WRITTEN GRAMMAR FEEDBACK ON STUDENTS’ WRITING WITH VISUAL LEARNING STYLE

This research was intended to measure the effectiveness in the students’ writing achievement by using note-written and marked-written grammar feedback on students’ writing with visual learning styles. Based on the result of the computation, that in the experimental group using note-written grammar feedback, mean score for visual learning style is 78.78, while in the control group the visual learning style is 69.25. It means that there is a difference means score between experimental group and control group. Based on the statistical computation, the F value of Corrected Model was .519. It > .05 with the level of confidence 95% (α = .05). It means that was not valid. Further, the F value of Intercept was .000. It .05 with the level of confidence 95% (α = .05). It means that there is no a significance of note-written grammar feedback in students’ writing. Furthermore, for the technique on learning style was .347> .05 with the level of confidence 95% (α = .05). It means that there was no a significance of written grammar feedback techniques and students’ learning style on the students’ writing

Providing Students an Aural Learning Modality With Written Grammar Feedback for Their Writing

The study successfully investigates how students' writing abilities are affected by feedback on written grammar that is specifically customized to their auditory learning preferences. It was designed to find a better method for enhancing auditory learners' writing skills. The results show that tailored grammatical feedback that takes into account auditory learning preferences produces better results in improving writing abilities than traditional input. When given individualized feedback, auditory learners improved their writing skills more. The study highlights the value of teaching approaches that take into account students' chosen styles of learning, especially when it comes to developing writing abilities. It advises using tactics that are in line with learners' preferences into educational design. The study opens the door for future research into alternate ways that make use of adaptable methods and educational technology to improve student learning. Longitudinal studies can also shed light on the long-term effects of tailored learning strategies that are in line with student preferences. In parallel, the larger educational community studies how various learning styles and pedagogies interact. By continuously enhancing curricula and teaching methods, this study helps to maximize achievement in a variety of educational environments. Overall, this study offers implications for enhancing educational procedures and encouraging top-notch student achievemen

Revealing the Relationship Between Vocabulary Mastery and Listening Skills

The relationship between vocabulary mastery and English listening skills at a given level—in this case, at the basic level—is examined in further detail, it will become more exciting and remarkable. This study attempts to demonstrate the connection between vocabulary knowledge and English listening skills in order to comprehend the relationship between the two on a basic level. This study used a correlational research methodology. This research technique looked at the relationship between vocabulary mastery and students' basic listening skills in English. The summary of the research findings above makes it evident that there is a weak but favourable correlation between basic vocabulary mastery and basic level listening skills. 0.0339 is the correlation coefficient. This suggests that other factors have a greater impact than basic vocabulary proficiency, which only has a 3.39% effect on the worth of basic listening skills. Based on the results of the ANOVA study, it is then found that the significance value of F is higher than the alpha value. As a result, there is less of a connection between basic vocabulary knowledge and basic listening skills. Additionally, by rejecting H0 and accepting H1, this study establishes a nonlinear regression line for the relationship between variables X and Y

How to Teach Listening in Senior High School

Many teachers considered that listening is the most important skill of any other language skills(Aziez & Alwasilah, 1996). Moreover, the discussion of an issue about the use of authentic listening material is just fierce in listening as it is in reading(Harmer, 2001). However, the teacher should have to look for the simplest method of teaching listening to overcome its difficulties; to teach it effectively; and to achieve the goals of teaching listening successfully, such as teaching students to acquire vocabularies, grammatical understanding, and good pronunciation.The Purposes of the study are to overcome the difficulties in teaching listening; to improve teacher’s creativity in teaching listening; and to provide the teacher with some alternative methods of teaching listening.Based on the study it can be concluded that, first, the effective listening will produce successful listening. Second, the reason of using listening in the classroom is to let the students to hear different varieties and accent of English instead of the voices of their teacher which may be full of idiosyncrasies. Third, the listening materials are geared with the students’ needs, levels, and interests. Fourth, there six principles for listening; Encourage students to listen as often and as much as possible, help students prepare to listen, once may not be enough, encourage students to respond to the content of a listening, not just to the language, different listening stages demand different listening tasks, and good teachers exploit listening texts to the full

