STORYTELLING IN TEACHING LITERACY IN AN EFL CLASSROOM : A Descriptive Study of Eighth Grade Students of a Private Junior High School in Cipatat, West Bandung

This paper reports a study on the implementation of storytelling technique in teaching literacy to second graders of junior high school in West Bandung. The study aims to investigate the way of implementing storytelling in teaching literacy. It finds out the advantages and constrains in implementing storytelling in teaching literacy. The study employed a descriptive qualitative research design. The data were obtained from several instruments, namely class observations, students’ interviews and students’ writing products which were analyzed using writing assessment criteria. The findings revealed that the teaching program which was implemented in seven units was successful to develop students’ literacy ability. Specifically, they showed improvement on reading comprehension and interest. Besides that, in writing they showed their development in schematic structures, grammar roles, and graphic features. Moreover, the data from observations, interviews, and documentation of students’ texts showed some benefits and challenges in implementing the teaching program. These include (1) developing students’ literacy ability; (2) arousing students’ imagination; (3) enriching students’ vocabulary; and (4) developing students’ reading awareness and interest. Besides benefits, some challenges also found in this study. The challenges had something to do with students’ proficiency and length of texts. Based on those findings, it is suggested that this teaching program will be more effective if it is applied in the regular teaching using classroom action research. ; Tesis ini melaporkan sebuah penelitian tentang penerapan teknik storytelling dalam pengajaran literasi untuk siswa kelas dua sekolah menengah pertama di Bandung Barat. Penelitian ini bertujuan untuk menginvestigasi tahapan pengimplementasian storytelling dalam pengajaran literasi dan keuntungan penggunaan teknik ini. Penelitian ini menggunakan desain penelitian kualitatif deskriptif. Data dalam penelitian ini diperoleh dari beberapa instrumen, yaitu observasi kelas, interview siswa dan hasil menulis siswa yang dianalisis menggunakan kriteria penilaian menulis. Hasil temuan penelitian ini menyatakan bahwa program pengajaran yang diterapkan dalam tujuh unit dapat mengembangkan kemampuan literasi siswa. Secara spesifik, beberapa siswa menunjukkan perkembangan dalam memahami teks bacaan dan ketertarikan dalam membaca. Selain itu, dalam menulis mereka menunjukan perkembangan terutama dalam penggunaan tata bahasa dan struktur penulisan. Selanjutnya, data dari observasi, interview, dan teks hasil kerja siswa menunjukkan beberapa kelebihan dan hambatan dalam pengimplementasian program pengajaran. Hal tersebut meliputi (1) mengembangkan kemampuan literasi siswa; (2) meningkatkan imaginasi siswa; (3) memperkaya perbendaharaan kata siswa; dan (4) mengembangkan kesadaran dan ketertarikan membaca siswa. Selain kelebihan diatas, beberapa hambatan juga ditemukan di penelitian ini. Hambatan tersebut berhubungan dengan kemampuan bahasa Inggris siswa dan panjang teks bacaan. Berdasarkan temuan tersebut, penelitian ini merekomendasikan bahwa program pengajaran ini dapat lebih efektif jika diaplikasikan saat pengajaran di kelas dengan menggunakan penelitian tindakan kelas

THE ANALYSIS OF TEACHERS’ PREPARATION IN USING ENGLISH TEXTBOOK

Most teachers focus more on taking the materials and delivering all chapters from textbook rather preparing their own materials with supplementary materials from other sources. The study aims to investigate the ways and the advantages of teachers’ preparation in using textbook creatively. Qualitative case study was utilized to get clear illustration of teachers’ preparation in combining the textbook with other materials. The study revealed that in using textbook creatively, teachers did some steps which suggested by Harmer (2007b),such as replacing, adding, and adapting. The data also obtained some advantages, namely (1) matching the materials which are suitable for the students; (2) engaging students’ interest in learning; (3) giving new experience for teachers; and (4) bringing the reality to the students. In addition, when teachers combined textbook with other authentic materials, it was responded positively by the students and it gave a number of benefits for both the teachers and students. Thus, it is recommended that the next researchers may want to conduct the research about instructional materials from preparation stage until the implementation in the classroom

TEACHING READING COMPREHENSION USING TEAM ACCELERATED INSTRUCTION (TAI) TECHNIQUE

This study aims at examining whether students’ reading comprehension can be improved by using Team Accelerated Instruction (TAI) technique. This research used pre experimental design with one group pretest and post-test. The sample of this research was 34 students of tenth grade of SMK Pasundan 1 Cimahi in academic year 2017/2018. The instrument of this research was test which consist of multiple choice question. The data of this research was collected by giving reading comprehension test to students. The collected data of this research was analyzed using SPSS program. Then, the result of data analysis showed that mean of pretest 55.59 and after the implementation of Team Accelerated Instruction (TAI) technique the mean of posttest became 67.79. It shows that there are significant differences between pretest and posttest. Based on the data analysis, the null hypothesis was rejected. In other words, teaching reading comprehension using Team Accelerated Instruction (TAI) technique had significance improvement on students’ reading comprehension. The implementation of Team Accelerated Instruction (TAI) technique in teaching reading comprehension was able to resolve those difficulties since it required the students to share, discuss, and unite their thought or problem on comprehending the content of the text with other members of their group

Indonesian Students Awareness of Verbal and Non-Verbal Intercultural Differences at the Global Workplace

The aim of this paper is to describe Indonesian students awareness about cultural differences happens in the global workplace. The students followed 600 minutes of Intercultural Communication course in six weeks. The research involved 36 students of English Education Department, who filled out 12 questions of questionnaire about cultural awareness. The result showed that most students had proper verbal and nonverbal awareness related with the intercultural differences at the global space. The result was supported by Hanvey (1979) statement who stated that the level of most students at level three. They were aware of significant and subtle cultural traits that contrast markedly with ones own but can be understood cognitively. This research suggests that the next researcher can dig more perspective not only from students but also from other occupations. Besides that, another instrument like interview or participant observation also can be applied to get more information

