COPING WITH L2 SOCIOPRAGMATIC SENSITIVITY USING A STORY-BASED APPROACH

Abstract: Previous research findings have led to a gap that sociopragmatic failure, instead of pragmalinguistic failure, has scarcely been resolved despite its crucial function in communication. Therefore, this paper proposes a story-based approach, particularly a joint storytelling with multi-party interaction, to deal with learners’ L2 sociopragmatic sensitivity. EFL learners with diverse cultural backgrounds need a motivating environment with agents that can co-construct experiences for optimum learning. By telling stories, learners are engaged in social relations that set them into interpersonal interaction demanding sociopragmatic awareness necessary for the development of their L2 sociopragmatic competence. For this purpose, classroom implementation follows the dimensions of embeddedness, tellership, and tellability while the learning sequence is based on co-constructed learning principles with four stages: setting the stage, executing the storytelling, monitoring the process, and evaluating the results. Future research may be conducted to test the compatibility of the model with actual EFL classroom instructions.permalink/DOI: dx.doi.org/10.17977/um015v45i22017p10

IMPROVING THE TENTH GRADE STUDENTS’ VOCABULARY ACHIEVEMENT AND STUDENTS’ ACTIVE PARTICIPATION BY USING PERSONAL VOCABULARY NOTES (PVN) AT MA AL-FALAH KAJAR BONDOWOSO IN THE 2012/2013 ACADEMIC YEAR

Abstract. Vocabulary learning is one of the major challenges for language learners that face during the process of learning a language.One useful technique that used to build vocabulary and to assist students in becoming independent learners in learning a language was personal vocabulary notes.This articleis intended to describe the research finding on the use of Personal Vocabulary Notes technique in improving the tenth grade student’ vocabulary achievement and their participation. The design in this research was classroom action research.The criteria that used to determine the success of the implementation of the action are; (1) 70% of the students have achieved minimum requirement standard score that is 65. (2) 70% of the students are actively involved in the vocabulary teaching through Personal Vocabulary Notes technique.  The primary data were obtained by using vocabulary test and classroom observation while the supporting data were obtained by using documentation. The results of the research showed that Personal Vocabulary Notes techniques could improve the students’ vocabulary achievement and students’ active participation. Key Words:Vocabulary achievement, students’ active participation, Personal Vocabulary Technique

The Effect of Using Numbered Heads Together Technique on Reading Comprehension Achievement of the Eight Grade Students at SMP Islam Gumukmas

This research was a quasi-experimental research using post-test only control group design. The purpose of this research was to know whether or not there was a significant effect of using Numbered Heads Together Technique on reading comprehension achievement of the eight grade students. The research respondents were the students of VIII A and VIII C of SMP Islam Gumukmas. In this research, the students of VIII A were assigned as the experimental group who were taught by using Numbered Heads Together Technique. Meanwhile, the students of class VIII C were assigned as the who were taught by using Lecturing Technique. Before the research was conducted, the researcher had conducted a homogeneity test to know whether the population was homogeneous or not. The result showed that the population was heterogeneous, so the researcher chose the respondents of the research from two classes that had the same or the closest mean difference. The data collection method used was purposive method. There were two kinds of data in this research, primary data and supporting data. The primary data in this research was collected from the students’ reading score. The supporting data was collected by using interview and documentation. The primary data were analyzed using independent sample t- test. The result of the data analysis proved that the application Numbered Heads Together Technique significantly affected the eighth grade students’ reading comprehension achievement. It can be seen from the result of statistical computation value of t-test which was higher than the value of t-table with significant level of 5% (5,37>1,98). This means that the null hypothesis (Ho) was rejected and the alternate hypothesis (Ha) was accepted. Based on the results of hypothesis verification, it can be concluded that there was a significant effect of using Numbered Heads Together Technique on Reading Comprehension Achievement of the Eighth Grade Students at SMP Islam Gumukmas, Jember in the 2014/2015 academic year.   Keywords :Experimental Research, Reading Comprehension Achievement, Numbered Heads Together Technique

