Storytelling is a learning strategy of communication that occur a date earlier in writing history to teach lessons. It gives the fundamental structure of how learners create information out of their everyday lives. In practice, the students’ brain is tied to manage and organize information through story and that every relationship experience is recorded in their mind as an informative story. Storytelling is one of the technique that helps the students master English, especially in speaking skills. Therefore, this study is aimed at exploring English teachers’ perception on the teaching of storytelling viewed from phonology awareness to improve students’ speaking skills. To achieve the research aims, researchers employed descriptive qualitative study. Descriptive qualitative study is used to investigate natural condition of teachers’ perception of using storytelling viewed from phonology awareness in improving students’ speaking skills. The instruments are divided into two, observation sheets and interview guidelines. To support the research instrument, researchers use mobile phones. It is needed for recording the conversation both visual and audio. Based on the data analysis, Storytelling helps students to focus on story structure by paying more attention to vocabulary and grammar. When this happens, positive feedback is given by the teacher to improve students' communication methods and use the right English vocabulary with good pronunciation. Storytelling can not only improve students' speaking skills but can also help students acquire a lot of vocabulary and phonology awareness. It can be concluded that English teachers felt that the story-telling technique can improve students' speaking skills in the midst of the Covid-19 pandemic because teachers are supported by some applications such as: Google-meets, Zoom, and school Moodle.
This research aimed at investigating whether or not there is a different effect between PQRST and SQ3R strategies based on the text types upon the eighth grade students’ reading competency. This research was an experimental research with 2 X 2 factorial designs. The population was 6 classes (179 students) of grade VIII in SMPN 4 Singaraja in the academic year 2012/2013, in which 4 classes were sample of this research which was assigned into two groups, two classes with 60 students were PQRST strategy group, and two classes with 60 students were SQ3R strategy group determined by using a Multistage Random Sampling. The data were collected through reading comprehension test that were analyzed by using Statistical Two-Way ANOVA. The result shows that, first, FA = 31.533 with the significant value was 0.000 which was less than 0.5, therefore, there is a significance difference between the students who were taught by PQRST strategy than those who were taught by SQ3R strategy. Second, FAB = 2.624 with the significant value was 0.107 which was higher than 0.5, therefore, there is no interactional effect of teaching reading strategies (PQRST and SQ3R) and text types (narrative and recount) on students’ reading competency.
Pengabdian ini bertujuan untuk; (1) mengetahui kemampuan belajar bahasa Inggris pariwisata para Pemuda Sembalun Tanjung Karang Kecamatan Sekarbela Kota Mataram.; (2) Untuk mengetahui motivasi belajar bahasa Inggris pariwisata para Pemuda Sembalun Tanjung Karang Kecamatan Sekarbela Kota Mataram.; (3) Untuk mengetahui dampak pelaksanaan pelatihan bahasa Inggris pariwisata terhadap peningkatan kemampuan berbahasa Inggris para Pemuda Sembalun Tanjung Karang Kecamatan Sekarbela Kota Mataram.. Metode pelatihan yang digunakan adalah metode Communicative Language Teaching (CLT) dengan jumlah peserta sebanyak 10 orang yang terdiri dari 5 laki-laki dan 5 orang perempuan. Adapun hasil pelatihan adalah; (1) Kemampuan bahasa Inggris pariwisata para Pemuda Sembalun Tanjung Karang Kecamatan Sekarbela Kota Mataram masih sangat rendah dan memerlukan pelatihan yang intensif untuk bisa ditingkatkan sehingga bisa berkomunikasi secara sederhana dengan para wisatawan; (2) Motivasi belajar bahasa Inggris pariwisata para Pemuda Sembalun Tanjung Karang Kecamatan Sekarbela Kota Mataram cukup tinggi, hal ini terlihat dalam keaktifan mereka dalam proses pembelajaran dimana mereka sangat antusias dalam mempraktekkan apa yang mereka pelajari; (3) Berdasarkan hasil evaluasi yang dilakukan setelah pelaksanaan pelatihan dapat dilihat dampak pelaksanaan pelatihan bahasa Inggris terhadap peningkatan kemampuan berbahasa Inggris pariwisata para Pemuda Sembalun Tanjung Karang Kecamatan Sekarbela Kota Mataram cukup signifikan. Berdasarkan hasil test tersebut terlihat bahwa sebagian besar peserta menunjukkan perubahan kemampuan yang cukup signifikan dalam berbicara dengan bahasa Inggris dimana mereka mampu mengekspresikan ungkapan-ungkapan yang sebelumnya tidak bisa mereka lakukan.
