This paper displayed the students’ perspective on innovative teaching model using edmodo in teaching English Phonology as a virtual class development. The data were collected for 6 months starting from compiling proposal in March 2018 to August 2018 in the IAIN Tulungagung campus in the sense of data collection, report preparation, group meetings and most other activities carried out in the Tulungagung and Kediri areas. It involves people who have relevant information about the research theme, they are 46 students from the fourth semester in English majors who answered the pre-observation questionnaire, and post questionnaires but 46 interviewees, consisting of thirty-one women and sixteen men, were interviewed. The data was analysed using a descriptive qualitative approach. The finding revealed that the experienced students of using edmodo affected their readiness to take a part in English Phonology teaching using edmodo as a learning medium. The result of this study proved that the experienced students of using edmodo influences the fluency in learning phonology courses so they found it easier to apply Edmodo, serving as on the advantages (time-effective & efficient, not oblivious about computers, simplifying learning material, interactive, communicative, expressive, reducing cheating task, recognizing class management, creating reading habit) and disadvantages of using edmodo, similarly limited lexical items in content courses; differences in the level of competency, motivation, learning environment and background of previous learning; inadequate internet network; prefer to use gadgets for entertainment communication.
<p>Creating encouragement among students to speak up and to write is not easy. It is seen on their responses of joining speaking and writing class; most students suppose that speaking and writing English are difficult especially to utter and organize their ideas freely. Problems of speaking include inhibition, nothing to say, low participation, mother-tongue use; writing problems include they lack ideas, organizing of ideas, rhetoric or pattern of thought, cohesion and coherence. However to cope with these problems, this study offers the variation performance in delivering ideas or activities through writing a script and conducting a drama. The steps of learning writing are (1) Creative Expression (responding to the ideas that learners produce; (2) Composing Process: planning-writing-reviewing framework using dramatic structure: orientation, complication, sequence of events, resolution and coda; (3) Genre and context of writing (Building Knowledge of Field (BKoF), Modeling of Text (MoT), Joint Construction of Text (JCoT), and Independent Construction of Text (ICoT and Local Drama as their creative expression: Learners use pattern they have developed to write a script). In speaking, before conducting the performance the students are divided into some groups to create the learning community, the steps are: create script based on themes, next consult the script (discuss their creative expreesion), observe the characters play, their characterization, mime, and other aspects, practice the script, and finally perform drama outdoor. As the result they become more self-confidence to utter ideas, expressive including writing a script, drama is considered as an appealing learning strategy which promotes not only goal-oriented learning but also emotional intelligence skills.</p><p>Key words: <em>teaching, writing and speaking, drama</em><em></em></p>
This article describes word formation processes and a technique in understanding Waria Slang Tulungagung. This study was done through a survey to warias in Ngunut and Tulungagung surroundings, a small district in East Java- Indonesia, in order to get underlying basis of processes of word formation in waria or Bences variety which are influential toward their language style and their behavior. The instrument- interview &documentation were developed in accordance to get the word formation processes and slang words used by Waria. The study reveals that processes of word formation and technique understanding slang words used by Waria Tulungagung are divided into eleven processes i.e. Derivation, Multiple Process, Acronym, Borrowing, Blending, Reduplication, Synonym, Coinage, Irregular Form, Echoism, Changing of Syllable Vowel and the technique of understanding Waria sentences by removing some suffixes. Finally, the results of this study offers language phenomena arises because of some reasons which are mainly useful for those conducting communication among waria members smoothly, transgender identity and those who are concerned in investigating slang words used by waria or other varieties as well as suggestions for future research.
The problem highlighted in this research is the low reading comprehension of the second semester students of English Department in State College of Islamic Studies Tulungagung that is caused by (a) the uninteresting activities in reading class; (b) the students' difficulties in understanding and retelling the ideas of the text; (c) the students' low motivation in reading habit. The theoretical review includes the nature of reading, picture series, inspiring reading, and the nature of motivation. The procedure of the research consists of identifying the problem, planning the action, implementing the action, observing the action, and reflecting the result of the research. In this research, the researcher acts as the lecturer who conducts the action research in the classroom and she is helped by her collegues. In collecting the data, the researcher uses observational technique supported with tests. In analysing the data, it was used t-test non independent, the researcher uses the observation, questionaire, interview, students 'work supported with the video recording and photograph,then also compares the result of the students' pre-test and post-test to answer the research questions. There is significant improvement in the result of pre-test and post-test of cycle 1 and 2. In cycle 1, t0 (6.89766) is higher than tt (1.73) and in cycle 2, t0 (10.8622) is also higher than tt (1.73). From these two results, therefore, h0 is rejected and the alternative hypothesis (ha) is accepted. By retelling the ideas and summarizing the text using interesting media especially picture series can increase the students' motivation in reading class especially to improve their reading comprehension.
This article describes the types of illocutionary acts and the impact of perlocutionary acts on main characters’ dialogues in John Milne’s Novel: The Black Cat”. This study used descrpitive qualitative design. Data of this study were dialogues in the “The Black Novel”. The study revealed that the dialogue posses five types of illocutionary acts i.e. declaratives, assertives, expressive, directives, commissives and the impact of perlocutionary act. Readers can broaden and enrich the knowledge of speech acts especially Illocutionary, perlocutionary acts; understand what the speaker intends and know the sequence of events in speaker utterances; practice strategies of speech act in their daily life, and use literary works to learn language naturally.
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