Using the right technique to teach writing is very important to help students
This study deals with improving the reading comprehension of junior
This study investigated the effectiveness of using YouTube teaching materials with peer support on students’ mastery of subject content learning, motivation, obstacles, and benefits they acquired in learning through this media. This study involved 60 undergraduate students attending the English Language Teaching Method Course (ELTMC) at a university in Banda Aceh, Indonesia. The study used mixed methods: quantitative and qualitative. A quasi-experimental with pre-test and post-test design was used to see the effectiveness of using YouTube teaching materials with peer support and without peer support on students’ mastery of the course. The instruments used to collect the data were tests and an open-ended questionnaire. The findings revealed that using YouTube teaching materials with peer support significantly improved students’ mastery of the subject content of ELTMC compared to those without peer support. The study also reported that only 13 of 30 students had problems learning the subject via the media in the experimental group with peer support. The problems were the speed of speaking by the native speakers, lengthy videos, different English accents that were difficult to absorb, and unclear video sounds. Meanwhile, the benefits include the presence of the native speakers in the videos who are creative and accurate in the language being learned (i.e., English), the joy and positive challenges they got from watching the videos and having discussions afterward with peers. The availability of peer assistance enabled students to comprehend the teaching material delivered through actual media on YouTube on a deeper level.
Students’ learning outcomes of vocabulary mastery in reading comprehension at junior high schools in Banda Aceh, Indonesia, are relatively low. To tackle the issue, the Scrabble Game Technique (hereafter, SGT) is hoped to be a game-changer. This study aims to investigate EFL students’ learning outcomes through the use of the SGT in learning English vocabulary through narrative texts to seventh-grade students at a junior high school. The aspects assessed for each type of vocabulary included nouns, verbs, pronouns, adverbs, adjectives, and conjunctions. The research design was quantitative with pre-experimental research that used a one-group pre-test post-test design to measure the students’ learning outcomes after three treatments with the SGT. A total of 30 seventh-grade students were selected by purposive sampling. The instrument used to collect data was a test, comprising 30 questions in total, with 18 multiple choices, 6 fill-in-the-blanks, and 6 matching-the-word. The tests were further analyzed using the right-hand t-test after the pre-requisite test was met. It was found that the percentage of mastery of nouns and verbs in the post-test was better than the pre-test, with the improvement of nouns at 93%, verbs at 91%, pronouns at 84%, adverbs at 72%, adjectives at 71%, and conjunctions at 71%. Furthermore, the t-count was 19.68 with p = 0.05, dk = 29, and t-table = 1.70. It was concluded that students’ learning outcomes were better after being taught through the SGT.
Purpose of the study: The purpose of this study is to find out the slang word-formation processes uttered by Kasino, the main character in the movie. Slang also underwent some processes in general word-formation. Methodology: The research method of this study was descriptive qualitative with content analysis. Content analysis is one of the types of qualitative research that focuses on analyzing recorded data and interpreting recorded material to learn human behavior. The data for this qualitative research were collected from the utterances produced by Kasino which contain slang words. They were obtained by watching the movie and transcribing the movie script. To analyze the processes of slang word-formation, this study consulted Mattiello’s (2008) theory. Main Findings: From the analysis, this study found 11 slangs of compounding, 16 slang of prefixation, 19 slang of suffixation, 9 slang of conversion, 9 slang of reduplicative, 2 slangs of acronym and initialism, 6 slangs of blending, 13 slangs of clipping, 98 slangs of variation, and 2 slangs of word manufactured and fanciful formation from the total of 186 data. Application of this study: The finding of this research contributes theoretically and practically for the sociolinguistic and morphology area of slang words. Theoretically, this research is expected to enrich the understanding of sociolinguistic and morphology studies, especially in slang word-formation. Practically, this research is expected to give a relevant answer into the gap based on the lack of slang word and the slang word-formation existed in Indonesian comedy movies. Novelty/Originality of this study: The different types of word-formation processes found in this research can assist readers and other researchers on the Indonesian slang word-formation processes.
It is assumed that teacher quality plays a significant role in determining the effectiveness of a learning program. This study intends to analyze the effectiveness of the English teachers at the SD Teuku Nyak Arif Bilingual School at Lamnyong, Banda Aceh, through their implementation of Team Teaching in two skills involved in reading which are vocabulary and details in the reading. Data were collected through observation of teachers in their teaching programs and through a reading test given to the students toward the end of the observation. The test results revealed a mean score of 85.7. Compared to a score of 75, which is the national standard mean score for English determined by the National Authority of Education in the country, the students' mean score is considered very well.
Students must have a sufficient vocabulary size in order to improve other English skills, as vocabulary is one of the most crucial aspects of language acquisition. Therefore, it is necessary to teach vocabulary when teaching a language. This study seeks to determine the effect of vocabulary instruction on vocabulary achievement among senior high school students. This study was a quantitative study, the sample was 30 students, and the data was collected using a pre-test and post-test. Between the assessments, a seven-hour vocabulary education was provided. Using the paired sample t-test and Wilcoxon signed rank test, it was determined whether there was a statistically significant difference between students' scores before and after the vocabulary training was implemented. The results indicate a significant increase in vocabulary scores among students. The results of the research indicate that explicit vocabulary instruction should be incorporated into the teaching and learning process since it has been shown to increase students' vocabulary.
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