THE USE OF POWERPOINT IN TEACHING WRITING WITHIN THE GENRE-BASED APPROACH

Penelitian ini bertujuan untuk mengetahui penggunaan PowerPoint yang diimplementasikan dalam pengajaran writing dalam Genre-Based Approach kepada siswa kelas sembilan di salah satu sekolah menengah pertama di Cicalengka. Fokus utama dari penelitian ini adalah untuk mengetahui bagaimana PowerPoint digunakan dalam pengajaran writing dalam Genre-Based Approach dan untuk mengetahui persepsi siswa terhadap penggunaan PowerPoint tersebut. Untuk menjawab pertanyaan tersebut, penelitian ini menggunakan penelitian kualitatif deskriptif. Instrumen yang digunakan untuk memperoleh data adalah observasi, kuesioner, dan wawancara. Hasil penelitian kemudian mengungkapkan bahwa PowerPoint dapat membantu guru untuk memiliki kinerja yang lebih baik dalam menjelaskan materi writing dengan menggabungkannya dengan Genre-Based Approach di mana beberapa fitur PowerPoint dapat memudahkan guru untuk menerapkan Genre-Based Approach dalam pengajaran writing. Hasil penelitian tersebut juga menunjukkan bahwa sebagian besar siswa memberikan tanggapan positif terhadap penggunaan PowerPoint karena adanya beberapa kelebihan dari PowerPoint yang mereka dapatkan, seperti pemahaman, kejelasan (materi) dan minat yang lebih baik. Dengan demikian, PowerPoint masih bermanfaat untuk digunakan di ruang kelas sebagai media mengajar.;----This study aims at investigating the use of PowerPoint implemented in teaching writing within the Genre-Based Approach to the ninth grade students in one of junior high schools in Cicalengka. The prime focuses of this study are to find out how PowerPoint is used in teaching writing within the Genre-Based Approach and what students’ perceptions are. In order to answer the questions, the study employed a descriptive qualitative research. The instruments used to obtain the data were observation, questionnaire, and interview. The findings subsequently reveal that PowerPoint could help teacher to have better performance in explaining writing materials by incorporating it with Genre-Based Approach in which some features of PowerPoint has made easy for teacher to implement Genre-Based Approach in teaching writing. It also reveals that the vast majority of the students have showed positive responses due to the advantages of PowerPoint found, such as getting better understanding, clarity and interest. Accordingly, PowerPoint is still worth using in classrooms as a teaching media

Students Written Production Error Analysis in the EFL Classroom Teaching: A Study of Adult English Learners Errors

Errors analysis has become one of the most interesting issues in the study of Second Language Acquisition. It can not be denied that some teachers do not know a lot about error analysis and related theories of how L1, L2 or foreign language acquired. In addition, the students often feel upset since they find a gap between themselves and the teachers for the errors the students make and the teachers understanding about the error correction. The present research aims to investigate what errors adult English learners make in written production of English. The significances of the study is to know what errors students make in writing that the teachers can find solution to the errors the students make for a better English language teaching and learning especially in teaching English for adults. The study employed qualitative method. The research was undertaken at an airline education center in Bandung. The result showed that syntax errors are more frequently found than morphology errors, especially in terms of verb phrase errors. It is recommended that it is important for teacher to know the theory of second language acquisition in order to know how the students learn and produce theirlanguage. In addition, it will be advantages for teachers if they know what errors students frequently make in their learning, so that the teachers can give solution to the students for a better English language learning achievement.DOI: https://doi.org/10.24071/llt.2015.18020

Students’ Written Production Error Analysis in the EFL Classroom Teaching: A Study of Adult English Learners Errors

Errors analysis has become one of the most interesting issues in the study of Second Language Acquisition. It can not be denied that some teachers do not know a lot about error analysis and related theories of how L1, L2 or foreign language acquired. In addition, the students often feel upset since they find a gap between themselves and the teachers for the errors the students make and the teachers’ understanding about the error correction. The present research aims to investigate what errors adult English learners make in written production of English. The significances of the study is to know what errors students make in writing that the teachers can find solution to the errors the students make for a better English language teaching and learning especially in teaching English for adults. The study employed qualitative method. The research was undertaken at an airline education center in Bandung. The result showed that syntax errors are more frequently found than morphology errors, especially in terms of verb phrase errors. It is recommended that it is important for teacher to know the theory of second language acquisition in order to know how the students learn and produce theirlanguage. In addition, it will be advantages for teachers if they know what errors students frequently make in their learning, so that the teachers can give solution to the students for a better English language learning achievement.   DOI: https://doi.org/10.24071/llt.2015.18020

THE EFFECT OF APPLYING EXAMPLES NON EXAMPLES METHOD ON STUDENTS’ ACHIEVEMENT IN WRITING DESCRIPTIVE TEXT

This study is aimed to find out whether Examples Non Examples method significantly effects the students’ achievement in writing descriptive text. This study was an experimental design. The population of the study was grade VIII of SMP Swasta Siti Hajar. There were two classes as the sample and each class consisted of 30 students. The classes were divided into two groups, namely Experimental and Control group. Experimental group was the class taught by applying Examples Non Examples method, while Control was taught without using Examples Non Examples method. In this study, writing test was used as the instrument of collecting the data. Both experimental and control group were asked to write descriptive paragraph in pre-test and post-test. The data obtained were analyzed statistically by t-test formula. The result got that t-observed (t-obs) is higher than t-table (2.64 &gt; 2.042) at the level significance 0.05 with the degree of freedom (df) 58. It means that the alternative hypothesis (Ha) is accepted and Examples Non Examples method significantly effects students’ achievement in writing descriptive text.</jats:p

Students� Written Production Error Analysis in the EFL Classroom Teaching: A Study of Adult English Learners Errors

Errors analysis has become one of the most interesting issues in the study of Second Language Acquisition. It can not be denied that some teachers do not know a lot about error analysis and related theories of how L1, L2 or foreign language acquired. In addition, the students often feel upset since they find a gap between themselves and the teachers for the errors the students make and the teachers understanding about the error correction. The present research aims to investigate what errors adult English learners make in written production of English. The significances of the study is to know what errors students make in writing that the teachers can find solution to the errors the students make for a better English language teaching and learning especially in teaching English for adults. The study employed qualitative method. The research was undertaken at an airline education center in Bandung. The result showed that syntax errors are more frequently found than morphology errors, especially in terms of verb phrase errors. It is recommended that it is important for teacher to know the theory of second language acquisition in order to know how the students learn and produce theirlanguage. In addition, it will be advantages for teachers if they know what errors students frequently make in their learning, so that the teachers can give solution to the students for a better English language learning achievement.DOI: https://doi.org/10.24071/llt.2015.180205</jats:p