Yang terhangat dari dapur editor: Launching Jurnal ELT-Lectura. Vol.2 No.2 August 2015
Paper 1: CLASSROOM ACTION RESEARCH: Using Semantic Mapping in Teaching Descriptive Paragraph
Dahler1 and Rachmat Widodo2
Abstract: This classroom action research conducted to 38 participants at the seventh grade class D of SMPN 29 in 2011/2012 academic years. It tries to improve their writing skill by applying semantic mapping strategy. The researcher collecting writing tests, observations, field notes, and interview as the instrument. The date reveals that improvement exists after the treatment on the students' writing skill. The data indicates that some factors influenced their improvement. The first was brainstorming process that led them easy to convey and think about the ideas. The second was the categorization process that made them easy to determine kinds of the idea. The third was the mapping process made them easy to write a good descriptive paragraph. The last was the teacher’s roles facilitated them to have an effective class.
Key Words: writing skill, descriptive paragraph, semantic mapping
Paper 2: A CORRELATION STUDY: Understanding and Ability to Appreciate Proverbs in Semantics Class
Adolf Bastian and Ester Inggrid
Abstract: The purpose of this article is to investigate the correlation between students’ understanding in semantics and their ability to appreciate English proverbs at the English department students in Lancang Kuning University, Pekanbaru. The findings reveals that the researcher’s hypothesis is accepted that there was significant correlation between students’ understanding in semantics and their ability to appreciate English proverb. The data showed that the result of semantics found categorized “very good” (75%). Whereas, the result of English proverbs test could be categorized “very good” (72%). It was found that the more increases semantics score, the more increases also English proverbs score. So, it was strong influence for variable X which was semantics to influence variable Y which was English proverbs and vice versa. The data reveals that the correlation coefficient was 0.846 which was close to +1.00, it meant that there was positive correlation between students’ understanding in semantics and their ability to appreciate English proverbs.
Key words: Correlation, Semantic, Proverbs
Paper 3: BRINGING EA INTO ELT’S CLASSROOM: Rising Students’ Awareness to Avoid Errors
Abstract: This paper presents the importance of Error Analysis (EA) in English language teaching (ELT) classroom, by giving a systematic review of the concepts and theories concerning Error Analysis, as well as the various reasons causing errors are comprehensively explored. This article aims to introduce and give a brief picture of the causes and types from grammatical errors to the students in ELT classroom start from collecting samples of learner language, identifying the errors in the sample, describing these errors, classifying them according to their nature and causes, and evaluating the students seriousness. The idea of Error Analysis brought into ELT classroom, promising an advantageous and benefits for both learners and lectures. The activity Involves For learners, error analysis uses to show and introduce the types of errors, so they will know how to avoid of having the errors in their sentences Whereas for lecturers it is required to evaluate themselves whether they are successful or not in teaching English.
Key words: errors analysis, types of errors, interference, overgeneralization, grammar.
Paper 4: AN ANALYSIS ON FACTORS INFLUENCING THE STUDENTS’ WRITING SKILL
Abstract: The problem of the research is factors that influencing the students’ writing skill. This research was conducted at English Education Department FKIP Lancang Kuning University, Pekanbaru. Using Descriptive Research focusing on the second year students of class A consisting of twenty five students. This research tries to explain the factors influencing the improvement of the students’ writing skill. The instruments of this research were observation, field notes, and interview. After analyzing the data, it was found that factors influence the improvement of the students’ writing skill were material, media, classroom activities, classroom management, teacher’s strategy, and teacher’s approach. In conclusion, materials, media, classroom activities, classroom management, teacher’s strategy, and teacher’s approach are factors that influence the students’ writing skill.
Key words: Factors influences, writing skill
Paper 5: Sociolinguistic Factors in the Development of English Language Proficiency Among Students in Malaysia
Abstract: Sociolinguistics factors influence the level of English Language proficiency among Malaysian students. There are three contextual factors involved which are the participants, the environment and culture. Participants refer to the students who come from different backgrounds with diverse needs and goals of learning the language. Language distance, native language proficiency, prior knowledge of the second language, dialect and register language status and attitudes play a crucial role in this factor. Besides that, the participants’ integrative and instrumental motivations are also contributing factors to the different level of proficiency in second language acquisition. The second factors is the environment which includes home support, the school environment and the community. Home support is concerned with atmosphere that parents create at home regarding language use, the school environment refers to peer groups, teachers and the learning process, whereas the community deals with the society that the students interact with. Finally cultural factors such as cultural differences and settings also have brought the different levels of proficiency among students in Malaysia.
