This study was focused on identifying the influence of YouTube videos, as a listening learning media. It is believed that the audio visual mode may improve students' listening ability, and make listening more interesting. In this study, pre-experimental quantitative, with one group pre-test post-test, was applied. This research design was intended to analyze students' listening ability both at the initial, and final part. The subjects of this study were 23 undergraduate students of English Department, University of Lampung, taken from pre intermediate listening class. After the calculation of Paired sample t-test, it was found that the result of the two tailed significance was 0.000. Therefore, it can be concluded that there is significant influence of using YouTube videos toward students' listening comprehension. Regarding students' perception toward the use of YouTube videos, a survey in the form of a questionnaire was also distributed to all 23 students. The results showed that all participants assumed that using YouTube videos made listening class more encouraging.
The goal of this research is to find the objective condition from the correlation between students’ vocabulary mastery and students’ reading comprehension which was observed and analyzed from SMA N 1 Bandar Lampung. Moreover, the purpose of this study is also to get the information and the empirical data about the correlation of students’ vocabulary mastery and their reading comprehension. The populations of the research are 178 students and 36 students were being the sample of the research. All of the objects are from the second semester of IPA 5 SMA N 1 Bandar Lampung. This research was using correlation through the application of quantitative methods by collecting the data from the test. According to the result of the analysis and statistical calculation, it is found that rxy is 0.678 and rt is 0.329 and 0,339 with the degree of freedom ( df=N-nr) is 34. By comparing the values of rxy and rt, it means that rxy is bigger than rt and the statistic hypothesis states: If ro>rt significance: there is correlation and Ha accepted. If ro<rt non-signification: there is no correlation and Ha is rejected. The result of the hypothesis is rxy bigger than rt which means the alternative hypothesis is accepted. Based on this finding from this study, it can conclude that having more vocabulary or vocabulary mastery significantly affects the comprehension of the students reading activity. Moreover by having many vocabularies the students’ can easily get the information and fun story written in English which finally in can enrich their knowledge by reading a lot of books.
The purpose of this study is to find out the dominant category used by the teacher and the student during classroom interaction and to investigate which task that require the student to talk more. The study used a qualitative approach which included a case study. Naturalistic observation and encoding matrix were used to obtain the data. The data were examined using the FIACS (Flanders Interaction Analysis Category System) approach proposed by Flanders (1970) frameworks for forms of classroom interaction. The data demonstrated that both the teacher and the students used all of the FIACS system of interaction categories. The result of this study revealed that the dominant category applied by the teacher was Ask Question with the percentage 18.03% in the first meeting and 20.15% in the second meeting. In the other hand the dominant category used by students in the first and second meeting was Students-Talk Initiation with the percentage 38.52% and 49.71%. In addition, the classroom interaction is dominantly made by the students in the second meeting supported by discussion task. The percentage of Students Talk in the second meeting was 59.68%. Keyword: classroom interaction, FIACS (Flanders Interaction Analysis Category System), speaking class
This research aims to analyze teachers’ digital literacy in the learning process at public elementary schools in Bengkulu, Indonesia. The focus is on teachers’ use of technological devices, especially their proficiency in operating, designing learning media, and utilizing digital media as a learning tool. This study employed qualitative research approach with descriptive type. The subjects were determined based on purposive with education background as the inclusive criteria. The data was collected using interview techniques where researchers were the primary instrument. The obtained data was analyzed through tabulation, coding, and conclusion withdrawal. Results showed that teachers firstly used technological devices as a learning tool due to the Covid-19 pandemic. They learnt to operate various device to transfer learning materials through visual, audio, and audiovisual methods. Teachers generally used smartphones and laptops, in which they are able to operate from the beginning to the end, including apps operation. Among the apps were Power Point, Canva, and Kinemaster with Zoom, Google Meets, Google Classroom, and WhatsApp as teaching platforms.
The objectives of this research are to find out: 1) Whether there is any significant improvement of students’ writing ability of descriptive text after being taught through mind mapping technique, 2) Which aspect of writing improved the most after being taught by using mind mapping technique and 3) What is the students’ perception towards the implementation of mind mapping technique in descriptive text writing. This research was a quantitative research used a one group pretest-posttest design. The subjects were 23 students of class VIII A at SMP N 3 Trimurjo in 2019/2020 academic year. Writing tests and questionnaires were administered as the instrument of the research. The data were analyzed by using Paired Sample T-test in which the significance level was determined by p<0.05. The result of the research showed that the value of significant level was 0.00<0.05. It means that there was an improvement in students’ writing ability of descriptive text after the implementation of mind mapping technique and the aspect of writing that improved the most after the implementation of mind mapping technique was content. Furthermore, the result of questionnaires showed that most students (75.86%) gave positive towards the implementation of mind mapping technique in descriptive text writing. Most of the students agree that mind mapping technique can help them in composing writing, make them enjoyed and relaxed in composing writing, make them more interested and motivated in writing. But, almost of them disagree that by using mind mapping technique, they do not have any difficulties to make writing anymore. It means that even they have positive perception towards the implementation of mind mapping technique in descriptive text writing, they still have another difficulty in composing it. Keywords: mind mapping technique, writing ability, students’ perception
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