Pembuatan Rencana Pelaksanaan Pembelajaran Keterampilan Menulis (Writing Skills) di Lembaga Kursus Zain Academy

Program pengabdian kepada masyarakat ini dilaksanakan di lembaga kursus Bahasa Inggris, Zain Academy, yang berlokasi di Kecamatan Kotaanyar, Kabupaten Probolinggo. Program ini dilaksanakan dengan tujuan memberikan penyuluhan sekaligus pelatihan perencanaan pembelajaran yang baik melalui implementasi Rencana Pelaksanaan Pembelajaran (RPP) dengan pemilihan pendekatan yang tepat berdasarkan Kurikulum 2013. Tujuan dari pelaksanaan abdimas ini adalah memberikan pemahaman dan pendampingan dalam pembuatan Rencana Pelaksanaan Pembelajaran (RPP) keterampilan menulis (writing skills) yang sesuai dengan kurikulum 2013 dan buku Step Forward Language for Everyday Life  karya Jeni Currie Santamaria dan Christy M. Newman yang digunakan Zain Academy, dalam hal ini implementasi CTL (Contextual Teaching and Learning) dan memberikan keterampilan kepada guru-guru tentang penyusunan rancangan pembelajaran sekaligus melakukan simulasi. Dari tujuan tersebut kemudian solusi-solusi diantaranya pendampingan secara langsung dan intensif serta mengkaji, membedah, dan berdiskusi lebih intsensif mengenai pembuatan pembuatan Rencana Pelaksanaan Pembelajaran (RPP) keterampilan menulis (writing skills) yang sesuai dengan kurikulum 2013 dan buku Step Forward Language for Everyday Life  karya Jeni Currie Santamaria dan Christy M. Newman dengan implementasi CTL (Contextual Teaching and Learning) untuk beberapa unit atau topic pembelajaran

The Effectiveness of CLT Method in Improving English Students Ability in KSK Institute of Fathimatuzzahro

The aims of this study are to: 1) Investigate the English learning process by using the CLT method in KSK Institute of Fathimatuzzahro, Nurul Jadid Islamic Boarding School, 2) Investigate the effectiveness of the CLT method in improving students' English ability, 3) Investigate the perception of students of KSK Institute of Fathimatuzzahro, Nurul Jadid Islamic Boarding School on English language skills after participating in learning process by using the CLT method, 4) Investigate the supporting and inhibiting factors in increasing the effectiveness of the English learning process in KSK Institute of Fathimatuzzahro, Nurul Jadid Islamic Boarding School. Theories and concepts used include: CLT learning methods, and English communication skills. The method used in this research is descriptive method with a quantitative approach. Data collection techniques used in this research, namely questionnaire, interview, observation and test. The sample of this research is 70 students of KSK Institute of Fathimatuzzahro, Nurul Jadid Islamic Boarding School. Based on the results of data processing, it was obtained that the CLT Learning Methodgave significanteffect on the English communication skills. In general, the average value of the CLT learning method variable scores implemented in the learning process in KSK Institute of Fathimatuzzahro, Nurul Jadid Islamic Boarding School in upgrading English communication skills have high qualifications, score per aspect of students perceptions in KSK Institute of Fathimatuzzahro, Nurul Jadid Islamic Boarding School on students' English proficiency using the CLT learning method is in the high category and score of each aspects of supporting and inhibiting factors in increasing the effectiveness of the learning process English courses in KSK Institute of Fathimatuzzahro, Nurul Jadid Islamic Boarding School are in the high category

Error Analysis on Students’ Writing in Using Simple Present Tense in Descriptive Text

