STUDENTS AWARENESS OF MISTAKES IN NEGOTIATION OF MEANING

Tujuan penelitian ini adalah untuk menemukan kesalahan yang dibuat oleh siswa selama interaksi dan menganalisis kesadaran siswa terhadap kesalahan didalam negosiasi makna.Hasil dari penelitian menunjukkan bahwa siswa membuat kesalahan dalam grammar (74%), pronunciation (17%), dan vocabulary (9%). Hasilnya juga menunjukkan bahwa kesadaran siswa terhadap kesalahan didalam negosiasi makna rendah. Dapat disimpulkan bahwa hanya 16 ucapan yang tidak tepat (30%) bisa dikoreksi oleh siswa. Sisanya, 38 ucapan (70%) tidak dikoreksi karena siswa tidak sadar ada kesalahan yang dibuat oleh temannya pada saat interaksi. Dari kesalahan yang bisa dikoreksi, hanya 4 ucapan yang bisa menjadi input.Kebanyakan siswa tidak sadar atau tidak fokus terhadap kesalahan selama interaksi karena beberapa alasan, seperti siswa lebih fokus terhadap makna and siswa berada di profesiensi level yang sama.The aims of this research were to find out the mistake that learners make during interaction and analyze the students awareness of mistakes in negotiation of meaning.The result of the research proved that the students made mistakes in grammar (74%), pronunciation (17%), and vocabulary (9%). The result showed the extend of students awareness in responding a mistake in negotiation of meaning was low. It could be sum that only 16 incorrect utterances (30%) could be corrected by the students. The rest, 38 utterances (70%) were not corrected because the students were not aware of the mistakes that made by their interlocutor.From the mistake that could be corrected, only 4 utterances became an input. Most students were not aware or did not pay attention on the mistake during interaction because of some reason, such as the learner focused on meaning and they were in the same proficiency level.Keywords: awareness, mistake, negotiation of meaning

The Implementation of Roundtable Technique in Improving Students’ Writing of Descriptive Text

Penelitian ini bertujuan untuk meneliti apakah ada peningkatan signifikan pada keterampilan pemahaman menulis siswa setelah penerapan teknik roundtable selama lima kali pertememuan. Pendekatan penelitian ini adalah kuantitatif. Subjek penelitian ini adalah 29 siswa tingkat pertama sekolah menengah atas. Tes menulis digunakan sebagai alat pengumpulan data. Data dianalisis dengan menggunakan Repeated Measure t-test. Hasil penelitian menunjukkan bahwa terdapat perbedaan signifikan pada kemampuan menulis siswa dengan tingkat signifikansi 0.05. Hal ini menandakan bahwa teknik roundtable dapat diterapkan untuk meningkatkan keterampilan menulis siswa.The objectives of this research were to find out whether there was a statistically significant difference of students’ writing ability after the students were taught through roundtable technique for five meetings. The approach of the research was quantitative. The subjects were 29 students of the first grade of senior high school. The writing tests were used as the research instrument. The data were analyzed by using Repeated Measure t-test. The result showed that there was a statically significant difference of the students’ writing ability with the significant level 0.05. This suggests that roundtable technique facilitates the students to improve their ability in writing skills.Keywords: writing, writing ability, roundtable techniqu

Pairing in Peer Review Technique According to Students' Proficiency Levels on Improving Students' Writing Achievement

Tujuan dari penelitian ini adalah untuk mengetahui: i) kelompok pasangan yang berbeda menghasilkan prestasi menulis statistik yang berbeda, ii) pengaruh pasangan yang berbeda pada setiap aspek penulisan. Pendekatan kuantitatif digunakan dalam penelitian ini. Subyek penelitian adalah 42 siswa kelas X SMA. Nelson English language test dan tes menulis digunakan untuk mengumpulkan data. Data dianalisis menggunakan skala penilaian Jacob. Hasil penelitian menunjukkan bahwa kelompok pasangan yang berbeda menghasilkan prestasi menulis yang berbeda. Selain itu, ada pengaruh yang signifikan secara statistik dari pasangan yang berbeda pada setiap aspek penulisan. Hal ini menunjukkan bahwa memasangkan siswa dengan tingkat yang sama atau campuran dalam memfasilitasi siswa untuk meningkatkan prestasi menulis mereka.The objectives of the current study were to find out: i) different groups of pairing resulted in statistical different writing achievement, ii) the effect of different pairs on every single aspect of writing. The quantitative approach was used in this study. The subjects were 42 students of the tenth grade of senior high school level. Nelson English language test and writing test were used to collect the data. The data were analyzed using a rating scale of Jacob. The results showed that different groups of pairing resulted in different writing achievement. Furthermore, there was the statistically significant effect of different pairs on every single aspect of writing. This suggests that pairing students with similar or mixed levels can facilitate the students to improve their writing achievement.Keywords : Pairing, peer review technique, writing achievement

