schools is largely determined by the mastery of speaking skills. Students who are less able to speak properly and correctly will have difficulty in participating in learning activities. In this study, the authors used an interview instrument to observe the one of Vocational School teachers as research, because the instrument according to the author is more effective, we can get information such as primary data straight from the source and the writer uses semi-structured interviews is by making a list of questions before conducting the interview. From the interview, data obtained that at Vocational School for the first grade in learning English using the PBL method, namely the teacher has not fully implemented PBL, such as not dividing students into groups to make the class effective, students are not active in learning. After the author has read several articles related to the PBL method, in general, teachers who make learning fun in implementing English learning use the problem-based learning method in which the teacher presents several problem topics and divides students into groups and makes active learning where the teacher also uses several media and videos in teaching. Whereas in reality, this Vocational School has not used the media to its full potential, but only used report sheets from students and phones as the media. Previously, another method was used, that is turned out to be less effective for Vocational School, so the teacher uses a digital projector in presenting student reports and displays several video examples that are in accordance with the material being taught. Based on the initial research observation to the first grade of Vocational School the students' speaking skill was still unsatisfied. There were some indicators of students' low speaking skill, in example: (1) mispronounce of English words; (2) limited vocabularies; (3) poor grammar; (4) inability to understand what they learn and they speak who makes the content of students’ speeches cannot be caught; (5) inability to speak fluently. LITERATURE REVIEW Definition Of Problem-Based Learning Problem Based Learning is one of the methods offered by 2013 curriculum. According to Yew (2009:11) in Fahmi et al. (2021), Problem Based Learning is a learning approach that seeks to create a learning environment where students learn in the context of meaningful problems, actively constructing mental models in the process, constructing ideas with peers in a collaborative fashion and developing self-directed learning skills in the process. Thus, PBL brings together four fairly new insights into learning, namely that learning can be considered a constructive, self-directed, collaborative, and contextual activity. According to Arends (2001), Problem Based Learning is a learning approach in which students work authentic problems with the intention of constructing knowledge themselves, develop inquiry and higher-order thinking skills height, develop independence and self-confidence. According to Fahmi et al. (2021) the PBL curriculum was develop in order to stimulate learners, assist them in seeing the relevance of learning to their future life, maintain their motivation towards learning in high level, and to show the learners to be responsible. The use of PBL has expanded from medical study to various education areas such as science, law, math, education, economic, business, social studies, engineering, etc. So, PBL is teacher's learning strategy or method by making a comparison of the problem provided with easy, free-form problems through stimulation from teacher to student in learning. Implementation of PBL Abdalla and Gaffar (2011:15) state that there are three steps in implementing PBL in teaching learning process. First session of PBL The purpose of this phase is to discuss the objectives of Problem Based Learning which include challenging students’ knowledge and experience in order to solve the problem given to them. In this phase, the group has to set up their roles and responsibilities in group discussion including leader of the group, secretary and also member of the group. The duration of this session should be 1-2 hours. Following the first session of PBL, students will have several days to study individually to manage the task given by the teacher. Second session of PBL The aim of this session is to share what students have learned individually before to solve the problem. The duration of this session should be 1-2 hours. Meanwhile the objectives of this session are train them to be active thinker, cooperate with others, responsible for the task given to them, learn how to inform others and gat early feedback on result of learning process. Third session of PBL The duration of the last session should be 1-2 hours. The aim is to create the discussion forum where the students can ask the expert concerning to the problem given before. They have to share their result of group discussion in front other groups to get feedback from them. Definition of Speaking Skill In improving student achievement, one of the supporting factors is the level of ability of the student. The higher the level ability, the more superior the student achievement. Speaking is an interactive process of conveying messages or information and, if necessary, followed up by listeners. This skill gives us the ability to convey information orally or verbally and in a way that can be understood by other people or listeners. Definition of speaking specifically also stated by Derakhshan, Khalili, & Beheshti, 2016 in (Parmawati & Inayah, n.d.) Speaking is a production skill that falls into two main categories: accuracy and fluency. Accuracy consists of the use of vocabulary, grammar and pronunciation through several activities, fluency takes into account "the ability to keep going when speaking spontaneously. According to Sukma & Rochmawati (2020) Speaking skill in English is a one's skill to convey his thoughts to anyone orally. However, speaking skills are difficult to develop if they are not continuously trained can be done with colleagues in the class, all English lecturers, or lecturers others who can speak English. The goal is to improve speaking skills enrich the use of vocabulary, improve language structure, improve speech vocabulary, English sentences, and train your hearing so you can easily catch messages from the interlocutor. Types of Talking Classification of speaking can be done based on its purpose, situation, the way it is delivered, and the number of listeners (Zyoud, 2016) . The details are as follows: Speak on purpose Speaking based on its purpose can be divided into three, namely: Speaking informing, reporting, and informing Informative speaking means the type of talk that only has goals to inform something to others, using goals so that people understand. Talking entertaining Entertain Speaking has the nature of entertaining, to entertain. The style of communication in entertain speaking is very flexible and depends on the situation and conditions at that time. We can find this type of communication when watching entertainment programs on television, such as talk shows, stand up comedy, and so on. Speak to persuade, invite, convince, and move. Speak on purpose Speaking to persuade (speech for persuasion). Persuasive speech is talk that tries to change the way your audience perceives an idea or a product or a person and so on. Speaking based on its purpose is divided into two, namely: Speak formally Formal language is a great way to feel comfortable speaking differently to other people in different situations. Formal speech is also important in many ways, but one of the reasons is to clear up misunderstandings in a professional environment while helping anyone sound polite. Speak informally Informal language is language that is usually used for daily conversation with friends or colleagues in the office when relaxing. Informal language vocabulary is more varied and relaxed RESEARCH METHODOLOGY Research Design The type used in this research is analytical descriptive which is understood as one of the studies aimed at describing various phenomena that exist both natural and non-natural, Because the instruments used are observations and interviews that will be described and described through the sentence that has been assembled in the previously arranged. Object and Subject of the Research The location of this research is one Vocational School in Cirebon. The main subject of this research is to find out how the problem-based learning method is to be applied to the English Teacher at Vocational School. The use of the previous method seems less effective for some teachers, but it seems that for others it depends on the teacher's views and beliefs. In particular, this research wants to: Knowing how to apply the problem-based learning method in class X Knowing how effective the method is. Observing that the method affects students' speaking skills Data Collecting Procedures The main data collection techniques in this study were interviews, observation and documentation. Data collection is done naturally at the data source. Data collection techniques in qualitative research at SMK Kartika: Interview The interview is a means of re-checking or proving information or information previously obtained. The interview technique used in qualitative research is in-depth interviews. In-depth interviews are the process of obtaining information for research purposes by way of question and answer while face to face between the interviewer and the informant or interview, with or without using an interview guide, where the interviewer and informant are involved in social life relatively long. Some things that need to be considered by a researcher when interviewing respondents are voice intonation, speaking speed, sensitivity to questions, eye contact, and nonverbal sensitivity. In seeking information, the researcher conducted two types of interviews, namely autoanamnesis (interviews conducted with the subject or respondent) and aloanamnesis (interviews with the respondent's family). Furthermore, interviews can be conducted in a structured and unstructured manner, and can be carried out face to face or by telephone (Sugiyono, 2006; 138-140). Observation Data collection techniques by direct observation of the object under study. This technique is carried out at an early stage before conducting the actual research, to ensure that the author or prospective researcher introduces himself and asks permission to conduct research from the respondent or the party concerned. Documentation Documentation is one method of collecting qualitative data by viewing or analyzing documents made by the subject himself or by other people about the subject. A large number of facts and data are stored in materials in the form of documentation. The research instrument is described in detail below: Observation aims to find out how the teacher uses the problem - based learning method for class tenth students Documentation based on observation and interviews to analyze and interpret data Documentation for supporting data that the research is really making observations. That the author has conducted research and the results obtained are facts that occur in the field. Research Instrument The research instrument is described in detail below: Observation aims to find out how the teacher uses the problem-based learning method for class tenth students Documentation based on observation and interviews to analyze and interpret data Documentation for supporting data that the research is really making observations. Data Analysis Technique Data analysis in qualitative research at Kartika Vocational School was carried out before going into the field, observing, during the implementation of research in the field and after completing research in the field. The research data was obtained from interviews, observation and documentation. Data analysis was carried out by organizing the data obtained into a