AN ANLYSIS ON TEACHING SPEAKING AT SMU N 4 MALANG

In this study, the writer is interested to analyze the teaching speaking at SMU N 4 Malang. In detail, this study is attempt to investigate: (1) What is the objective of teaching speaking at SMU N 4 Malang ? (2) What are the materials of teaching speaking at SMU N 4 Malang ? (3) What are the technique used in teaching speaking at SMU N 4 Malang ? (4) How is the evaluation in teaching speaking at SMU N 4 Malang ? (5) What are the media used in teaching speaking at SMU N 4 Malang ? In analyzing the data, the researcher uses descriptive method because the writer would like to describes, analyze and explains about the teaching speaking at SMU N 4 Malang. Dealing with the study, the writer of this thesis takes the teacher who teach the first year class at SMU N 4 Malang, and collects the data from observation and interview. After analyzing the data, the writer found out the result: (1) the objectives of teaching speaking at SMU N 4 Malang are already stated in Competence Based Curriculum. In this case, SMU N 4 Malang has its own goal that is improving the students’ communication ability in using English and implement it in English competition or English contest. (2) the materials of teaching speaking at SMU N 4 Malang are taken from text book based on Competence Based Curriculum. (3) the techniques used in teaching speaking at SMU N 4 Malang are dialogues, giving opinion or respond, discussion, oral report, interviewing, news reading, and story telling. (4) the evaluation in teaching speaking at SMU N 4 Malang is usually uses discussion, debate, oral report, retelling story, conversation, news reading, and interviewing (5) the media used in teaching speaking at SMU N 4 Malang are real objects, television, VCD player, and television

The Power of PBL and TPACK: Catalysts for Elevating Students' Writing Learning Outcomes

The English writing learning process is crucial in English language education, but it often faces challenges such as limited resources and ineffective teaching methods. To address these issues, this study explores the use of Problem-Based Learning (PBL) integrated with Technological Pedagogical Content Knowledge (TPACK) in the context of English as a foreign language (EFL) learning, specifically in the writing course. The research aims to investigate how the integration of PBL and TPACK can enhance students' writing learning outcomes (assessing their content and clarity, structure of the writing, and language quality). The research follows a Classroom Action Research (CAR) design with a quantitative approach. The subjects consist of 10th-grade students from a public high school in Pasuruan Regency, with a total of 33 participants. Data collection instruments include pre and post writing tests and observation. Data analysis is conducted using Microsoft Excel, employing percentages. The findings demonstrate that the implementation of PBL integrated with TPACK leads to significant improvements in students' writing learning outcomes. In the pre-cycle, the pass percentage was only 39.39%, while in cycle I, it increased to 75.76%, and in cycle II, it reached 93.94%. This study contributes to the development of curricula and teaching methods for English writing. These findings have important implications for future writing instruction that can help improve students' writing learning outcomes. This study’s limitations are constraining the applicability of its findings to diverse educational environments and a relatively brief timeframe. Future research could explore cross-cultural variations, delve into extended research periods, and compare the effectiveness of PBL and TPACK with alternative teaching models in EFL education

The Relationship among Intrinsic/Extrinsic Motivation and Interest Toward L2 Writing Performance at Higher Education

The study investigated the relationship among intrinsic (x1) and extrinsic motivation (x2) and interest (x3) toward learners’writing performance (y) at higher education.A self-developed likert scale questionnaire of 45 items was used for collecting data. The participantswere 55 learners majoring in English at IAIN Palangka Raya. A pilot study was given to 15 participants showing the Cronbach alpha value as 0.87 indicating that quetionnaire was in a good reliability. The data were analysed using multiple linier regression. The finding revealed that the r value was0.908 (very high correlation) and the F test was 80.073, p= 0.000< 0.05. This indicated a positive significant correlation of intrinsic/ extrinsic motivation and interest simultaneously to the learners’ writing performance. It meant that learners who had high intrinsic/ extrinsic motivation and interest tent to achieve better on their writing performance. TheR Square was 0.825 or 82.5%. It indicated the contribution of all indipendent variables to the writing performance was 82.5%. The rest (17.5%) was influenced by other variables out of the investigation. In addition, the t value forextrinsic motivation was 5.384 p=0.000; extrinsic motivation was 2.067, p=0.044. ;and interest was 3.594, p=0.001 < 0.05. It meant that artially each variable gave a significant correlation to writing performance. Partially, the contribution of intrinsic motivation (47.60%), extrinsic motivation (11.63%), and interest (23.37%). It was recommended that during writing class, teachers gavemore stimulus to motivate the learners’ interest in writing