Developing Instructional Tasks and Materials of Interculture – Based English Speaking Skills (IBES) Model

Aprianoto,; Maurisa, Sofia; Haerazi,

doi:10.18843/rwjasc/v9i4/08

Cited by 4 publications

(2 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…To strengthen students' speaking abilities, the teacher provides the topics of Sasak traditional music such as rudat and gendang beleq. It is in accordance with what Haerazi et al (2018) and Aprianoto et al (2018) recommend that cultural topics are promising inputs to evoke the students' speaking competences. To facilitate students in doing so, the teacher offers students with interesting materials in the form of videos.…”

Section: Evaluatingsupporting

confidence: 85%

The Use of Scientific-Based Approach in ELT Class to Improve Students’ Achievement and Classroom Interaction

Haerazi¹,

Vikasari²,

Prayati³

2019

Register J.

View full text Add to dashboard Cite

This study investigated the use of the scientific-based approach in the ELT class to solve students' learning problems. Those problems are students' difficulties to complete their learning tasks, lack of vocabularies to complete reading tasks, lack of grammatical competence, afraid of proposing questions, afraid of speaking, and difficulties to complete the listening tasks. These caused students to have low achievement and inactive classroom interaction. The study was aimed at improving students' achievement and classroom interaction of 8th-grade students of SMPN 4 Praya, Central Lombok, West Nusa Tenggara. This study was classroom action research. The procedure of actions included two steps, namely the reconnaissance and the action. The reconnaissance presented the students' learning problems and the action consisted of four stages, namely planning, implementing, evaluating, and reflecting. The research instruments of this study used observation sheets, a questionnaire, and a test. The collected data were analyzed quantitatively and qualitatively. The result of this study showed that the use of the scientific-based approach was able to improve students' achievement and classroom interaction. The students' average score was 82.76. Each student' score was higher than the minimum passing grade (70). Meanwhile, the interaction classroom was active. It was supported by significant changes. Those changes were that students become more cooperative, active, and optimistic to complete reading tasks, listening tasks, speaking activities, and writing assignments in the form of group discussion. Keywords: Scientific-Based Approach, Achievement, Classroom Interaction

show abstract

Section: Evaluatingsupporting

confidence: 85%

The Use of Scientific-Based Approach in ELT Class to Improve Students’ Achievement and Classroom Interaction

Haerazi¹,

Vikasari²,

Prayati³

2019

Register J.

View full text Add to dashboard Cite

show abstract

“…They internalize the values of those and give interpretation about those in sentences. It was also conducted by Aprianoto, et al (2018) in speaking classes in which students were involved to do interpretation about their perception in texts before doing communication session. Afterwards they continue giving a perception of those of the target cultures.…”

Section: Resultsmentioning

confidence: 99%

Developing Intercultural Language Learning (ILL) model to teach writing skills at Indonesian private universities

Haerazi

Irawan

2020

View full text Add to dashboard Cite

This study was aimed at developing an intercultural language learning (ILL) model and finding out its effectiveness to increase students’ writing skills. The kind of this study was procedural research (R&D) design. This study was preceded with the development phases and continued by field-testing. The field-testing was conducted by using a quasi-experimental method to know the effectiveness of the developed learning model. The sample included 64 students. The students were divided into two groups and each group consisted of 32 students. One group was the experimental group taught by suing the ILL model and the other group was the control group taught by implementing the conventional learning model. The mean score of students taught by ILL model was 80.34 and those taught by conventional one was 69.97. The data were defined as normal and homogeneous data because the value of sig. was higher than sig. level 0.05. Based on the ANOVA test, the value of sig. (0,000) was lower than the sig. level 0.05. It means there is a significantly different achievement of students taught using an ILL model rather than the conventional learning model. The result informed ILL model was more effective than the conventional one in the teaching of writing skills.

show abstract

Practicing Discussion in the Form of Pyramid to Improve Students’ Speaking Performance and Classroom Interaction

Buhari¹

2019

JOLLT

View full text Add to dashboard Cite

Speaking is an ability to use the language in oral form to express what is on language learners’ thinking. Learners have speaking skills if they have skills to practice grammar, comprehension, vocabulary, pronunciation, and fluency in the oral form. To attain the speaking skills, English teachers are encouraged to meet an appropriate learning strategy to be applied in the speaking classes. This study is a collaborative classroom action research. It is aimed at describing how the use of pyramid discussion to enhance students’ speaking performance and classroom interaction. Its steps consisted of Planning, Acting, Observing, and Reflecting. This research was conducted at the 8th-grade students of SMPN 1 Praya Timur, Central Lombok. There were three instruments employed to obtain the data namely test, observation sheet, and questionnaire. After having the cycle 1, the findings showed that there were 16 students who got score more than 70. The calculation of the mean score was 77.30. Meanwhile, the tabulation of the percentage was 88.90. The data of the observation sheet indicated that the students were enthusiastic in classroom interaction and they feel interested in learning English. The research findings showed that the mean score was 83.22. It could be concluded that the use of pyramid discussion was able to improve students’ speaking performance and classroom interaction at the 8th-grade students of SMPN 1 Praya Timur, Central Lombok.

show abstract

Developing Instructional Tasks and Materials of Interculture – Based English Speaking Skills (IBES) Model

Cited by 4 publications

References 0 publications

The Use of Scientific-Based Approach in ELT Class to Improve Students’ Achievement and Classroom Interaction

The Use of Scientific-Based Approach in ELT Class to Improve Students’ Achievement and Classroom Interaction

Developing Intercultural Language Learning (ILL) model to teach writing skills at Indonesian private universities

Practicing Discussion in the Form of Pyramid to Improve Students’ Speaking Performance and Classroom Interaction

Contact Info

Product

Resources

About