category, describing the data into units, analyzing important data, compiling or presenting data according to the research problem in the form of a report and making conclusions so that it is easy to understand. The data analysis technique used was found in this study, essentially using analytical techniques. Research Findings The Implementation of Problem Based Learning (PBL) as a Way to Improve Students' Speaking Skill EFL Classroom The results of observation on subject an English teacher using Problem-Based Learning was accumulated. This Problem-Based was obtained from observational research at Kartika Cirebon Vocational School, especially in class X with Report Text material. In this observation the teacher has prepared assessments for and student worksheets for each group, there is one meeting that followed by the description related to details of the activities. In the first step "Introduction" where the teacher must direct students to ask what they will do in class. In this case, the teacher is only a facilitator for students. The teacher did well at the start of this step. However, the main question asked by the teacher was that students did not match the worksheets given by the teacher. The teacher begins by asking the question "what is a mammal" which should be replaced with "How can it be called a mammal?" or “How can we know about mammals”. For the rest of this step, the teacher has facilitated the students well by providing several videos and slide shows according to the topic. In the second step "Learn and apply" students must report the results of their work that they have done in front of the class by their group. Then, the teacher arranges the order of reports per group. The teacher gives some goals that students should adhere to in order to complete their work. Students are welcome to look for some references from the internet and books as a reference for their work for the next meeting. Anyway, that being said this move was very well done. In the third step “Monitor students and work progress,” students must complete their previous work report proceeding to the presentation. At this step, the role of the teacher is a facilitator for students. It was proven that the teacher gave some suggestions and opinions about group work reports. Reports must be written on paper. In the fourth step "Test Results" students must show a report after going through all the steps. At this step, students must be prepared with their real reports and performance where groups have to read the text on student worksheets to find out the speaking skills of each group. In the final step of "Evaluating the Experience", the teacher comments on the student's performance. The comments consist of accent, grammar, vocabulary, fluency, and understanding. However, the teacher only made direct comments to the students without giving the other groups the opportunity to comment on the performance of their friends. Problem-Based Learning Procedures that the teacher implements in teaching report texts speak in a row with the theory (Brown, 2004). Advantages of PBL in Teaching Speaking In interviews that have been conducted by researchers with English teachers for class X regarding the benefits of PBL for students, the answers are as follows Improving Student’s Critical Thinking Based on the data results students get to think more critically and students' creative thinking can be developed in solving a problem which can later be implemented in their daily lives. It can be seen from the data below. Students can think critically, students are asked to find answers from the material that has been given because the teacher in this latest curriculum becomes a facilitator where the teacher only gives sufficient directions and explanations and then the students continue to look for the material being taught on that day's topic. Help children to "pursue" their curiosity. Completing curiosity can be a way for children to learn about the world. Also try to encourage children to explore, ask questions, or do things differently. Siswa dapat berpikir kritis siswa diminta mencari jawaban dari materi yang sudah diberikan karena guru pada kurikulum terbaru ini menjadi fasilitator di mana guru hanya memberikan arahan dan penjelasan secukupnya lalu dilanjut oleh siswa untuk mencari materi yang diajarkan pada topik hari itu. Bantu anak untuk “mengejar” rasa ingin tahunya. Menuntaskan rasa ingin tahu bisa jadi cara belajar anak untuk mengenal dunia. Coba juga untuk mendorong anak-anak mengeksplorasi, mengajukan pertanyaan, atau melakukan berbagai hal secara berbeda. Creating Student’s Problem Solving The result of the PBL implementation has increase the ability to solve problems in students independently. The results of the implementation of PBL have increased the ability to solve problems in students independently. Students can work on and answer assignments given by the teacher independently such as looking for answers from other reference sources such as books, the internet, or discussing with their groups. It can be seen from the data below. PBL makes students able to solve problems in material or discussions that are carried out or faced by groups. For example, when the group presented in front of the class to report the results of their report, there were other groups who asked about the shortcomings of the report. Automatically the group that receives the question will be a solution in finding and providing answers to the group that asks. In teaching problem solving, attention must be paid to the four steps of problem solving, namely: understanding the problem, planning a solution, solving the problem according to plan, and checking again. The teacher must pay attention to the problem model and the level of difficulty, as well as the allocation of teaching time. PBL membuat siswa menjadi bisa mengatasi masalah dalam materi atau diskusi yang dilakukan atau dihadapi kelompok. Contoh ketika kelompok tersebut presentasi di depan kelas untuk melaporkan hasil laporannya ada dari kelompok lain yang menanyakan kekurangan dari laporan tersebut. Otomatis kelompok yang mendapat pertanyaan akan solutif dalam mencari dan memberikan jawaban pada kelompok yang menanyakan. Dalam pengajaran pemecahan masalah harus diperhatikan empat langkah pemecahan masalah, yaitu: memahami masalah, merencanakan penyelesaian, menyelesaikan masalah sesuai rencana, dan memeriksa kembali.Guru harus memperhatikan model soal dan tingkat kesulitannya, serta alokasi waktu pengajaran. Engaging Student’s Motivation Based on the data results PBL has increasing student’s motivation in learning. With the teacher as a facilitator students become more active in doing the assignments given because students become more active when the teacher provides other reference sources in finding answers. And students become more active because of discussions with other groups. It can be seen from the data below. When PBL is commonly applied to students in teaching and learning activities. Students will be interested in how PBL works in their learning environment. Like they will be more daring to speak in front of the class to give opinions and reports made by the group. Because the beginning that was made was a group that raised the student's self-confidence so that motivation emerged in each lesson where the student was more active. Provide study material then make questions and students do the assignments well with the aim of growing students' motivation in the learning process so that students can complete them completely. Ketika PBL sudah biasa diterapkan kepada siswa dalam kegiatan belajar mengajar. Para siswa akan tertarik dengan bagaimana PBL dalam kondisi pembelajaran mereka. Seperti mereka akan lebih berani berbicara di depan kelas untuk memberikan pendapat dan laporan yang dibuat kelompoknya. Karena awal yang dibuat adalah kelompok yang menimbulkan percaya diri siswa tersebut sehingga muncul motivasi dalam setiap pembelajaran di mana siswa tersebut lebih aktif. Memberikan materipelajaran lalu membuat pertanyaan dan siswapun mengerjakan tugas dengan baik dengan tujuan untuk menumbuhkan motivasi siswa dalam proses belajar sehingga siswa dapat menyelesaikannya dengan tuntas. In improving speaking skill student There are some advantages that include of PBL in teaching speaking during learning develops good attitudes and habits of learning towards students when giving assignments by approaching the group one by one and asking if there are any difficulties in working on the student's worksheets. Teacher's Ability According to the results of the interviews, the first shortcoming is related to the teacher's preparation and the way the teacher communicates in the target language during the teaching and learning process. Regarding teacher preparation, the teacher emphasized that good preparation is needed in using the PBL learning model including material, context, teaching strategies, and media that are relevant to student characteristics. It can be seen through the interview below. Int#1 R: Could you explain how the problem-based learning model learning material more easily understood by students T: More effective when compared to the Jigsaw Cooperative Learning method and lectures in increasing student achievement in providing material, because by dividing students into several groups it makes it easier for me as a facilitator to give instructions or directions to students. Lebih efektif jika dibandingkan dengan metode Cooperative Learning Jigsaw dan ceramah dalam meningkatkan prestasi siswa dalam memberikan materi, karena dengan membagi siswa menjadi beberapa kelompok memudahkan saya sebagai fasilitator untuk memberikan petunjuk atau arahan kepada siswa. R: How to use the problem-based learning model to check the understanding of each student in group discussions T: The syntax or steps of problem-based learning/PBL are; 1) orient students on the problem, 2) organize students to study, 3) guide individual and group investigations, 4) develop and present results, 5) analyze and evaluate the problem solving process. The teacher's role in problem-based learning is to present problems, ask questions, and facilitate investigation and dialogue. The teacher also plays a role in creating a classroom environment in which an exchange and sharing of ideas occurs in an open, sincere and honest manner. Sintaks atau langkah-langkah pembelajaran berbasis masalah/PBL adalah; 1) mengorientasikan siswa pada masalah, 2) mengatur siswa untuk belajar, 3) membimbing penyelidikan individu dan kelompok, 4) mengembangkan dan menyajikan hasil, 5) menganalisis dan mengevaluasi proses pemecahan masalah. Peran guru dalam pembelajaran berbasis masalah adalah menyajikan masalah, mengajukan pertanyaan, dan memfasilitasi penyelidikan dan dialog. Guru juga berperan dalam menciptakan lingkungan kelas di mana pertukaran dan berbagi ide terjadi secara terbuka, tulus dan jujur. R: Could you explain how by using the problem-based learning model that students are more active in the learning process T: By providing interesting phenomena in learning material and giving the material to each group. Then the teacher can ask questions to provoke student activity or enthusiasm in learning. Dengan memberikan fenomena yang menarik dalam materi pembelajaran dan memberikan materi tersebut kepada masing-masing kelompok. Kemudian guru dapat mengajukan pertanyaan-pertanyaan untuk memancing aktivitas atau semangat siswa dalam belajar. R: How the tudents use the problem-based learning model to express their answers T: Groups or students can make steps − steps in the Problem-Solving method starting from preparing clear issues/problems to be solved, presenting problems, collecting data or information that can be used to solve these problems, formulating hypotheses, testing hypotheses and, then concluding and presentation in front of the class to report the report they have done Kelompok atau siswa dapat melakukan langkah-langkah dalam metode Problem