THE USED OF MORPH IN WORD PRONUNCIATION THROUGH ‘TONGUE TWISTER’ GAME

One of the basic skills in English is Speaking. In speaking, students have to know the pronunciation of the word. For some students, pronouncing words can be problematic. Morph can help the students to do the correct pronunciation because, with morph, the students can learn pronunciation through phonetic symbols. With tongue twister, learning morph can be interesting. This research method was action research where the researcher conducted a test on the participants. The researcher did this research In English Department Study Program at Private University in Cimahi. The participants of this research were students in the 5th semester. The researcher gave the participants three levels of Tongue Twister to know either the vowel or consonant have more errors when it is pronounced. After did the research, the researcher got the data. The researcher found that /ð/ symbol and /f/ symbol often error while the participants read the tongue twister. Thus, with Tongue Twister, teaching word pronouncing can be more attractive and can replace the general teaching method. Keywords:  Pronunciation; Morph; Tongue Twister Game Â

CONTEXTUAL TEACHING AND LEARNING APPROACH TO TEACHING WRITING: A Qualitative Case Study Research of Second Grade in Public Junior High School in Bandung

This paper reports a study on the implementation of contextual teaching and learning approach to teaching English writing to second graders of junior high school in Bandung. The study aims to investigate the strategies of CTL (as adapted from Crawford, 2001) and the advantages of using CTL approach. The study employed a qualitative case study research design. The data were obtained from several instruments, namely class observations, students’ interview and students’ writing products which were then analyzed using writing assessment criteria taken from Rose (2007, as cited by Emilia, 2011:151). The findings revealed that the teaching writing program was successful to improve students’ recount writing skill. Specifically, they showed some improvement on schematic structure, grammar roles, and graphic features. Moreover, the data from observation, interview, and documentation of students’ text showed some benefits of CTL. These include (1) engaging students in the writing activity; (2) increasing students’ motivation to participate actively in the writing class; (3) helping students to construct their writing; (4) helping students to solve their problems; (5) providing ways for students to discuss or interact with their friends; and (6) helping the students to summarize and reflect the lesson. Based on these findings, it is recommended that CTL be implemented in teaching writing

CONTEXTUAL TEACHING AND LEARNING APPROACH TO TEACHING WRITING

Abstract: This article reports a study on the implementation of contextual teaching and learning approach to teaching English writing to second graders of a Junior High Shool in Bandung. The study aims to investigate the strategies of Contextual Teaching and Learning (CTL) (as adapted from Crawford, 2001) and the advantages of using CTL approach. The study employed a qualitative case study research design. The data were obtained from several instruments, namely class observations, students’ interview and students’ writing products which were then analyzed using writing assessment criteria taken from Rose (2007, as cited by Emilia, 2011, p. 151). The findings revealed that the teaching writing program was successful to improve students’ recount writing skill. Specifically, they showed some improvement on schematic structure, grammar roles, and graphic features. Moreover, the data from observation, interview, and documentation of students’ text showed some benefits of CTL. These include: (1) engaging students in the writing activity; (2) increasing students’ motivation to participate actively in the writing class; (3) helping students to construct their writing; (4) helping students to solve their problems; (5) providing ways for students to discuss or interact with their friends; and (6) helping the students to summarize and reflect the lesson. Based on these findings, it is recommended that CTL be implemented in teaching writing.   Keywords: contextual teaching and learning, teaching writin

PELATIHAN PENGGUNAAN APLIKASI CANVA SEBAGAI MEDIA PEMBUATAN BAHAN AJAR DALAM PEMBELAJARAN BAHASA INGGRIS

Pembelajaran daring merupakan salah satu solusi dunia pendidikan untuk tetap melakukan kegiatan belajar mengajar dalam kondisi pandemi sekarang ini. Namun, hal ini pun tidak datang tanpa tantangan, salah satunya adalah kurangnya motivasi siswa dalam belajar daring. Untuk meningkatkan motivasi siswa, maka diperlukan bahan ajar yang menarik perhatian siswa sehingga pembelajaran tidak akan membosankan. Canva merupakan aplikasi yang dapat digunakan oleh guru untuk membuat bahan ajar yang menarik. Tujuan dari kegiatan ini adalah meningkatkan kemampuan guru dalam berkreasi untuk menciptakan bahan ajar menggunakan aplikasi canva. Adapun langkah-langkah kegiatan yang dilakukan dalam pengabdian pada masyarakat ini meliputi beberapa tahapan, diantaranya: a) tahap analisis, b) tahap perancangan, c) tahap pengembangan konten d) tahap pelatihan, dan e) tahap evaluasi

LESSON STUDY FOR LEARNING COMMUNITY IN TEACHING ENGLISH FOR PUBLIC SPEAKING

This paper proposes lesson study as a model for improving pedagogical skill especially in teaching English for Public Speaking. The lesson study has three steps. Those are plan, do, and see. In a small group, several lecturers design the material and the methods. One lecturer is being a class lecturer of English for Public Speaking, the rest of them are being observers. The class lecturer explains about the lesson plan. The rest of them give comment and suggestion. The class lecturer apply the lesson plan which has revised to the students. The observers observe students‟ responds. After the class has finished, the class lecturer and the observers discuss their progress. They evaluate the class activity and make the next lesson plan. It shows that lesson study help the students to increase their understanding of English for Public Speaking. The lesson plan also give insight to class lecturer and the observers