Key words: contextual factor, English language proficiency, second language acquisition.
Paper 6: ESP FOR EFL: Roles and Methodology in ELT Class
Rahmi C. Lestari
Abstract: Foreign Language Teachers for Specific Purposes have a lot in common with teachers of general foreign language. For both it is necessary to consider linguistic development and teaching theories, to have insights in contemporary ideas regarding their own position and role as well as the position and role of foreign language learners in education and to face new technologies offered as an aid to improve their methodology. The needs to understand the requirements of other professions and willingness to adapt to these requirements differentiate the foreign language teachers for specific purposes and their colleagues teaching general foreign language. ESP teaching presumes teaching of English as a foreign language regarding specific profession, subject or purpose.
Key words: ESP, teacher, teacher development, methodology
Paper 7: Implementing Cognitive Reading Strategies in ELT Class Room Situation
Abstract: This present study investigated the reading strategies which ELT students generally used when they read a text, and which strategies they needed to develop to understand a text better and to continue their academic studies successfully. The study aimed to find the answers to the following questions; (1) Which cognitive reading strategies are used by the university students in their academic studies?, (2) What sort of cognitive reading strategies should be developed by these students in order to continue their academic studies successfully and to get the most out of a text they read?. The population of this study was composed of the 1st and 4th year students in English Department at Klabat University. Menado. Two different methods were used to collect data. In the first part, a self-report questionnaire consisting of 25 items was administered to 185 students. In the second part, Think-Aloud Protocol was conducted with 23 subjects. Reading strategies were evaluated under three headings: pre-reading, while-reading, and post-reading in both parts. The results of TAPs analysis revealed that the students used only one strategy namely, “relating the title to the text content” in the pre-reading phase. As for the while-reading phase, the most effectively employed strategies were: using the dictionary parsimoniously, guessing the meaning of a word from the context, skipping some unknown words, thinking-aloud during reading, and assimilating the text with the background knowledge. However, none of the post-reading strategies were found to be used by the participants. The data collected from the questionnaire was analyzed statistically. The results of the analysis indicated that there were some significant differences on the effective use of cognitive reading strategies with regard to students’ gender, age, and proficiency in reading, school source, and duration in learning English.
Key words: errors analysis, types of errors, interference, overgeneralization, grammar.
Paper 9: CLASSROOM ACTION RESEARCH (CAR): Preparing Future Teachers in Action
Abstract: Preparing English language teachers should involve more than providing techniques, recipes, and tips. Classroom Action Research (CAR) is useful not only in preparing future teachers but for all teachers to continue to grow and develop as reflective practitioners. This article presents an overview of the components of classroom action research (selecting an issue, refining the research question, and undertaking data collection, analyzing multiple forms of data, developing and implementing new instructional strategies, and making the research findings public). An example of an action research project on giving feedback on student writing is used to illuminate these steps. For teachers to develop their practice after finishing formal preparation, they must be able to question and improve their teaching practices in response to changing conditions and experiences (Richards & Lockhart, 1994). Not only can action research be integrated into teacher preparation programs so future teachers can try out teaching methods and approaches, but it is also a useful way for current teachers to investigate issues in their teaching.
Key words: Classroom Action Research (CAR), teachers, practitioners
Paper 9: Analysis of Students’ Ability in Writing a Research Proposal
M. Fadhly Farhy Abbas
Abstract: This research is based on the needs to investigate the students’ ability in writing a research proposal for the fourth year students at English Education Department Faculty of Teachers Training and Education University of Lancang Kuning. This research aims at analyzing the students’ ability of the fourth year students at English Education Department Faculty of Teachers Training and Education University of Lancang Kuning in writing a research proposal. The method employed in this research is qualitative method with survey research design. The total number of population in this research were 132 students. The sample elected were 20 students. Based on the data which have been collected and analyzed, it were found that the students’ ability in writing a research proposal categorized into “middle”. The average score achieved was 67.1. It was categorized into middle. Based on the research finding above, it can be concluded that the students’ ability in writing a research proposal is categorized into middle. This result is in line with the analysis of writing a research proposal using scoring rubric available in this research.
Keywords: Analysis, Writing skill, Research proposal, Scoring rubric.
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