THE EFFECT OF USING PROCEDURE VIDEOS ON THE TENTH GRADE STUDENTS’ LISTENING COMPREHENSION ACHEIVEMENT AT SMAN 1 GIRI BANYUWANGI IN THE 2011 / 2012 ACADEMIC YEAR

Abstract : This research is about the effect of procedure videos in listening comprehension achievement. The used of procedure videos is to make the students more interested in English and motivated the teacher to find or to create a new method and materials in English, especially in listening class. The research objective was to know whether or not there was a significant effect of using Procedure Videos. The research design was quasi Experimental with post test only Control group design, the subject was the tenth grade students of SMAN 1 Giri Banyuwangi 2011/2012 . The samples were the Experimental group (X-4) and the Control Group (X-1) determined by using cluster random sampling technique. The data were analyzed by using independent sample t-test of 5% significance level. The result of this research indicates that there is a significant effect of using Procedure Videos on the tenth grade students’ listening comprehension achievement at SMAN 1 Giri Banyuwangi in the 2011/2012 academic year. Key Words: procedure video, and listening comprehension achievement

AN ANALYSIS ON THE GENDER-BASED DIFFERENCE OF THE EIGHT YEAR STUDENTS’ RECOUNT PARAGRAPH WRITING BASED ON THE GRAMMATICAL ERRORS AT SMPN 3 JENGGAWAH JEMBER

Abstract : Women and men are indeed different, their differencenot only in the physical appearance butalso occurs in the aspect of linguistics. However, the records on their differences in linguistics aspect have rarely been found. Therefore, an analysis on the gender-based difference of the eight year students’ recount paragraph writing based on the grammatical errors at SMPN 3 Jenggawah was carried out to know their differences. Furthermore, writing is difficult to be mastered by the students. This article is intended todescribe the differences between the eighth year female and male students’ grammatical errors that focused on the students errors in producing simple past tense, errors in the use of prepositions, errors in the use of conjunctions, errors in the use of articles, errors in the use of pronouns, and errors in the use of noun pluralization.A descriptive analysis of students’ errors was done using errors analysis. It was found the results revealed that female students were better in writing recount paragraph than male student. Data were obtained from writing test, interview and documentation. Key Words : Recount Paragraph Writing, The Grammatical Errors Made by Female Students, The Grammatical Errors Made by Male Students

SYINTACTICAL ERROR ANALYSIS OF DESCRIPTIVE PARAGRAPH WRITING MADE BY THE SEVENTH GRADE STUDENTS AT SMP 4 GENTENG IN THE 2011/2012 ACADEMIC YEARS

Abstract : The research objective was to describe the syntactical error on students descriptive paragraph writing. The research design applied was a descriptive research. The data were obtained from writing test, interview and documentation. The population of the 7th grade students of SMP 4 Genteng in the 2011/2012 were 219students divided into 8 classes and the samples of this research were determined by using proportional random sampling, the number of respondents was 42 or 20 % of the population The data were analyzed by using Ellis’ formula and Finding the percentage of each type of syntactical errors by using Ali’s Formula .This research described the syntactical errors on descriptive paragraph writing that focused on the students errors in producing errors in the use of simple present tense, errors in the use of prepositions, errors in the use of articles, errors in the use of word order. The result of the research describe the misuse of simple present tense with 38.29% the misuse of using articles with 30.85%, the misuse of prepositions with 12.76% and the misuse of word order with18.08 %.   Key Words: the syntactical errors of descriptive paragraph writing, the syntactical errors, and descriptive paragraph writing.

