The Effect Of Using Digital Storytelling On Students’ Intrinsic Motivation For Learning Vocabulary

In elementary school, vocabulary is the key factors in language learning. However, many students still have a lack of intrinsic motivation in learning vocabulary. Thus, it affects their vocabulary mastery. To overcome this problem, the researcher uses the digital storytelling to improve students’ intrinsic motivation for learning vocabulary. This research aims at analyzing the effect of using digital storytelling on students’ intrinsic motivation for learning vocabulary and describing the benefits of digital storytelling to improve students’ intrinsic motivation for learning vocabulary. The type of this research is descriptive case study. The subjects of the study are 22 students of 2C of SD Teladan Yogyakarta in the academic year of 2017/2018. The researcher uses close-ended questionnaire and interview to collect the data. The study shows that there was significant difference before and after using digital storytelling towards students’ intrinsic motivation in learning vocabulary. From the result of the questionnaires, after using digital storytelling, students’ intrinsic motivation for learning vocabulary is higher. Based on the result of interviews, digital storytelling can improve students’ intrinsic motivation for learning vocabulary due to interesting media and exciting learning situatio

Code-Mixing In English Learning of SD Teladan Yogyakarta

Based on the KTSP Curriculum, English is a compulsory subject which must be learned by students of elementary schools, one of them is in SD Teladan Yogyakarta. To improve students’ understanding about English materials, the English teacher uses code-mixing in English learning. This research aimed at analyzing types of processes of code-mixing and describing the reasons of code-mixing in English learning of SD Teladan Yogyakarta. The type of this research was descriptive case study. The subjects of the study were an English teacher, 25 students of class 1A, 25 students of class 1B, and 25 students of class 1C. To examine types of processes of code-mixing, the researchers recorded the English learning in the classroom. The researchers also collected the data by using an interview to an English teacher to investigate the reasons of using code-mixing. After that, all data are transcribed and analyzed based on Muysken’s theory (2000) and Hoffmann’s theory (1991). The result of the analysis shows that types of processes of code-mixing in English learning of SD Teladan Yogyakarta are insertion (70.09%), alternation (3.42%), and congruent lexicalization (26.49%). From the result of the interview, the reasons for code-mixing are for talking about a particular topic, for quoting somebody else, for being empathic about something, for interjections, for repetition used for clarification, for clarifying speech content for interlocutors, and for expressing group identity

Communicative language teaching method at improving students’ macro and micro-skills of reading comprehension in intensive reading course

Several university students seem to meet difficulties in reading comprehension. The lecturer needs to use a suitable method for teaching reading; one of them is Communicative Language Teaching (CLT). This research aims to analyse whether CLT improves students' macro-skills and micro-skills of reading comprehension in an intensive reading course. Research method employed in this study is a case study. The research participants were 21 first-semester students of a private university in Indonesia. The instruments were close-ended questionnaires and open-ended interviews. The findings showed that there was a significant improvement on students' macro-skills and micro-skills of reading comprehension in an intensive reading course after implementing CLT. Students also contend that learning reading using CLT is fun, engaging, and understandable. The researchers conclude that the CLT contributes learners’ macro-skills and micro-skills of reading comprehension in the intensive reading course

The Grammatical Error Analysis Found in Students’ Composition

Grammar is an important language component to enhance students’ language proficiency. However, many students still make grammatical errors in writing their essays. This research aims at analyzing types of grammatical errors found in students’ essays. The type of this research is a descriptive case study. The subjects of the study were 20 third-semester students of Purworejo Muhammadiyah University, Indonesia. The researchers used a test to collect the data. The results of tests were analyzed descriptively by using Keshavarz’s theory. The analysis result shows that the percentage for each error type is 34.06% (omission), 7.25% (addition), 57.97% (substitution), and 0.72% (permutation). Based on the research result, the researchers conclude that the most dominant error is substitution. The percentage of error can prove it, that is, 57.97%. There are some implications of error analysis in English language teaching in universities in Indonesia. The lecturer can give enrichment, understand students’ grammar competence, give corrective feedback to students’ errors, modify target language learning items in classrooms and textbooks, understand the way students apply the target language rules, and use the effective teaching method or learning media

ANALISIS FAKTOR-FAKTOR YANG MEMPENGARUHI RELIABILITAS TES TATA BAHASA INGGRIS DI UNIVERSITAS DI INDONESIA

Penelitian ini bertujuan untuk menganalisis reliabilitas dan faktor-faktor yang mempengaruhi reliabilitas tes tata bahasa Inggris di universitas di Indonesia. Penelitian ini kualitatif, dan menggunakan studi kasus deskriptif. Instrumennya adalah tes, kuesioner tertutup, dan wawancara terbuka. Berdasarkan hasil penelitian, reliabilitas tes adalah 0,754, sehingga tes termasuk reliabel. Dilihat dari hasil angket, faktor-faktor yang mempengaruhi reliabilitas tes adalah reliabilitas terkait mahasiswa, reliabilitas penilai, reliabilitas pelaksanaan tes, dan reliabilitas tes. Dilihat dari hasil wawancara, faktor-faktor yang mempengaruhi reliabilitas tes adalah penguasaan materi pembelajaran, persiapan belajar sebelum tes, kondisi fisik siswa, kejelasan petunjuk tes, kejelasan soal dalam tes, suasana dan alokasi waktu untuk melakukan tes