Solving mulai dari menyiapkan isu/masalah yang jelas untuk dipecahkan, menyajikan masalah, mengumpulkan data atau informasi yang dapat digunakan untuk memecahkan masalah tersebut, merumuskan hipotesis, menguji hipotesis dan, kemudian menyimpulkan dan presentasi di depan kelas untuk melaporkan laporan yang telah mereka kerjakan. R: Could you explain how the learning outcomes and attitudes of students' cooperation after using the problem-based learning model T: Students get to think more critically and students' creative thinking can be developed in solving a problem which can later be implemented in their daily lives, then increasing the ability to solve problems in students independently, then increasing student motivation in learning. Siswa dapat berpikir lebih kritis dan berpikir kreatif siswa dapat dikembangkan dalam memecahkan suatu masalah yang nantinya dapat diimplementasikan dalam kehidupan sehari-hari, kemudian meningkatkan kemampuan memecahkan masalah pada diri siswa secara mandiri, kemudian meningkatkan motivasi siswa dalam belajar. (Interview#1 29/03/2023). The interview indicates that teacher prefers the PBL learning model in certain lessons because it makes it easier for the teacher to explain a material and attracts students' attention more. Teachers must prepare themselves well before implementing PBL in learning. Because it is the teacher's way of designing lesson plans that are effective and efficient in conveying material, and the basis for managing the class. According to Based on observations, the teacher gives students various types of material and types of media, especially videos and power points. Table 1. Students Ability Groups Accent Grammar Vocabullary Fluency Comprehension Total Score 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 Group 1 √ √ √ √ √ 70 Group 2 √ √ √ √ √ 75 Group 3 √ √ √ √ √ 65 Group 4 √ √ √ √ √ 65 Group 5 √ √ √ √ √ 85 Group 6 √ √ √ √ √ 65 Score = total score ÷ 20 X 100 A: Accent G: Grammar V: Vocabulary F: Fluency C: Comprehension Discussion This sub-chapter discusses about discussion which contains the The Implementation of Problem Based Learning (PBL) as a Way to Improve Students' Speaking Skill EFL Classroom and Teacher's Voice of Problem Based Learning in Speaking Class. The Implementation of Problem Based Learning (PBL) as a Way to Improve Students' Speaking Skill EFL Classroom Based on the results of research and observations that have been made with apply the problem-based learning method to the material of analyzing the structure of the text with the report of text in class X Vocational School Kartika Cirebon can be classified as follows: On the material that has been given by the teacher to each group. The conclusions obtained from the score of each group which is composed by the chart that has been made as follows. In group 1, a score of 70 was obtained, in group 2, a score of 75 was obtained, in group 3, a value of 65 was obtained, for group 4, a score of 65 was obtained, group 5 was obtained by a score of 65, and group 6 was obtained by a score of 85. In the group that received a score of 65, the lowest score was 2 with the accent category. Where groups 1, 3 and 4 get a score of 2 in the accent category. Then for the highest score obtained by group 5, namely with a score of 85 where the average value of each category is 4. Teacher's Voice of Problem Based Learning in Speaking Class In the interviews that were conducted with the teacher, the results were obtained where the teacher used the PBL learning model well where the teacher gave and implemented PBL steps in accordance with the provisions. The results of the interviews show that teachers prefer the PBL learning model in certain lessons because it makes it easier for teachers to explain a material and attracts students' attention more. Teachers must prepare well before implementing PBL in learning. Because of that, the way teachers design lesson plans is effective and efficient in conveying material, and forms the basis for managing the class. According to observations, teachers provide students with various types of materials and types of media, especially videos and power points. The second research question is to find out the responses to the use of problem-based learning in improving students' speaking skills. From the results of the student worksheets that have been given to each group, it shows that PBL is suitable for speaking methods where several groups of five to 6 students show the ability to speak indicators such as accent, grammar, vocabulary, fluency, comprehension. Of the six groups, two groups got the highest scores of 85 and 75 and the other groups got scores of 70 to 65. CONCLUSION How is the implementation of learning in speaking skills using the problem-based learning method at one of Vocational School. From the results of the research analysis, it is known that teaching speaking using PBL has contributed to improve students' speaking skills. From the research observation the teacher has prepared assessments for and student worksheets for each group, there is one meeting that followed by the description related to details of the activities. By using PBL, students learn to speak effectively and directly to the team and present their ideas clearly in order to solve a given problem. How is teacher's voice of the implementation of problem-based learning in teaching speaking at one of Vocational School? As such, it answers the main research question, which is that implementing problem-based learning in speaking classes helps students improve their speaking skills in terms of accent, vocabulary, comprehension, fluency, and grammar. In fact, not all students can improve their skills significantly. In terms of student responses, students feel some of the advantages of PBL in learning English and PBL can motivate them to improve their speaking skills. Among the five speaking criteria, two showed improvements: grammar and vocabulary. Students' speaking ability has improved because PBL has given them stimulation and encouraged them to present their ideas. REFERENCES Adiantika& Purnomo. (2018). 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IMPLEMENTASI PROBLEM BASED LEARNING UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS XI JURUSAN TKR SMK NEGERI 2 YOGYAKARTA. Elvira, F. S., Roshayanti, F., & Baedhowi, S. (1858). EFEKTIFITAS MODEL PROBLEM BASED LEARNING BERBANTUAN MEDIA ANIMASI TERHADAP KETERAMPILAN BERBICARA DAN HASIL BELAJAR. 4, 511–521. Fahmi, R., Muslem, A., & Usman, B. (2021). The use of Problem Based Learning to improve students’ speaking ability. English Education Journal, 12(2), 260–281. https://doi.org/10.24815/eej.v12i2.17920 Hung, W. (2008). Problem Based Learning (M. D. M. Spector, D. Merrill, J. van Merrienböer (ed.); 3rd ed.). Erlbaum. https://doi.org/DOI:10.1007/978-1-4419-1428-6_210 Konopka, C. L., Adaime, M. B., & Mosele, P. H. (2015). Active Teaching and Learning Methodologies: Some Considerations. Creative Education, 06(14), 1536–1545. https://doi.org/10.4236/ce.2015.614154 Nafiah, Y. N., Suyanto, W., & Yogyakarta, U. N. (n.d.). PENERAPAN MODEL PROBLEM-BASED LEARNING UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN THE APPLICATION OF THE PROBLEM-BASED LEARNING MODEL TO IMPROVE THE STUDENTS CRITICAL THINKING. c, 125–143. Nurgiyantoro. (2001). Penilaian dalam pengajaran bahasa dan sastra. BPFE. Nurjamal, D. et al. (2011). Language Civilians. Alfabeta. Parmawati, A., & Inayah, R. (n.d.). IMPROVING STUDENTS ’ SPEAKING SKILL THROUGH ENGLISH MOVIE IN SCOPE OF SPEAKING FOR GENERAL. 2018, 43–53. Sugiyono. (2013). Metode Penelitian Kuantitatif, Kualitatif, da R&D. CV Alfabeta. Sugiyono. (2017). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. CV Alfabeta. Tarigan. (2015). Speaking as a Language Skill. CV Angkasa. Yudhistira, D. (2014). No Title. Upaya Meningkatkan Keterampilan Berbicara Menggunakan Model Quantum Learning Pada Siswa Kelas V SDN Karangkandri 04 Cilacap. Yogyakarta. Zyoud, M. M. (2016). Theoretical perspective on how to develop speaking skill among university students. 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An analysis of type using students’ reflection in english subject at senior high school
Students’ reflection is a student's effort to express themselves, which can be done with various types of reflection that are written after the learning process has finished. This study aims to know type of students’ reflection in English subject at senior high school. This study used qualitative research with a case study design. The instrument used in this study are document reflection sheet and an interview. The participants in this study were students of class XI at senior high school. The results of the study revealed that the type of student reflection given by the teacher used a type of cognition, namely a one-sentence summary. In addition, there are benefits from student reflection, namely being able to recall what has been learned, and knowing the advantages and disadvantages of learning the material after writing student reflections. It can be concluded that students also express perspectives about student reflections, which were very helpful in evaluating learning that has been implemented.
Students’ Reflection, Type of students’ reflection
The Correlation between critical thinking and students' writing descriptive text
ABSTRACT Hamidah, Siti. 2023. Correlation between Critical Thinking and Students' Writing Descriptive Text. English Education Study Program, Potensi Utama University Medan. Advisor: Enni Maisaroh, S.Pd, M.Hum. The purpose of this research is to identify whether there is a significant correlation between critical thinking and students' writing descriptive text. And to determine whether there is a significant influence of students' critical thinking on students' writing descriptive text. This research was conducted through a non-experimental quantitative research design. The subjects of this study were the seventh-grade students at SMPS Al-Washliyah 26 consisting of 30 students. The instrument used to collect quantitative data was to provide 44 multiple choice questions as a testing of students' critical thinking and writing essays as a testing of students' abilities in writing descriptive texts. Based on the analysis of the correlation coefficient, a weak relationship was found between critical thinking and students' writing descriptive text with Pearson correlation value of .328. With p.value was higher than p.table (.076 > .05), no significant correlation was found between critical thinking and students' writing descriptive text. It means there is also no influence of critical thinking on students' writing descriptive text. This is proven based on the regression analysis which shows that r.value was less than r.table (1,840 < 2,048). Thus, it can be concluded that there is no significant correlation between critical thinking and students' writing descriptive text of the seventh-grade students in SMPS Al-Washliyah 26. Keywords: correlation, critical thinking, writing descriptive text, regression analysis
Correlation, critical thinking, descriptive text, regression analysis
The Implementation of Hybrid Learning in EFL International Classroom
This research focused on the Implementation of Hybrid Learning itself. Document analysis was one of the qualitative research methodologies used in this study. The location chosen for this study was an EFL international class that offers hybrid learning. The implementation of the hybrid learning model was carried out in academic year 2021/2022. The video recordings of the hybrid class were used in this study as documents. The author ran three tests in the documentation checklist to obtain results. It was carried out to investigate if hybrid learning could be utilized in the classroom. After doing documentation checklist and sharing questionnaire the results obtained turned out not to be fully learning done hybrid because there are some points not achieved.
