Students’ Strategies in Learning Speaking: Experience of Two Indonesian Schools

This study was aimed to investigate the students’ perception and the teacher’s way to teach popular song to improve students’ vocabulary mastery. The sample of the study was 32 first year students in Vocasional higt school.A qualitative case study was employed, the data were obtained through the observation and questionnaire. Then, the data from the observations were analyzed by transcribing the whole of the activity in classroom and data from questionnaire were presented into percentage. The researcher described the data of the observation qualitatively. In the present study, the researcher proposed three research questions: (1) How does the teacher use popular song to improve students’ vocabulary mastery at English club? (2) What are male students’ perceptions on the use of popular song to improve students’ vocabulary mastery? And (3) What are female students’ perceptions on the use of popular song to improve students’ vocabulary mastery? In responding to the first research question, it was found that the teacher used audio technique such as music in teaching vocabulary. Furthermore, the result of second and third research question found that male and female students agreed that popular song could improve students’ vocabulary mastery, it can be seen from the questionnaire. It showed that students got new vocabularies after listening, learning and reading popular song because it had many new vocabularies and easy to understand. Based on the conclusion, this study suggests that the teachers who teach English, teaching English need various technique, method, and approach that have to apply in teaching learning process in order to give new atmosphere for the students. Using popular song as one of the solution to solve that problem has to be developed by the teachers because there are some activities that could make teaching learning English more fun and enjoyable especially in improving students’ vocabulary mastery because it is rich with vocabularies. Furthermore, the students have to learn deeply about the component of English and learning vocabulary in order to make them mastering English.

Section: A Introductionmentioning

confidence: 99%

Male and Female Students’ Perception on the Use of Popular Song to Improve Students’ Vocabulary Mastery

Rachmawati

Apollonia

Meila

2020

“…Asking question has an important role in teaching and learning process. Asking question is a conversation form in the classroom and it needs the understanding between speaker and listener (Syafryadin, et. al.…”

Section: A Introductionmentioning

confidence: 99%

“…al. 2020;Syafryadin, 2020). According to Herlinawati (2013) asking questions are necessary to use during teaching and learning activity because by asking questions teacher can guide the class, engage students with the content of the course, encourage participation and foster understanding.…”

Section: A Introductionmentioning

confidence: 99%

An Analysis of Professional Teachers’ Questions in EFL Classroom

Navtria

Mulyadi

Puspita

2020

In English language classroom, teachers’ questions are important parts of teaching English language. Teachers need to know what kind of questions which potentially support students learning the target language. However, students did not actively participate in learning particularly when responding to teachers’ questions. To overcome this problem, it is important for teachers to modify their questions through some techniques in order to get students’ responses. This study reports the types of teachers’ questions used by English teachers in the classroom. This research was descriptive quantitative research. The research was conducted at the tenth grade of SMA N 5 Bengkulu. The data were collected through observation and video recording. The teachers’ questions were analyzed using types according to Taxonomy Blooms revised by Anderson and Krathwohl (2001). The research findings show that both teachers the English teachers only used three from the six types. Namely, remembering, understanding, and analyzing questions. The types that did not appear were applying, evaluating, and creating questions. The modification of modifying questions are repeating and rephrasing. The dominant of remembering questions and how teachers modified the questions are influenced by teachers’ competence, students’ competence, a situation of teaching English language, and teaching material.

“…Language plays an important role in human's life as it is a tool to communicate among human. Language has communicative function that is used to transmit information (Brinton andBrinton, 2010, Diani, et al, 2019;Syafryadin, 2020;Syafryadin, et al, 2020;. In a language, word is the fundamental basic as it is a key to communication.…”

Section: A Introductionmentioning

confidence: 99%

The Derivational and Compounding Process in William Shakespeare’s Literary Works

Cahyani

Istinara

Damayanti

et al. 2020

One importance of studying morphology in literary work is increase the vocabulary. Perhaps the biggest contributions to the English language of Shakespeare may be the addition of new words and phrases that have transformed the language and make it more vivid and descriptive. Shakespeare also changing nouns into verbs, verbs into adjectives, connecting words never used together, adding affixes, and devising words wholly original. This study aims to know how the words are formed through derivational and compounding process. In this paper, we take the data from some of William Shakespeare’s works. We use qualitative method by using morphological approach to analyze the data. Morphological approach focused on the identification and interpretation of the meaning of the words and the analysis of the morphemes attached to the words. We collect the data by downloading 11 of William Shakespeare's works, reading the words, selecting the data, and summarizing the data. Then, it’s followed by describing and determining the function of the morphemes and analyzing the change of the word class as techniques of analyzing the data. The result of this study shows that for derivational process, affix {-ish }, {-y }, {-less }, {-ate }, {-eous }, {fore- }, {pur- }, {fore- }, {-y }, and {un- } as adjectivalizer, affix {-ify }, {en- }, {un- }, and {fore- } as verbalizer, and affix {-er }, {-y }, and {-ment }, as nominalizer. For compounding process, we found there are two types of compound word : hyphenated compound and closed compound.