Pringgasela is one of the tourism places in Lombok island which is located at Pringgasela Sub-district, East Lombok Regency. Pringgasela has been announced as a Fabric Industry Centre in Lombok island, the best quality of fabrics is produced by the fabric craftsmen and craftswomen in that place, this fabric industry is important to support the local economic system of Pringgasela’s society. Foreign tourists are the target market of the fabric sellers in global scale; however, this opportunity was not supported by the English communication skill of the sellers. This program is aimed to train and facilitate the fabric craftsmen, craftswomen and the fabric sellers of English communication skill by using Direct Selling gradually and continuously, so they could improve their skill in English communication, especially in promoting their products. Technically, the objectives of this program were; 1). to train the the fabric craftsmen, craftswomen and the fabric sellers of English communication skill, so they could promote their products to the foreign tourists effectively and efficiently; 2). as the alternative solution for the fabric sellers, in which they would not rely their target profit to the local guide or travel agency anymore. The method of this program has been done through four steps; 1). Planning; 2). Action; 3). Guiding; and 4). Reflection and Evaluation. During the process of the program, the trainers team monitor the participants by interviewing them related with the material, the method used and the tutors of this program. Generally, the participants gave a positive response, they stated that this program was a good training program and the materials given were appropriate for them that clearly explained by the professional tutors. Based on the calculation data, the responses of the participants were; 1) 83% (very good category); 2). 8% (good category); 3). 8% (enough category); and 4) 0% (less category).
Pelaksanaan pengabdian kepada masyarakat ini bertujuan untuk:(1)meningkatkan kreativitas dan produktivitas Guru Bahasa Inggris dalam menyusun need analysis, assessment tool dan instruksi pengajaran yang bervariasi yang kemudian disusun menjadi sebuah modul berbasis InTASC (InTASC Standard-Based Module) dimana modul ini berisi 10 standard yang memuat seluruh langkah pengajaran dan refleksi yang bisa dilakukan guru sehingga proses belajar mengajar akan berjalan dengan efektif dan menyenangkan, apa yang diajarkan guru akan mudah dimengerti oleh siswa dan proses belajar mereka tidak hanya terhenti didalam kelas tetapi juga bisa dilakukan diluar kelas. (2) Dengan begitu, siswa nantinya akan mampu berkomunikasi menggunakan Bahasa Inggris dengan lancar dan bisa menggunakannya dalam mendapatkan pekerjaan khususnya dunia pariwisata dimana mereka mampu memberikan pelayanan yang jauh lebih baik yaitu mampu berkomunikasi dengan para wisatawan secara lancar. Dalam pelaksanaan program pengabdian kepada masyarakat ini, tim terlebih dahulu akan berkoordinasi dan memberikan pengenalan InTASC standard kepada Kepala Sekolah dan peserta, Setelah itu tim akan memberikan pelatihan standard satu (1) InTASC yang berisi need analysis, assessment tool dan instruksi pengajaran yang bervariasi yang akhirnya disusun menjadi sebuah modul berbasis InTASC yang akan digunakan dalam pengajaran Bahasa Inggris selanjutnya, sehingga manfaat pelatihan ini bisa dirasakan sampai seterusnya
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