The aim of this research is to investigate the effectiveness of guided question technique on students’ writing achievement. This research used pre-experimental design with one group pre – test and post – test design. This study involved all students in class X MIA1 of SMAN 1 Bombana. The total sample was 29 students taken by using simple random sampling. The data of this research were collected by giving pre-test and post-test to the students in the form of written test. The data were analyzed by using SPSS 16.0 version by using descriptive analysis and inferential statistics. Result of data analysis indicated that guided question technique had positive significant effect on students’ writing achievement and could develop students’ skill in writing recount paragraph. It was based on result of descriptive analysis in which students’ pre test average score (mean) was 52,81, while mean of the post test score was 76,69. Moreover, result of probability value was .000 which was less than level of significant (05). It means that guided question technique is effective to develop the students’ achievement in writing.
The aim of this study was to find out whether or not there was a significant difference of students’ speaking anxiety across gender. This study used survey method. The population was the second grade students of SMAN 2 Kendari in academic years 2017/2018. This study involved 184 students (92 males and 92 females) who were taken from proportionated stratified by random sampling. An instrument employed in this study was a questionnaire of Foreign Language Classroom Anxiety Scale (FLCAS). The data were analyzed by using descriptive and inferential statistic. The result of descriptive analysis showed that students’ speaking anxiety was affected by three factors namely communication apprehension, test anxiety, and fear of negative evaluation where each factor had a neutral position and majority students had a moderately anxious level on speaking anxiety. The result of the t-test showed that tobserved was -2.007 and ttable was 1.973. It means that ttable was lower than the tobserved. Thus, there was a significant difference of speaking anxiety between male and female students where females were more anxious then male. Keywords: Speaking Anxiety, situation-specific Anxiety, andGender.
Anxiety is one of students' problems in writing. Students with high anxiety have enormous impact on their writing outcomes. The purpose of this study was to find out the students anxiety in writing and their self-efficacy categories. This study employed survey design. The sample of this study was the students of the fourth semester in writing III course which consisted of 33 students. The data were collected by using close-ended questionnaire and interview guide. The close-ended questionnaire was analyzed by using SPSS 16 version while interview was analyzed descriptively. The result showed that cognitive anxiety was dominant category of writing anxiety and unity was dominant category of writing self-efficacy experienced by the students.Keywords: Students Anxiety, Students Self-Efficacy, Writing Performance.
This research is about the analysis irregularities of turn- taking on Me Before You movie. The objectives of this research were (1) to describe the types irregularities of turn- takings produced by characters in “Me Before You” movie. (2) to describe the reasons of interruption turn-takings happened in the movie. This research used a qualitative method to desribe and analyze the utterance. The technique of data collection were (1) watching the movie entitled Me Before You (2) identifying the problems in Me Before You movie (3) formulating the research problems (4) determining the objectives of the study (5) determining theories on context and turn-taking to analyze the data (6) collecting the data manually (7) transferring the chosen data into a data sheet (8) reporting the data. The technique of data analysis were (1) The analysis begun with the searching of the types of irregular turn-takings that are interruption and overlap (2) The reasons why interruption and overlaps emerged in the conversation of the movie are then categorized. The result of this research shows that there is 88.88% of interruption occurred in that movie and 11.11% is about overlapping occurrence. Keywords: irregularities, turn- taking, overlapping, interruption
Vocabulary is often regarded as the foundation of four main skills of English; listening, speaking, reading, and writing. It is important to look for the ways how teaching vocabulary can be effective and integrated into those skills. This study aims at finding out the effect of using English videos on vocabulary achievement at the fifth grade of Elementary School 10 Poasia. It used quasi experimental design which involved two classes; experimental and control class. By using purposive sampling technique, the sample was second semester students class V.A as experimental class and class V.B as control class. Both classes consisted of 28 students. The instrument of this study was vocabulary test that consisted of 21 numbers of questions and used SPSS 16 to analyze the data. The result shows that there is a significant effect of using English videos on students' vocabulary achievement. It is proven by descriptive analysis in which students' mean score of experimental class was 39.3 in pretest and 77.7 in posttest, meanwhile students' mean score of control class was 33.9 for pretest and 56.1 for posttest. Furthermore, the result of hypothesis testing showed that the value of Sig (2-tailed) was 0.001 which smaller than 0.05, means that H0 is rejected and H1 is accepted. Therefore, it can be inferred that there is a significant effect of using English videos on students' vocabulary achievement.
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