The Effect of Partner Reading Strategy on Students' Reading Comprehension of Descriptive Text at the Eleventh Grade of SMK Negeri 1 Tantom in 2022/2023 Academic Year
The purpose of this research is 1) To application of partner reading strategy on students reading comprehension of descriptive text. 2) The students’ ability in reading comprehension of descriptive text before and after using partner reading strategy at the eleventh grade of SMK Negeri 1 Tantom. 3) There is any significant effect of partner reading strategy on students reading comprehension of descriptive text at the eleventh grade of SMK Negeri 1 Tantom. This research used experimental method by using one-group pretest and posttest design. The population are 175 with sample 36 students of class XI-Busana by using purposive sampling. The instruments of this research are observation sheet and test. There is any significant effect of using partner reading strategy on students’ reading comprehension in descriptive text at the eleventh grade of SMK Negeri 1 Tantom . By using Wilcoxon Signed Ranks Test (SPSS 22) shows the sign score is less than 0,05 (0.000<0.05), and N- Gain = 0.542114.
The The Use Of Code Switching and Code Mixing in English learning at Elementary School
Abstract Many people speak by switching or mixing the language they use in general with their mother tongue, especially in communicating with people who understand a different language. In the process of learning English, code switching and code mixing began to be used by teachers. In general, students who study formally in Indonesia, their first language is Indonesian and learn the second language only in the classroom. The use of code switching and code mixing in English learning at elementary schools has an impact on students' understanding of learning materials, as well as affecting their social aspects and language understanding. This study aims to find out how the use of code switching and code mixing in learning and the reasons why teachers use code switching and code mixing in English learning at elementary school. This study used descriptive qualitative methodology. This study used interviews and observations to obtain data. The research was conducted at SDQ AZZAMZAMI Talun. The findings of this study show that teachers do code switching and code mixing used by teachers alternately irregularly in carrying out the learning process at each general step of learning, namely, from the beginning of the opening, core activities to closing. The researcher also found that the reason teachers use language switching and language mixing are : a) Repitition b) Situation c) Restore student concentration d) Lake of vocabulary mastery e) Help students who were confused.
Keywords: Code Switching, Code Mixing, English Learning.
The Implementation in Teaching Direction of Problem Based Learning at Junior State 1 Sumber
This study aims to determine the implementation of teacher learning using the problem based learning model. The focus of this research is the implementation of Problem Based Learning in Teaching Direction At Junior State 1 Sumber. Data collection techniques are observation techniques, interviews, documentation. Data collection tools are observation sheets, interview guides, and documentation. Data processing was carried out using a qualitative descriptive analysis. The results of the study show that the learning gain of students increases and is well done by using this learning model. The validity of the data used is source triangulation and technique triangulation. Research results from the Implementation Problem Based Learning in Teaching Direction At Junior State 1 Sumber 1) Planning includes preparing learning tools and selecting learning materials. 2) Implementation includes, conveying learning objectives, dividing groups, guiding discussions, presenting the results of discussions. And evaluate the results of the discussion.
References in EFL Students' Expository Texts
The present research seeks to examine the use of references in students’ expository texts. The present research concentrated specifically on the types of references used by students. The present research utilized qualitative research methods and a case study design. The site selected for the present research is a public vocational high school in Cirebon. Respondents in the present research are comprised of nine tenth-grade students. The documents of nine students’ expository texts served as the data that were analyzed utilizing the reference device concept. In their writing, respondents employed three distinct categories of references, including personal, demonstrative, and comparative references. The reference appeared 174 times, with personal references occurred 54 times, demonstrative references 107 times, and comparative references 13 times. These references aid in monitoring the participants inside the text, reducing repetition and inefficiencies, and drawing the focus of the reader to the essential arguments of the text. Keywords: cohesive device; reference; types of reference; expository text
IMPLEMENTATION OF PROJECT-BASED LEARNING MODEL IN MERDEKA BELAJAR CURRICULUM TO IMPROVE STUDENTS’ ENGLISH LEARNING OUTCOMES
Merdeka Belajar Curriculum is a form of evaluation of the previous curriculum, namely the 2013/K-13 curriculum. In Merdeka Belajar Curriculum, students are focused with various intra-curricular learning, where the learning contents presented to students will be more optimal with the aim that students can have enough time to explore concepts and strengthen their competence. So, a learning model is needed to support this curriculum's implementation. Project-based learning model is regarded as a learning model which is suitable to be to implemented in Merdeka Belajar Curriculum. The aim of this study was to investigate how problem-based learning implemented in Merdeka Belajar Curriculum to improve students’ English learning outcomes. The designed of this research was classroom action research in which the data collection was obtained through planning, acting, observation, reflection and tests. The subject of this study was the students grade XI at one of vocational school in North Sumatera which consisted of 30 students. The data analysis technique used qualitative and quantitative that was conducted in 2 cycles. The results showed that the implementation of project-based learning in Merdeka Belajar Curriculum could improve students’ English learning outcomes. It can be seen from the average score of Students’ learning outcomes in cognitive domain at the first cycle from 57.12% increased into 82.88% in the second cycle, the average score of students ‘learning outcomes in psychomotor domain at the first cycle from 53.65% increased into 84.61%, and the average score of students’ learning outcomes in affective domain at the first cycle from 72.5% increased into 83.85%. It showed that the implementation of the project-based learning model in Merdeka Belajar Curriculum can improve students’ English learning outcomes.
Project-based learning, Merdeka Belajar Curriculum, Learning Outcomes
EXPLORING STUDENTS’ CREATIVITY ON SOCIAL MEDIA IN LEARNING ENGLISH AT SMK KARTIKA XIX-3 CIREBON CITY
EXPLORING STUDENTS’ CREATIVITY ON SOCIAL MEDIA IN LEARNING ENGLISH AT SMK KARTIKA XIX-3 CIREBON CITY Ika Maoniks1*, Susilawati2, Eline Rozaliya Winarto3 English Language Study Program, Teachers Training and Education Faculty, Universitas Muhammadiyah Cirebon, Cirebon, Indonesia Email: ikamaoniks3@gmail.com Abstract The purpose of this study is to determine the rediness of exploring students creativity on social media in learning English. The subject and object of the study were 10 grade Nursing student at Kartika XIX-3 Vocational School Cirebon City, totaling 24 people including 22 girls and 2 boys. This study used qualitative methods. The study used questionnaires, interviews and observations as the instruments. The results of this students have positive perception about increasing creativity in social media for learning English content allowing them to store it practice their English skills especially listening,expandtheir vocabulary, and improve their pronounciation knowledge. Futhermore, as students can increase creativity in the use of social media for learning English in various forms They can select English content they enjoy on social media and learn about things their teacher doesn’t teach them in class. Due to this circumstance, students can feel at ease and inspired to practice their English outside of the classroom. Keywords: Students’ Creativity; Social Media; Learning Englis
Keywords: Students’ Creativity; Social Media; Learning English
THE IMPLEMENTATION OF ENGLISH PROGRAM AT SMK PESANTREN BINA INSAN MULIA CIREBON
The spread of religion in Indonesia happens in various ways. One of them is that Islam entered Indonesia through many media in its spread, one of which is through education. In Islam, the spread through education is known as pesantren education, which plays a very large role in the spread of Islam in Indonesia. Pesantren it self is a traditional Islamic education where under the guidance of a teacher who is usually called a kyai with students who live together who are usually called dormitories. The purpose of this study was to know the implementation of the English Program at Bina Insan Mulia Islamic Boarding School Vocational School and how is teacher perception of the English Program at Bina Insan Mulia Islamic Boarding School Vocational School. This study uses checklist observations and interviews to find out the teachers planning documentation and implementation applied by the teacher in learning activities in class. The results of the research show it can be concluded it is known that the implementation of the English language program at the Bina Insan Mulia Islamic Boarding School has contributed to English lessons. From the research observations of teachers who have prepared observations of learning activity assessments for each teacher, in which the observation sheets contain opening activities, core activities, and closing activities which contain points that must be carried out by each teacher.
THE CORRELATION BETWEEN VISUAL LEARNING METHODS AND STUDENTS’ READING COMPREHENSION IN EFL VOCATIONAL SCHOOL
This research investigates the correlation between visual learning methods and students’ reading comprehension, also examines the effectiveness of visual learning method in one vocational school in Brebes. Learning reading for multimedia students is still at the average value. In this study, researcher used experimental research with a quantitative approach. Researcher want to know the effectiveness of using visual learning methods in teaching English on students' understanding through experimental research. Impact is assessed by giving special treatment. There are many primary data collection methods. Main methods such as Questionnaires, Interviews. The participants in this study are class XI students. This study employs quota sampling to select participants for the interview and test portion The first finding is Visual Learning There is strong correlation between visual learning and EFL (English a Foreign Language) classroom. They learn by watching demonstration, reading text with illustration, and using visual aids. The second finding is effectively visual learning in EFL classroom Visual learning is highly effective way to learn reading in a multimedia program. Visual learners are able to process information more easily when it is presented in a visual format, such as through chart, graph, diagram, or video. Therefore the results of testing the hypothesis indicate that there is a significant influence between visual learning methods on learning English has an effect on learning English. Rresults obtained are 6.64> 2.060 meaning tcount greater than ttable. So from these results we can know if there is a significant influence of the use of visual learning methods on learning English.