The objectives of this study are to know the types of errors and the dominant error made by the students of the ten grade of SMA Istiqlal. The researcher used the descriptive qualitative method as the research methodology. The data was collected from the written test done by the researcher. Based on the analysis that has done by the researcher, the result of the study found that all of the students produce error by total error 92 errors which classified into omission 46 error (50%),  5 error in addition (5,43%),  33 errors in miss-formation (35,86%) and 8 error in miss-ordering (8,69%). Thus, the dominant error was happened in the omission error by total error 46 errors (50%). The source of the error that made by the students are from interlingal and intra-lingual. However most of the errors are from the inralingual source which total 84 errors and 8 errors from inter-lingual

The Correlation between Students’ Writing Skills and Speaking Skills

Some English learners might be very good at speaking English but not optimal in writing English, and vice versa. However, there were also some English learners who have almost the same score between writing and speaking skills. As fellow productive language skills, researching the relationship between writing skills and speaking skills will be very interesting. Based on the phenomena that exist in the field when reviewing the results of foreign language skills, especially English, the researchers tried to map the relationship between writing skills and speaking skills in English owned by learners, especially English learners in universities. It became very interesting to reveal the relationship between two different English skills through research with a correlation research design. This research was conducted with the aim of knowing the correlation between English writing skills and English speaking skills possessed by students. The design of this research is correlation research. The subjects of this study were 49 fifth semester students of the English Education Study Program, Nurul Jadid University, Probolinggo, in the 2021-2022 academic year. In the fifth semester the students took advanced writing courses and advanced speaking courses. From the results of the calculation of correlation analysis could be revealed that the correlation coefficient (rxy) is 0.0776. With an alpha value between 0.05 and 0.95, the t-table value is 1.6779, and the t-count value was 0.5338. From the results of this study, it could be stated that English writing skills and English speaking skills possessed by students had a very weak positive correlation. In other words, it could be stated that the higher the value of writing skills, the higher the value of students' English speaking skills with a very weak correlation

REPRESENTATION OF WOMEN CLIMBER IN STUDENT ASSOCIATION FOR ENVIRONMENTAL AND ADVENTURE ACTIVITY

This study aims to reveal the position of women climbers in the student association for Environmental and adventure activity of MAPALA Marabunta of Panca Marga University of Probolinggo. This study was conducted by using the method of descriptive qualitative with data collection techniques through observation, interview, and documentation.  The results showed that in mountain climbing activities made by women climbers there is no difference between male and female climbers. This is in a manner conforming to representation view. Women climbers already have the ability and skills to Mountain climbing. The women climber is also equivalent to male climbers in general. So there are no points or ways in which male and female climbers are dissimilar. What distinguishes only their will, whether they want to practice and learn, if they want to practice and learn and take the opportunity already given, it will happen what is on want that is equality

An Interview Study with English Course Teachers On Teaching Writing Skills Through Google Meets During The Covid-19 Pandemic

During the COVID-19 pandemic, this study sought to investigate teachers' ability to integrate writing skills with online learning via Google Meetings. This was qualitative research with semi-structured interviews with a teacher at Zain Academy. Respondents were taken purposefully, namely teachers at Zain Academy who taught writing with Google Meet during the COVID-19 pandemic. This study will explicitly investigate (a) the availability of access to technology at the teacher's home and (b) the difficulties in teaching writing skills online through Google Meeting. The provisional finding of this study was that the availability of access to technology is very limited, and because of the instability of internet access, there are difficulties in maximizing online learning, especially in learning writing skills, because students are unable to open online classes due to frequent power outages or parallel WiFi interference, as well as the capacity and speed of internet access, which are not sufficient. The results of the interview informed the availability of access to technology and the difficulties in teaching writing skills online through Google Meetings during the COVID-19 pandemic. Based on the results of this research, it is hoped that it will provide insight into the impact of forced changes in teaching, which can have implications for teacher competence in terms of digitization, especially in teaching writing skills, which are very important skills for those who want to master written language in English properly and correctly