THE EFFECT OF USING STAD TECHNIQUE ON THE SEVENTH GRADE STUDENTS’ TENSE ACHIEVEMENT IN WRITING SENTENCE AT SMPN 3 BALUNG IN THE 2011/2012 ACADEMIC YEAR

Abstract.Cooperative learning has been studied widely throughout the world as promising approach. In this chance, there is a crucial problem to solve dealing with the students’ tense achievement in writing sentence, particularly in foreign language context. This Research was intended to know the significant effect of STAD technique on the seventh grade students’ tense achievement in writing sentences at SMPN Balung.The research implementation of quasi experimental design by using nonequivalent-groups post-test only design has resulted effect of X on Y. The students who were treated by using STAD outperformed their counterparts inthe control class who were taught using lecturing method. This was likely due to the fact that the control class got the chance on cooperative learning ”the act of helping each other learning among students in which they promote each other’ssuccess” while their fellow counterparts did not. In concuision,the study shows that there is significant effect of using STAD technique on the seventh grade students’ tense achievement in writing sentence at SMPN Balung in the 2011/2012 academic year. Key Words: STAD, positive interdependence, individual accountability, face-to-face interaction development of social skill and group evaluation.

THE EFFECT OF USING STORY MAPPING TECHNIQUE ON READING COMPREHENSION ACHIEVEMENT OF THE EIGHTH YEAR STUDENTS AT MTs. NEGERI BANGSALSARI

Abstract.This article was intended to investigate the effect of using Story Mapping Technique on reading comprehension achievement at MTs.NegeriBangsalsari.Through Story Mapping, the students were helped to comprehend the English text more easily.In this research, two classes were chosen as the experimental and control group. The quantitative data gathered from the result of the mean difference from both of groups to answer the question “Is there any significant effect of using story mapping technique?”.The result of the research proved that “There is a significant effect of using Story Mapping Technique on reading comprehension achievement of the eighth year students at MTs.NegeriBangsalsari”. The findings of the research suggested the English teacher to apply Story Mapping Technique in teaching reading comprehensionto help and improve students’ ability in comprehending the text, so that it give positive impact for students’ learning achievement. Key Words:Story Mapping Technique, Reading, Comprehension.

COPING WITH L2 SOCIOPRAGMATIC SENSITIVITY USING A STORY-BASED APPROACH

Abstract: Previous research findings have led to a gap that sociopragmatic failure, instead of pragmalinguistic failure, has scarcely been resolved despite its crucial function in communication. Therefore, this paper proposes a story-based approach, particularly a joint storytelling with multi-party interaction, to deal with learners’ L2 sociopragmatic sensitivity. EFL learners with diverse cultural backgrounds need a motivating environment with agents that can co-construct experiences for optimum learning. By telling stories, learners are engaged in social relations that set them into interpersonal interaction demanding sociopragmatic awareness necessary for the development of their L2 sociopragmatic competence. For this purpose, classroom implementation follows the dimensions of embeddedness, tellership, and tellability while the learning sequence is based on co-constructed learning principles with four stages: setting the stage, executing the storytelling, monitoring the process, and evaluating the results. Future research may be conducted to test the compatibility of the model with actual EFL classroom instructions. permalink/DOI: dx.doi.org/10.17977/um015v45i22017p10

COPING WITH L2 SOCIOPRAGMATIC SENSITIVITY USING A STORY-BASED APPROACH

Abstract: Previous research findings have led to a gap that sociopragmatic failure, instead of pragmalinguistic failure, has scarcely been resolved despite its crucial function in communication. Therefore, this paper proposes a story-based approach, particularly a joint storytelling with multi-party interaction, to deal with learners’ L2 sociopragmatic sensitivity. EFL learners with diverse cultural backgrounds need a motivating environment with agents that can co-construct experiences for optimum learning. By telling stories, learners are engaged in social relations that set them into interpersonal interaction demanding sociopragmatic awareness necessary for the development of their L2 sociopragmatic competence. For this purpose, classroom implementation follows the dimensions of embeddedness, tellership, and tellability while the learning sequence is based on co-constructed learning principles with four stages: setting the stage, executing the storytelling, monitoring the process, and evaluating the results. Future research may be conducted to test the compatibility of the model with actual EFL classroom instructions. permalink/DOI: dx.doi.org/10.17977/um015v45i22017p10