An Error Analysis of Student's Reading Ability On News Item Text
An Error Analysis of Students’ Reading Ability on News Item text Fahira Zahra1, Ashari P Swondo2 English Language Education Study Program, Faculty of Social Science and Education corresponding author Email: iamrara@gmail.com, arieswondo770809@gmail.co ABSTRACT Reading is one activity that can make a person increase knowlodege. Reading aloud is one of type in reading skills. Reading aloud is an activity designed to practice students to read aloud with correct pronunciation. This research was aimed to find out the errors appeared in students’ reading, especially in news item text and causes of errors made by students in reading news item text. This research was conducted in SMA Swasta Imelda Medan of XII grade students of 2023/2024 This research was carried out using qualitative method which used transcript instruments from the results of students’ reading in news item text. Then, from the results of the transcript read by the students, the researchers examined them to find out what errors often appeared in students’ reading, especially in news item text. And for the causes, the transcript result interview, the researchers examined them to find out what causes of errors that made by students in reading news item text. The results of this research show that errors in students’ reading include subtitution, addition, omission, repetition, reversal and unknown word. Then the results of this research also show that the most frequent errors in students’ reading are subtitution with a total of 400 errors with percentage 37,8%, the second is unknown word error with a total of 313 with percentage 29,5%, the third is omission error with a total of 210 with percentage 19,8%, the fourth is addition error with a total of 62 with percentage 5,8%, the fifth is repetition error with a total of 61 with percentage 5,7% , and the last is reversal error with a total of 12 with percentage 1,1%. This problem influenced by cognitive and psychological factors. The students felt lack of vocabulary, lack of pronunciation, feeling nervous and lack of confidence. Keywords: error analysis, students’ reading ability, news item text INTRODUCTION The purpose of teaching English in schools is to improve the language skills of students. Students learning English should master four main skills, namely listening, speaking, reading and writing. The four basic English skills are divided into two categories, namely receptive skills and productive skills. Reading and listening are considered receptive skills, while speaking and writing are considered productive skills. Reading is one activity that can make a person increase knowledge. According to (L.Stoller, 2002) taken from article citation (Nurmalasari, Kania 2019) reading is the ability to draw meaning from the printed page and interpret this information appropriately. In teaching reading skills can divided into; reading aloud, silent reading, reading comprehension, and independent reading. Reading aloud is an activity designed to train students to read aloud with correct pronunciation. Reading aloud usually using the skills of look and say, aimed at being able to pronounce English words, phrases and sentences correctly. The purpose of reading is not only to understand the text, but also to inform the listener. Mckeown and Gentilucci (2007) claim that reading aloud is a method of measuring the cognitive reading process and it is used to measure the competence of reading skill. During internship program, the researcher saw that students are interested in learning that involves action rather than explanation a material. Students prefer when the teacher involved students in a material that will be explained. Reading aloud is one of the methods used by researcher in implementing learning, and some students looked enthusiastic in reading aloud. But, there are some students who do not seem enthusiastic in learning reading aloud because they lack self-confidence and afraid to make mistake in saying word. Actually, the researcher felt that the students' interest in reading is quite good. When learning English, the researcher used news item text in reading aloud. The researcher read it first and students pay attention to it. After that, the researcher asked the students to read aloud one by one. When students read, the researcher saw that some students made mistakes in reading and had difficulty in reading. In this case, the researcher choosen news item text in research. News item text in forms the readers, listeners or viewers about an event of the day, which is considered newsworthy or important. Teaching news item text is not always simple as most of people think especially in reading news item text like a news anchor. The reading aloud a news item text help the students to understand the meaning of the text, getting new vocabulary, improving pronunciation, improving confidence and make students active during learning. In reading aloud, students could be more attentive to reader. When the students read in English, they will have errors in reading English text. Many types of errors are made by students when they read news item text, including subtitution, addition, ommision, repetition, reversal and unknown word. There are several previous studies that related to the error analysis in reading news item text. The first related research conducted by Ahmad Saifudin (2019) with his research title, Error Analysis on Grammar in Writing News Item Text Made by The First Year Students of MA Syekh Subakir Nglegok Blitar. In this research, the researcher’s research was qualitative. The subjects of the research covered the first year students of MA Syekh Subakir Nglegok. After researcher did observation and have the result that found the most frequent error types which made by the tenth grade students of MA Syekh Subakir Nglegok was noun error or errors of ordering of noun phrase.There were 21 errors in ordering of noun phrase. The second errors is verb selection. The third errors is verb addition. The fourth errors is verb of subtitution. The fifth errors is preposition addition.It can be taken conclusion that the students still have difficulties in grammar. The second related research was written by Mutiana Nurmalasari and Ikeu Kania (2019) with the title, The Analysis of Students’ Pronunciation Errors in Reading Aloud. In this research, the researcher used the qualitative research. The subjects of this research were secong grade of SMAN 13 Garut. After the researchers did observation and have the result that found 97 pronunciation errors from 7 students that had been tested. The researchers found the students’ pronunciation errors in six part of speech; nouns, verbs, adjectives, adverbs, prepositions and conjunction. Those several previous study have been conducted. The focus of the first research was on error analysis on grammar in writing news item text and its data were collected by observation data and students’ test score from about 35 students which found the most frequent error types which made by the tenth grade students was noun error or errors of ordering of noun phrase. There were 21 errors in ordering of noun phrase. The second previous research focused on pronunciation errors. The researcher found 97 pronunciation errors from 7 students that had been tested. The researchers found the students’ pronunciation errors in six part of speech; nouns, verbs, adjectives, adverbs, prepositions and conjunction. The difference of this research and those previous researches are the research design, the concern of material and the place where the research will be conducted. This research focuses on identifying an error analysis on the use news item text about natural disaster in student’s reading text and the researcher focuses on reading aloud. This research will take place at SMA Swasta Imelda Medan and the research subject of this study is the XII grade students at SMA Swasta Imelda Medan. Literature Review Kennedy (1981: 5) says that reading is the ability of an individual to recognize a visual form, associate the form with a sound and or meaning acquired in the past, based on past experiences, understand and interpret its meaning.. In addition, Badrawi (1995:16) means that when someone is reading, his brain will work actively. The reader brings all kinds of knowledge has about the world (schemata) and relates to the text that reading at the moment so that able to understand the writer’s ideas. Reading is not only looking at word in the form of graphic symbols but also getting meaning from word to word or line to line to understand what we read. It means that reading is a process to understand the content and to get information. Kailani (1998: 281) states that reading aloud is characterized by the clear articulation of words, flexibility in stress, intonation and rhythm, and the effective use of pauses. Reading aloud is the activity of reading by voicing the text, the students read with the right words and intonation to get more information, vocabulary, and improve their pronunciation. Mckeown and Gentilucci (2007) claim that reading reading aloud is a method of measuring the cognitive reading process and it is used to measure the competence of reading skills. Applying the reading aloud strategy will prompt the students to improve