The Cognitive Strategy Training : Blocked Buttom-Up Top-Down Approach In Listening Class

Penelitian ini dilakukan untuk mengetahui apakah pelatihan strategi kognitif berdasarkan pendekatan blok buttom-up top-down mempengaruhi kemampuan mendengar siswa terutama pada empat aspek mendengar. Desain penelitian ini adalah kuantitatif dengan satu kelompok pre-test post –test. Instrumen pada  penelitian ini berupa tes mendengar dengan 9 butir soal. Validitas instrumen diukur menggunakan pearson product moment dan reliabilitas instrumen diukur menggunakan correlation product moment dan spearman brown. Subjek penelitian diambil dengan random klaster, yaitu 21 siswa SMA kelas XI. Hasil analisis data menunjukkan bahwa aspek dalam kemampuan mendengar siswa meningkat, tertinggi pada aspek menentukan detail (36%) dan terendah pada aspek menentukan ide pokok (13%). Akhirnya, dapat disimpulkan bahwa pelatihan strategi kognitif berdasarkan pendekatan blok buttom-up top-down dapat mempengaruhi kemampuan mendengar siswa.This research was conducted to find out whether cognitive strategy training based on blocked buttom-up top-down approach affect the students’ listening comprehension in term of four listening’s aspects. The design of this research was quantitative with one-group pretest-posttest design.The instrument was 9 items of listening test. The validity of the research was measured using pearson product moment and the reliability of the research was measured with correlation product moment and spearman brown.The subject who were chosen by cluster random sampling, were 21 second year of senior high school students.The result of the data analysis showed that the aspects of listening comprehension were improved mainly in finding detail (36%) and lowly in finding main idea (13%).Finally, it could be concluded that cognitive strategy training based on blocked buttom-up top-down approach could affect the students’ listening comprehension.Keywords: Buttom-up top-down approach, cognitive strategy training, listening.

Communicative language teaching in improving Student’s speaking achievement

The aim of the research was to find out whether there is an improvement in the students’ speaking achievements after being taught through the weak version of the Communicative Language Teaching method. The population of the research was the students of the second year of SMKN 2 Bandar Lampung. The sample of the research was twenty students of Eleventh Grade BKP (Bisnis Konstruksi dan Property) 3. The research used one group pre-test post-test design and the data were taken from the tests. The data were analyzed by using SPSS statistics 20. The result of the research indicated that there was a significant improvement in the students’ speaking achievement after being taught through the Communicative Language Teaching method. The mean score of the post-test (9.8) was higher than the mean score of the pre-test (7.2). By using the t-test, it was found that the sig (p) value is less than the sig level 0,05 (0.000 0.05) and the t-value (8.664) was higher than the t-table (1.729). It can be concluded that the implementation of the weak version of the Communicative Language Teaching method significantly improved students’ speaking achievement.doi: https://dx.doi.org/10.23960/UJET.v11.i1.20229

The teacher’s questioning strategies and the students’ responses in the classroom interactions at the first year of SMAN 2 Bandarlampung

The current research was conducted to investigate: (1) the questioning strategies used by the teacher in classroom interaction, (2) the students’ responses of the questioning strategies in classroom interaction. The subjects of the study were an English teacher and 30 first year senior high school students at Bandar Lampung. This study was conducted qualitatively by using case study method. The data were collected through classroom observation and interview with students. The observation was used to collect the data of the teacher’s questioning strategies. The interview was conducted to elicit the students’ responses of the teacher’s question. The results showed that the teacher used five teacher’s questioning strategies in the classroom interactions, i.e., repetition, decomposition, rephrasing, code-switching, and wait-time. Wait time strategies were the most frequently used by the teacher. The students were found to have responded the teacher’s questions in forms of both relevant (77%) and irrelevant (23%). This suggests that the teacher’s questions were effectively addressed by the majority of the students.Keywords: classroom interaction, teacher’s questioning strategies,  students’ responses