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.
Peer feedback is one alternative strategy that can be used by the teacher/lecturer when conducting teaching writing. The procedure of the strategy enables the students to work cooperatively in a group/peer. The students can give comments on their classmates'writing for better quality writing. They also can learn how to revise their own text based on comments from peers. Peer feedback can be one solution to minimize the errors made by the students in their writing. The implementation of peer feedback in the classroom offers beneficial effects for the students either as the writers or as the readers. This method is appropriate design in improving the students writing ability.
The problems of this research is the students are difficult to find the information from the text. The objective of this class action research are: (1) to know how far Think-aloud strategy can improve the students’ reading comprehension and; (2) to know how the process of teaching reading by using Think-Aloud Strategy at eleventh grade of SMK Kartikatama Metro in academic year 2017/2018. The method of this research is clasroom action research that consist of two cycles. The subject of this research is the students of Accounting Class eleventh grade of SMK Kartikatama Metro that consist of 30 students. The research instruments in this research are observation, interview sheets, and test. The result of the data analysis in this research are pre-test until post-test 2 that the average of pre-test was 60.93. Then, the implementation of think-aloud strategy in teaching, there is an increase of 3.65 become 64.58. Then, in the cycle 2 the average of students’ score is 80.17. Based on the teaching and learning activities, pre-test until post-test 2 are increased. From the cycle 2, It is about 80 % of the students can achieve the minimum passing criteria (KKM), so this research is success. The conclusion is the implementation of think-aloud strategy can improve students' reading comprehension.
The use of the Internet is one of the solutions to tackle the communication problems during the covid-19 pandemic. Online activity, which can be done to facilitate learning a language, especially English, is preferable to be synchronous and asynchronous online communication. This research focuses on using asynchronous online communication of the learning management system to enhance students' writing ability in pre-intermediate writing subjects during the covid-19 pandemic. The method of the research is a quantitative method with One-Group Pretest-posttest design. The research population is the second-semester students, and the sample of the research is pre-intermediate writing class C, which consists of 23 students. The data analysis results show that the student's average score on the pre-test is 76.96, and the mean score of the post-test is 79.83, which means that the mean score of the post-test is higher than the mean score of the pre-test. In other words, the gained score is 2.87. Wilcoxon test for non-parametric statistics is applied to decide the hypothesis. The calculation of the test statistic showed that the z test result is 2.62 with a 2-tailed significance is 0.009. It indicates that the result is significant since 0.009 is less than 0.05 (0.009 < 0.05). It means that the Null hypothesis (H0) is rejected, while the Alternative hypothesis (H1) is accepted. Therefore, it can be concluded that there is a significant effect of using asynchronous online communication of the learning management system (www.schoology.com) on students' writing ability. The study implies that this LMS model is visible in ELT, especially to improve the students' four skills, such as writing ability.
This study is aimed to: (1) find out the differences on reading comprehension between students of junior high school in city and rural area, (2) to find out factors that causes differences on reading comprehension between students in city and rural area. This resarch was carried out in SMPN 1 Serang, SMPN 1 Cilegon, SMPN 1 Picung and SMPN 1 Banjarsari. The method used was quantitative method in the form of comparative study. The writer used Ex Post Facto Design in this research. The population of the research was all the third year students of those four schools. The sampling technique was purposive sampling. The writer took 80 students for the sample. The instruments for collecting data were questionnaire, interview, test and also unstructured observation. The technique used to analyze data was T-Test separated variance and polled variance. The result of the study showed that there was a significant difference of students reading comprehension between students in city and rural area. It can be seen from the result of the test. Based on questionnaire which were given to the students and interview for the teacher, the researcher could find out the factors that cause differences on reading comprehension between students in city and rural area, such as the students' interest, motivation of students, teaching methodology, reading material, vocabulary mastery, and culture.
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