their reading skills. Error analysis is considered as one of the best ways that describes and explains errors made by the learners who study Englih language as a second or foreign language. James (1998) defines error analysis as the process of determining the incidence, nature, causes and consequences of unsuccessful language. According to H Douglas Brown (2007) ‘’ Errors analysis is the fact that the learners do make errors and that these errors can be observed, analyzed and classified to reveal something of the system operating within the learner led to surge of study of learners ‘’error’’. According to William Scott gray, states that in a reading error, there are six categories of errors made by the reader. The six categories are: subtitution, addition, omission, repetition, reversal and unknown word. According to Clark and clark (1977: 271), there are two sources of errors, as follow; cognitive reason and psychological or affective reason. According to Eltis (1990: 15-18) news item text is to inform readers about events of the day which are consider newsworthy or important. From the definition above, it can be conclude that a news item is factual text which inform readers events of the day which are considered newsworthy or important. According to Eltis (1990: 15-18) The generic structure of news item text, they are; 1. Newsworthy Events The newsworthy event stage is put at the beginning because the reader needs to get the angel on the events before deciding whether to read on. This stage gives information about who, when, where and what the events occurred. 2. Background Events Background events in the news story gives information about the events that lead up to. It can include information about how and why the events occurred, the circumstances surrounding the crisis. After the lead up events, the news writer will often give more information about what happened during and after the crisis what is likely to happen in the future. 3. Sources It directly follows each of background events. It contains a comment given by person or participant, or authority on the subject. The example of news item text in reading aloud about natural disaster with title ‘’ Floods hit dozens of areas in Jakarta’’ Table 1 Example News Item Text RESEARCH METHOD The type of this research is qualitative research. This research used descriptive qualitative method. In writing this research, the researcher will collect, clasify,analyse, and draw a conclusion based on the data analyse without making generalization. Thus, the researcher would know the types of reading errors made by students in reading news item text and causes of the errors. According to Cresswell (2018), Qualitative research is an approach for exploring and understanding the meaning individuals or group ascribe to social or human problem.Simply, qualitative research is often called naturalistic inquiry, or field study. It means qualitative is a research design where the researcher presenting the data with using description.The research will be conducted at SMA Swasta Imelda Medan academic year 2022/2023. It is located at Jalan Bilal, Kecamatan Medan Timur, Medan, Sumatera Utara. The subject of this research is the XII grade students of SMA Swasta Imelda Medan in academic year 2023/2024. Data collection techniques according to As John W.Cresswell (2009) acknowledges, data collection requires observation, interviews, documentation and visual materials. In this research, researcher collected data using observation, interviews, documentation and visual materials. To collect the data of this research, the researcher used the following steps; the researcher prepares the instrument of the test. Instrument of the test consists of researcher, recording equipment, stationery, interview text and documentation, the researcher comes to school and ask for permission to the principal of SMA Swasta Imelda Medan to do research, the researcher makes a schedule with the English teacher of SMA Swasta Imelda Medan to conduct the test, the researcher gives a test to the XII grade students of SMA Swasta Imelda Medan, the students starts the test one by one to reading aloud news item text test and record it by handphone recorder, after that, the researcher will identify and analyze based on Asmani’s reading aloud assessment to know the kind of errors, and in order to answer the causes of errors in reading ability, the researcher will interview the students as personally, from this, the researcher knows the kind of errors and the causes of errors made by students in reading aloud focused on news item text about natural disasters. After data is collected, organized, and stored, the researcher have to identify the meanings and significance of the information. According to Cresswell (2012) identifies four steps for this phase; Prepare data, Analyze data, report result and interpret the result. 1.) Process and prepare data for analysis, 2) Read the entire data or analyze in depth to describe all the information and the identify it. 3) Integrate data and summarize for audience, indicate how these descriptions and themes will be restated in the narrative/qualitative research, 4) The final step is to interpret the data. To find the percentage of the students , this is the formula of calculating the percentage is as the following. f P = x 100% n Note: P = Percentage of category f = Frequency of the category n = Total amount for the category RESULTS AND DISCUSSION The data were taken from the student’s test to read news item text. The researcher discussed about the error on students’ reading news item text that focused on the kinds of error. The students’ error in reading was the resource of the data which the researcher had implemented in the classroom. In reading, most students made abundant of reading errors. Table 2 Classification of Errors No Name (Initial) Classification of Errors Subtitution Addition Omission Repetition Reversal Unknown Words Total 1. MP 4 1 2 0 1 1 9 2. MM 19 4 12 3 0 18 56 3. NI 15 4 1 1 1 6 28 4. HW 24 5 6 1 1 20 57 5. NS 20 6 3 0 0 14 43 6. SK 37 6 11 2 1 31 88 7. RF 28 5 4 6 1 13 57 8. SK 18 1 2 1 0 12 34 9. DL 18 1 1 4 1 5 30 10. FF 13 0 1 3 0 6 23 11. NA 29 6 9 12 2 22 80 12. ZN 29 2 7 4 0 29 71 13. RP 11 5 17 3 0 30 66 14. MDR 19 3 5 4 1 17 49 15. AT 23 3 5 4 0 22 57 16. RA 19 1 23 5 0 25 73 17. NS 23 1 5 3 1 13 46 18. CC 10 2 92 2 1 19 126 19. SR 22 3 3 1 1 9 39 20. AP 19 3 1 2 0 1 26 Total 400 62 210 61 12 313 1058 From the table above, the researcher found that the total errors made by students are 1058 by each kinds of errors as the following table, it shows that the occurrences of subtitution error was 400, the occurrences of addition error was 62, the occurrences of omission error was 210, the occurrences of repetition error was 61, the occurrences of reversal error was 12, and the occurrences of unknown words error was 313. Occurrences which totaled 1058. The next step is to analyze the result of data. Here are data analysis about students’ errors in reading news item text on the test and causes of the errors, which have been done by students in XII IPS class. Table 3 The Identification of the Errors of Students 1 Paragraph of the Test Identification of Error Description Error Classification Correction Title Fluds, hits, Dozen Subtitution, Addition, Omission Floods /ˈfɫədz/, Hit /ˈhɪt/, Dozens /ˈdəzənz/ 1 Japa, Agency/ˈadʒənsi/ Katalumpa Subtitution, Reversal Java /ˈdʒɑvə/, Agency /ˈeɪdʒənsi/, Katulampa 2 Reported Omission Reportedly /ˌɹiˈpɔɹtɪdli/ 3 Stetus Subtitution Status /ˈstætəs/ Table 4 The Identification of the Errors of Student 2 Paragraph of the Test Identification of Error Description Error Classification Correction Opening Viewrs, English /ˈeŋɡɫɪʃ/, Henline, bring Omission, Subtitution Viewers /ˈvjuɝz/, English /ˈɪŋɡɫɪʃ/, Headline /ˈhɛdˌɫaɪn/, bringing Title Fluds, it, areaks Subtitution, Omission, Addition Floods /ˈfɫədz/, Hit/ˈhɪt/, areas /ˈɛɹiəz/ 1 Sains, ai,sluns Subtitution, unknown words, addition Since /ˈsɪns/, it /ˈɪt/, Sluice /ˈsɫus/ 2 Raiver, anits, subdistri Subtitution, Omission River /ˈɹɪvɝ/, Units /ˈjunɪts/, Subdistrict 3 Agency /ˈadʒənsi Manggari,inandes Subtitution, Omission, Unknown Words Agency /ˈeɪdʒənsi/, Manggarai, Inundated /ˈɪnənˌdeɪtɪd/ Closing Nes, Update Unknown Words, Omission News /ˈnjuz/, Updates /ˈəpˌdeɪts/ Table 5 The Identification of the Errors of Student 3 Paragraph of the Test Identification of Error Description Error Classification Correction Opening English /ˈeŋɡɫɪʃ/, Yor Subtitution, Unknown Words English /ˈɪŋɡɫɪʃ/, You /ˈju/ Title Areas /ˈaɹəaz/ Subtitution Areas /ˈɛɹiəz/ 1 Frider, Sluis Unknown Words, Addition Friday /ˈfɹaɪˌdeɪ/, Sluice /ˈsɫus/ 2 Sout Subtitution South /ˈsaʊθ/ 3 Rajawati, alert /aˈɫɝt/ Reversal, Subtitution Rawajati, Alert /əˈɫɝt/ Closing Les Unknown Words Latest /ˈɫeɪtəst/ Table 6 The Identification of the Errors of Student 4 Paragraph of the Test Identification of Error Description Error Classification Correction Opening Hel, new Unknown Words, Omission Headline /ˈhɛdˌɫaɪn/, News /ˈnjuz/ Title Fol, dit , Dozen Unknown words, Subtituton , omission Flood /ˈfɫəd/, Hit /ˈhɪt/, Dozens /ˈdəzənz/ 1 Dozen, Naighborhods, anobed, sluns…slus, gatese Omission, subtitution, unknown words, repetition, addition Dozens /ˈdəzənz/, Neighborhoods /ˈneɪbɝˌhʊdz/, announced /əˈnaʊnst/, sluice /ˈsɫus/, gates /ˈɡeɪts/ 2 Rivers, overwait Addition, unknown words River /ˈɹɪvɝ/, overflowed /ˌoʊvɝˈfɫoʊd/ 3 Rajawati, Reporter, hert Reversal, Subtitution Rawajati, reported /ˌɹiˈpɔɹtɪd/, heart /ˈhɑɹt/ Closing Update, ot Omission, unknown word Updates /ˈəpˌdeɪts/, Out /ˈaʊt/ Table 7 The Identification of the Errors of Student 5 Paragraph of the Test Identification of Error Description Error Classification Correction Opening Lets, English /ˈeŋɡɫɪʃ/, News /ˈnjez/ Unknown Words,Subtitution Latest /ˈɫeɪtəst/, English /ˈɪŋɡɫɪʃ/, News /ˈnjuz/ Title Hait,eres Addition, unknown words Hit /ˈhɪt/, areas /ˈɛɹiəz/ 1 Wis, sluts Subtitution, addition West /ˈɛɹiəz/, Sluice /ˈsɫus/ 2 Onits Subtitution Units /ˈjunɪts/ 3 Meter /ˈmetɝ/,, subdistrict Subtitution, Omission Meter /ˈmitɝ/, Subdistricts Closing News /ˈnjez/, les Subtitution, unknown word News /ˈnjuz/, latest /ˈɫeɪtəst/ Table 8 The Identification of the Errors of Student 6 Paragraph of the Test Identification of Error Description Error Classification Correction Opening Views, English /ˈeŋɡɫɪʃ/, Omission,Subtitution Viewers /ˈvjuɝz/, English /ˈɪŋɡɫɪʃ/, Title Fluts, Einots Subtitution , unknown words Floods /ˈfɫədz/, announced /əˈnaʊnst/ 1 Dozen, distaiter Omission, unknown words Dozens /ˈdəzənz/, Disaster /dɪˈzæstɝ/ 2 Rivers, repotly Addition, Omission River /ˈɹɪvɝ/, Reportedly /ɹiˈpɔɹtədɫi/ 3 Rajawati, Sout Reversal, Subtitution Rawajati, South /ˈsaʊθ/ Closing News /ˈnjez/ , les Subtitution, unknown word News /ˈnjuz/, latest /ˈɫeɪtəst/ Table 9 The Identification of the Errors of Student 7 Paragraph of the Test Identification of Error Description Error Classification Correction Opening Hidlin, news /ˈnjez/ Unknown words ,Subtitution Headline /ˈhɛdˌɫaɪn/, news /ˈnjuz/ Title Fluts, Dlozes Subtitution , unknown words Floods /ˈfɫədz/, dozens /ˈdəzənz/ 1 Dozen, neigbrotes Omission, unknown words Dozens /ˈdəzənz/, Neighborhoods /ˈneɪbɝˌhʊdz/ 2 Raiver, repotly Subtitution, Omission River /ˈɹɪvɝ/, Reportedly /ɹiˈpɔɹtədɫi/ 3 Rajawati, weter Reversal, Subtitution Rawajati, Water /ˈwɔtɝ/ Closing News /ˈnjez/, les Subtitution, unknown word News /ˈnjuz/, latest /ˈɫeɪtəst/ Table 10 The Identification of the Errors of Student 8 Paragraph of the Test Identification of Error Description Error Classification Correction Opening Liders, news /ˈnjez/ Unknown words ,Subtitution Latest /ˈɫeɪtəst/, news /ˈnjuz/ Title Fluts, His Subtitution, Unknown words Floods /ˈfɫədz/, Hit /ˈhɪt/ 1 hive,raising Subtitution Heavy /ˈhɛvi/, rising /ˈɹaɪzɪŋ/ 2 Unit, Floo…flooded Subtitution, Repetition Unit /ˈjunɪt/, Flooded /ˈfɫədəd/ 3 Ainendid, oder Unknown words, Subtitution Inundated /ˈɪnənˌdeɪtɪd/, other /ˈəðɝ/ Closing News /ˈnjez/, lits Subtitution, unknown word News /ˈnjuz/, latest /ˈɫeɪtəst/ Table 11 The Identification of the Errors of Student 9 Paragraph of the Test Identification of Error Description Error Classification Correction Opening Hidlain, lets Subtitution, unknown words ,Headline /ˈhɛdˌɫaɪn/, Latest /ˈɫeɪtəst/, Title Fluts Subtitution, Floods /ˈfɫədz/, 1 Hive, lev…levels Subtitution, repetition Heavy /ˈhɛvi/, levels /ˈɫɛvəɫz/ 2 Owerflowed, lets Subtitution, unknown words Overflowed /ˌoʊvɝˈfɫoʊd/, least /ˈɫist/ 3 Rajawati, sluts Reversal , addition Rawajati, sluice /ˈsɫus/ Closing English /ˈeŋɡɫɪʃ/, lets Omission, unknown word English /ˈɪŋɡɫɪʃ/, latest /ˈɫeɪtəst/ Table 12 The Identification of the Errors of Student 10 Paragraph of the Test Identification of Error Description Error Classification Correction Opening English /ˈeŋɡɫɪʃ/, lets Subtitution, unknown words ,English /ˈɪŋɡɫɪʃ/ ,Latest /ˈɫeɪtəst/, Title Fluts Subtitution, Floods /ˈfɫədz/, 1 Faraday, Disain Unknown words Friday /ˈfɹaɪˌdeɪ/, Disaster /dɪˈzæstɝ/ 2 Raiver, reportly Subtitution, Omission River /ˈɹɪvɝ/, reortedly /ɹiˈpɔɹtədɫi/ 3 Rajawa…rawajati, sout Repetition , subtitution Rawajati, south /ˈsaʊθ/ Closing English /ˈeŋɡɫɪʃ/, lets Subtitution, unknown word English /ˈɪŋɡɫɪʃ/, latest /ˈɫeɪtəst/ Table 13 The Identification of the Errors of Student 11 Paragraph of the Test Identification of Error Description Error Classification Correction Opening English /ˈeŋɡɫɪʃ/, lets Subtitution, unknown words ,English /ˈɪŋɡɫɪʃ/ ,Latest /ˈɫeɪtəst/, Title Flood, Duzen Omission,Subtitution Floods /ˈfɫədz/, Dozens /ˈdəzənz/ 1 Inended, anocation Unknown words Inundated /ˈɪnənˌdeɪtɪd/, Announced /əˈnaʊnst/ 2 Ciwuling, forget Reversal, Unknown words Ciliwung, flooded /ˈfɫədəd/ 3 Rajawa…rawajati, Gondangdi Reversal, omission Rawajati, Gondangdia Closing English /ˈeŋɡɫɪʃ/, lets Subtitution, unknown word English /ˈɪŋɡɫɪʃ/, latest /ˈɫeɪtəst/ Table 14 The Identification of the Errors of Student 12 Paragraph of the Test Identification of Error Description Error Classification Correction Opening English /ˈeŋɡɫɪʃ/, head Subtitution, unknown words ,English /ˈɪŋɡɫɪʃ/ ,Headline /ˈhɛdˌɫaɪn/ Title Dozen,Flood Omission,Subtitution Dozens /ˈdəzənz/ , Floods /ˈfɫədz/ 1 Neighborhods /ˈneɪborhodz/ Subtitution Neighborhoods /ˈneɪbɝˌhʊdz/ 2 Overlofet Unknown words Overflowed /ˌoʊvɝˈfɫoʊd/ 3 Inteided Reversal, omission Inundated /ˈɪnənˌdeɪtɪd/ Closing Today, lets Subtitution, unknown word Today /tuˈdeɪ/, latest /ˈɫeɪtəst/ Table 15 The Identification of the Errors of Student 13 Paragraph of the Test Identification of Error Description Error Classification Correction Opening Everyone, henglai unknown words Viewers /ˈvjuɝz/ ,Headline /ˈhɛdˌɫaɪn/ Title Dosen,Flood Subtitution ,Omission Dozens /ˈdəzənz/ , Floods /ˈfɫədz/ 1 Neighborhods/ˈneɪborhodz/ heven Subtitution, Unknown words Neighborhoods /ˈneɪbɝˌhʊdz/ heavy /ˈhɛvi/ 2 Clinung Unknown words Ciliwung 3 Rajawati, Subdistri Reversal, omission Rawajati, subdistrict Closing Green, lets unknown word Great /ˈɡɹeɪt/ ,latest /ˈɫeɪtəst/ Table 16 The Identification of the Errors of Student 14 Paragraph of the Test Identification of Error Description Error Classification Correction Opening Lets, bringings unknown words, Addition Latest /ˈɫeɪtəst, bringing /ˈbɹɪŋɪŋ/ Title Fluts Subtitution Floods /ˈfɫədz/ 1 Dozen, Upstreaming Omission, addition Dozens /ˈdəzənz/, upstream /ˈəpˈstɹim/ 2 Units /ˈunit/ Subtitution Unit /ˈjunɪt/ 3 Rajawati, Subdistrict Reversal, subtitution Rawajati, subdistrict Closing Lets unknown word ,latest /ˈɫeɪtəst/ Table 17 The Identification of the Errors of Student 15 Paragraph of the Test Identification of Error Description Error Classification Correction Opening Las, English /ˈeŋɡɫɪʃ/ unknown words, Subtitution Latest /ˈɫeɪtəst/, English /ˈɪŋɡɫɪʃ/ Title Hins Unknown words Hit ˈhɪt/ 1 Dozen Omission Dozens /ˈdəzənz/ 2 Sout Subtitution South /ˈsaʊθ/ 3 Her Unknown words Heart /ˈhɑɹt/ Closing Weder unknown word, Watching /ˈwɑtʃɪŋ/ Table 18 The Identification of the Errors of Student 16 Paragraph of the Test Identification of Error Description Error Classification Correction Opening Las, English /ˈeŋɡɫɪʃ/ unknown words, Subtitution Latest /ˈɫeɪtəst/, English /ˈɪŋɡɫɪʃ/ Title Areas /ˈaɹəaz/ Subtitution Areas /ˈɛɹiəz/ 1 Sains Addition Since /ˈsɪns/ 2 Soun Unknown words South /ˈsaʊθ/ 3 Area /ˈaɹəa/ Omission Area /ˈɛɹiə/ Closing Lets, gret unknown word, subtitution Latest /ˈɫeɪtəst/, great /ˈɡɹeɪt/ Table 19 The Identification of the Errors of Student 17 Paragraph of the Test Identification of Error Description Error Classification Correction Opening English /ˈeŋɡɫɪʃ/ Subtitution English /ˈɪŋɡɫɪʃ/ Title Dozen, areas /ˈaɹəaz/ Omission, Subtitution Dozens /ˈdəzənz/ , areas /ˈɛɹiəz/ 1 Sains Addition Since /ˈsɪns/ 2 Sout Unknown words South /ˈsaʊθ/ 3 Rajawati, meter /ˈmetɝ/ Reversal, subtitution Rawajati, meter /ˈmitɝ/ Closing Lets, English /ˈeŋɡɫɪʃ/ unknown word, subtitution Latest /ˈɫeɪtəst/, English /ˈɪŋɡɫɪʃ/ Table 20 The Identification of the Errors of Student 18 Paragraph of the Test Identification of Error Description Error Classification Correction Opening English, hen Subtitution, Unknown words English /ˈɪŋɡɫɪʃ/, headline /ˈhɛdˌɫaɪn/ Title All of title Omission Floods hit dozens of areas in jakarta 1 Sains, Friday Addition, subtitution Since /ˈsɪns/, Friday /ˈfɹaɪˌdeɪ/ 2 Overload Unknown words Overflowed /ˌoʊvɝˈfɫoʊd/ 3 Rajawati,sous Reversal, Unknown words Rawajati, South /ˈsaʊθ/ Closing Lets, English /ˈeŋɡɫɪʃ/ unknown word, subtitution Latest /ˈɫeɪtəst/, English /ˈɪŋɡɫɪʃ/ Table 21 The Identification of the Errors of Student 19 Paragraph of the Test Identification of Error Description Error Classification Correction Opening English /ˈeŋɡɫɪʃ/ Subtitution, English /ˈɪŋɡɫɪʃ/ Title Dozen Omission Dozens /ˈdəzənz/ 1 Announced Addition, Announced /əˈnaʊnst/ 2 Reportly Omission Reportedly /ɹiˈpɔɹtədɫi/ 3 Rajawati,sous Reversal, Unknown words Rawajati, South /ˈsaʊθ/ Closing All subtitution All /ˈɔɫ/ Table 22 The Identification of the Errors of Student 20 Paragraph of the Test Identification of Error Description Error Classification Correction Opening News /ˈnjez/ Subtitution News /ˈnjuz/ Title Areas /ˈaɹəaz/ Subtitution Areas /ˈɛɹiəz/ 1 Announced Addition Announced /əˈnaʊnst/ 2 Sout Subtitution South /ˈsaʊθ/ 3 Placed /ˈpɫaset/ Addition Placed /ˈpɫeɪst/ Closing Ne..news /ˈnjuz/ repetition News /ˈnjuz/ A. Subtitution The most subtitution error was made by the student who was initialized “SK” number 6, the student made 37 subtitution errors when read the text.The student did not know how to pronounce a word so made the student pronounce change a letter. Example word ‘’area’’, correct pronunciation in English of the