In teaching and learning process strategy is an activity that should be done both teacher and learner in order to get learning activity become effective and efficient. In short, teaching strategies are very important since they determine the success of teaching process. Strategies used by teachers should be interesting and can capture students’ attention. Some of the strategies used in teaching speaking are such cooperative activities as role-play, creative tasks, and drilling [1]. This article report a qualitative study that find out teacher’s strategies in teaching English speaking to young learners in junior school. Two junior school teacher in SMP Purnama were participated in this research and data were collected through interviews based on a case study design. The result of this study indicated the technique employed by the teacher in teaching speaking were so various such as role play, storytelling, social strategy and discussion. Teachers at SMP Purnama use more than one teaching strategy same like explanation above. This strategy helps students in an easier, faster, and more fun way mastering vocabulary so that it greatly supports the improvement of students' speaking skills. The teachers chooses a strategy based on the principles of teaching speaking. The teacher uses several strategies to help students are more motivated to learn and can add to their new vocabulary.
Vocabulary is one of language components that plays an important role in communication. Through vocabulary, students can develop the four skills in English language such as listening, reading, writing, and speaking. There are many ways in teaching vocabulary and increasing vocabulary mastery. In this study, the writer used video as a technique. In this study, the writer wants to found out that has any significant effect of the use of Video on English vocabulary mastery of the elementary second level students at SDN 018 Samarinda.The design of this study was pre-experimental design. The writer gave pre-test, treatment, and post-test to one group. The sample of this study was 30 students of the elementary second level students at SDN 018 Samarinda. In analyzing data, the writer used t-test to find out the significance difference between the result before treatment (pre-test) and after treatment (post-test).In pre-test, from 30 students, 7 students got A (excellent), 6 students got B (good), 7 students got C (fair), 6 students got D (poor), and 4 students got E (fail). In post-test, from 30 students, 13 students got A (excellent), 8 students got B (good), 8 students got C (fair), 1 student got D (poor), and no students got E (fail). The mean score of vocabulary before treatment (pre-test) was fair (67,7) and the mean score of vocabulary after treatment (post-test) was good (78,7). The result of the findings of the study showed t-count (6.358) is greater ( ˃ ) than t-table (2.045) at level of significant (p) = 5% and df = 29. It means the null hypothesis (Ho) is rejected and alternative hypothesis (Ha) is accepted. It means that the use of Video give very significant effects on vocabulary to the elementary second level students of SDN 018 Samarinda
Mempelajari kosakata dalam bahasa Inggris adalah hal yang sangat penting yang harus dilakukan oleh setiap siswa pendidikan Sekolah Menengah Pertama. Selain mempelajari grammar dan empat skill bahasa Inggris (Listening, speaking, reading, writing), siswa diharapkan dapat menguasai kosakata sesuai dengan level yang seharusnya mereka kuasai. Dengan mempelajari banyak kosakata bahasa Inggris, siswa diharapkan dapat berkomunikasi dalam bahasa Inggris dan juga menjawab banyak butir soal dalam ulangan harian, ujian semester, bahkan UNBK (Unjian Nasional Berbasis Komputer) untuk pelajaran bahasa Inggris. Namun banyak kendala yang siswa hadapi dalam mempelajari kosakata Bahasa Inggris. Belajar kosakata dengan cara menghapal adalah cara lama yang terlihat paling sederhana, namun efek dari menghapal biasanya tidak akan kuat dan cenderung membosankan bagi siswa. Ada banyak cara yang lebih modern untuk mempelajari kosakata bahasa Inggris, salah satunya adalah dengan cara mempelajari idiom bahasa Inggris beserta maknanya. Idiom adalah ungkapan yang tidak dapat diartikan kata demi kata (McCarthy & O’Del, 2003). Penulis akan mengajarkan siswa beberapa idiom menarik kepada siswa. Agar lebih menarik lagi, idiom-idiom tersebut diilustrasikan dengan gambar ilustrasi yang berwarna-warni. Dengan memahami bunyi dan arti idiom ini, diharapkan siswa-siswa dapat menyerap kosakata dengan mudah dan tidak akan melupakan kosakata tersebut. Selain itu, dengan pembelajaran idiom ini, siswa juga diharapkan dapat termotivasi untuk mencari lebih banyak lagi idiom yang akan menambah wawasan dan tentu saja kosakata mereka. Dalam kegiatan pengabdian masyarakat ini, terbukti bahwa dengan mempelajari idiom, siswa dapat mengetahui banyak kosakata dengan cara yang menyenangkan pula. Siswa juga tertarik mempelajari idiom lebih banyak lagi, yang artinya akan memperdalam pengetahuan mereka tentang kosakata dalam bahasa Inggris. Melihat hasil dari kegiatan pengabdian masyarakat ini, guru dan sekolah diharap dapat mendukung pengetahuan kosakata bahasa Inggris siswanya dengan cara mengajari dan menyediakan sarana siswa untuk belajar idiom. Dan untuk siswa sendiri, diharap untuk lebih banyak lagi belajar idiom untuk kedepannya.
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