word is ‘’ /ˈɛɹiə/’’ but students kept reading the word with them mother tounge and still like originally them mother tongue is ‘’area’’. Another example word is ‘’news’’, correct pronunciation in English is ‘’ /ˈnjuz/’’ , but the students kept reading with them mother tongue is ‘’news’’. B. Addition In this sentence ‘’Dozens of neighborhoods across Jakarta were inundated on Saturday morning following heavy downpour in the upstream area of Bogor in West Java since Friday afternoon’’, the researcher saw the student as ‘’MDR’’ number 14, in the word ‘’upstream’’, the student added ‘’ing’’ and to be ‘’upstreaming’’. And another word ‘’subdistricts’’, the student as ‘’RF’’ number 7, the student added ‘’si” after ‘’sub” and to be ‘’subsidistricts’’. C. Omission Omission is the third most errors among other types of errors made by students. The word ‘’dozens’’ is a a word that has the most omission errors. The students erased letter ‘’s’’ and just read ‘’dozen’’. And the most omission error was made by student who has initialized ‘’CC’’ number 18, the student made 92 omission errors when read the text. Students not only remove letters in words but students remove words in a sentence. Example is in the first sentence on first paragraph, the students did not read from word ‘’Dozens’’ until ‘’downpour’’. D. Repetition Repetition error made by students when the students read a word not fluently so that it makes students repeat the pronunciation of the word. The most repetition error was made by the student who was initialized “RF” number 7, the student made 7 repetition errors when read the text. Example word ‘’Katulampa’’, in the first recitation the students faltered so that the student read ‘’Katulu…’’ and next the student made repetition to correct the pronounce and finally the students read ‘’Katulampa’’ E. Reversal Reversal is reversal of the order in which language units are read. This inversion can be in the form of phoneme, letter or morpheme reversal. Reversal is the least error made by students. Error was made to the word ''Rawajati'', the students read to be ‘’Rajawati’’. F. Unknown Words Unknown words is results of reading errors that undergo a process of replacing, adding, deleting, repeating or reversing, which results in words not being identified in the target language. Unknown words is the second most errors among other types of errors made by students. The student did not know how to pronounce a word so made the student read with the pronunciation random. Example ‘’inundated’’ , the student has initialized ‘’RA’’ number 16 , the student read to be ‘’intent’’. Another example made by student who has initialized ‘’HW’’ number 4, the student read to be ‘’inaded’’. After determining the error that made by students, the next step was calculating the percentage of all kinds of error to figure out dominant kind of error. Total errors of Subtitution are 400 errors on percentage 37,8%. Total errors of Addition are 62 errors on percentage 5,8%. Total errors of Omission are 210 errors on percentage 19,8%. Total errors of Repetition are 61 errors on percentage 5,7%. Total errors of Reversal are 12 errors on percentage 1,1%. Total errors of Unknown Words are 313 errors on percentage 29,5%. Based on the findings, the students were known that there was some problems in their reading ability. Clark and Clark (1977:271) stated that the causes of error that might cause the students errors which were cognitive and phsycological reason. Based on the interview results, the researcher found those causes of errors influenced the sudents’ ability in reading. Those were classified in the following: A. Cognitive Reason Lack of Vocabulary Vocabulary is an important skill when reading English in fluently. The students can not reading news item text fluently because some of them feel there are words they rarely hear and some students felt that they could not speak English. The Problems that face with some students were stated in the data or interview, ‘’ Menurut saya karena ada kata-kata yang jarang bahkan tidak pernah didengar’’ and ‘’Karena saya tidak bisa bahasa Inggris’’. Lack of Pronunciation For this case based on experienced by students, one of the problem or causes in their reading error were have poor pronunciation that explained in data interview, ‘’ Menurut saya pengucapan setiap kata dan aksennya’’. The last experiences from respondent related to lack of pronunciation, ‘’Ketika membaca angka, waktu dan kata-kata yang jarang dijumpai’’. B. Phsycological Reason Feeling Nervous The prevalent problems are faced by students of SMA Swasta Imelda was feeling nervous. This condition like shy uncomfortable as well, or it can be afffected by a person’s emotional state for some reason. The problems related in feeling nervous were stated in data interview, ‘’ Merasa gugup ketika membaca teks berita di kelas’’. Lack of confidence Some students felt unconfident when they read news item text in class. They are not confident because they are afraid of making mistakes and being noticed by other friends in the class. And the student felt insecure with English skill they have. The problems related in lack of confident were stated in data interview,’’ Merasa tidak percaya diri ketika membaca teks berita di kelas’’. After analyzing the data, it was found that: The occurance of subtitution error was 400, the occurance of addition error was 62, the occurance of omission error was 210, the occurance of repetition error was 61, the occurance of reversal error was 12 and the occurance of unknown words error was 313. The most dominant error made by students in reading news item text was 400 occurences or about 37,8% in subtitution. The Causes of error made by students’ reading news item text is Cognitive reason and Phsycologycal reason. In cognitive reason, most dominant causes of students’ error is lack of pronunciation. And in phsycologycal reason, most dominant causes of students’ error is feeling nervous . CONCLUSION After analyzing the data, some conclusions can be drawn as the following. There were six kinds of errors that the students made namely subtitution, addition, omission, repetition, reversal, and unknown words. Subtitution was the most frequent error made by the XII grade students of SMA Swasta Imelda medan. Total errors of subtitution were on percentage 37,8%. The lowest frequent error was reversal. Total errors of reversal were on percentage 1,1%. Causes of errors in reading news item text encountered by the XII grade students of SMA Swasta Imelda Medan, it was found that there are some reasons or causes of errors in their reading ability, related to cognitive and psychological factors. Among those causes of errors, the major causes encountered by the XII grade students are lack of vocabulary and lack of pronunciation as cognitive reason, feeling nervous and lack of confidence as psychological reason. REFERENCES Abdussamad, Z. 2021. Qualitative Research Methods. Makassar: CV. Syakir Media Press. Ahmad, S. 2019. Error Analysis on Grammar in Writing News Item Text Made by The First Year Students of MA Syekh Subakir Nglegok Blitar. Journal of Development Research, 3 (1), 20-24. Ihdar, C. I. 2021. Improving Reading Aloud Skills Using Picture Story Media in Indonesian Language Subjects for Third Grade Students SDN Kalaserena Kec. Bontonompo Kab. Gowa. Unpublished thesis, Makassar: Faculty of Teacher Training and Education Unversity of Muhammadiyah Makassar. Mia, W. Muhammad, A. H. 2021. Error Analysis on Students’ Translation News Item Text from English to Indonesia. Proceedings of The Tenth International Conference on Languages and Arts (ICLA), 599,128-133. Mutiana, N. Ikeu, K. 2019. The Analysis of Students’ Pronunciation Errors in Reading Aloud. JeTLe, 1(1), 17-20. Montaser, H. A. A. 2020. The Role of Reading Aloud Strategy on EFL Learners in Improving Reading and Pronunciation. Unpublished thesis, Khartoum: Sudan University of Science and Technology College of Graduate Studies.
Error Analysis, Student's Reading Ability, News Item Text
THE CAKE APPLICATION TO CULTIVATE STUDENTS’ COURAGE IN EFL SPEAKING CLASSROOM
ABSTRACT THE CAKE APPLICATION TO CULTIVATE STUDENTS’ COURAGE IN EFL SPEAKING CLASSROOM Muhammad Ansori English Language Study Program, Teachers Training and Education Faculty, Universitas Muhammadiyah Cirebon, Cirebon, Indonesia Email: ansorcakep5@gmail.com Abstract: This study aims to investigate: (1) Using Cake application in gaining knowledge of speaking; (2) students’ responses toward Cake application as a gaining knowledge of media; and (3) advantage of Cake app in gaining knowledge of speaking. this is a qualitative studies. The instruments in this research used questionnaire and interview. The findings suggest that there are several advantages of the implementation of cake in EFL speaking classroom. They are: (1) Improving students’ pronunciation; (2) Enhancing students’ confidence in speaking; (3) Add more learning experience for students. Besides, several disadvantages are also identified such as Time constraint and Different students’ proficiency level. Therefore, it can be inferred that Cake Learn English for Free app is really suitable to improve the speaking skill despite several disadvantages are identified in its implementation. Keywords: Speaking Skills, learning speaking, Cake application