Storytelling to Improve Students’ Speaking Skill

Speaking is the first way to interact with others in the social community. Furthermore, the success in learning a language at first can be seen from the ability of the learner’s speaking. However, it is very hard for the beginners to speak the foreign language, especially English. There are a lot of reasons why they get difficulties in speaking, such as lack of ideas to tell, lack of vocabularies to express the ideas, lack of the chance to speak, and lack of the interesting teaching method that can motivate them to speak. Thus, this research applied storytelling in speaking class in order that the beginners are eager to speak English. This research was a collaborative classroom action research whose main purpose was to know whether or not storytelling could improve the students’ speaking skill. Meanwhile, the specific purposes consisted of describing: (1) the lecturer’s activities, (2) the students’ activities, and (3) the students’ responses when storytelling was applied in the speaking class. The subjects were 23 students of class N of the second semester of Intensive English Program of Hasyim Asy’ari University (UNHASY) Tebuireng Jombang in the academic year of 2016/2017. The data of this research were got from the observations done by the collaborator and the speaking test. The result showed that there was an improvement on students’ speaking skill after the implementation of storytelling. The speaking test result in cycle two explained that the students’ speaking aspects got good progress. Storytelling improved their comprehension, fluency, vocabulary, grammar, and pronunciation. Thus, it can be said that storytelling could improve students’ speaking skill

SYNCHRONOUS AND ASYNCHRONOUS LEARNING IN ONLINE EFL CLASSROOMS

During the COVID-19 pandemic, EFL teaching and learning has been concucted synchronously andasynchronously. Synchronous learning has some benefits, such as facilitating direct interaction betweenstudents and teachers, letting the students to give direct reviews and comments on other students’ workand allowing the students to ask questions get direct responses from their teachers. Meanwhile, theadvantages of asynchronous learning are (1) the students have more time to comprehend and discusstheir learning materials with their friends, (2) the learning can be done everytime and everywhere and (3)the teachers and the learners are not bounded by the time. Thus, it is highly recommended for the Englishteachers and lecturers to be able to select the approriate learning modes for their EFL classes

Course review horay and critical thinking skills: the effective teaching model for students’ grammar competence in remote EFL classrooms

Since the COVID-19 pandemic, EFL lecturers need to be creative in handling their remote teaching. However, scarce studies investigated the use of course review horay (CRH) and students’ critical thinking skills (CTS) in remote EFL classrooms especially in grammar classes. The study aimed to explore whether or not CRH was more effective than explanation model to teach grammar and the students having high CTS had better grammar competence than those of low CTS. This experimental study employed a 2x2 factorial design. The population was the second semester students of non-English departments in a private university in East Java, Indonesia. The sample was four groups comprising of two groups (high and low CTS) in the experimental class and two groups (high and low CTS) in the control class. To categorize them into high and low CTS, an Indonesian argumentative essay writing test was used. After six meetings of treatment, the students did the grammar test. The grammar scores were, then, analyzed using ANOVA and TUKEY tests. The results indicated that CRH was more effective and the students with high CTS possessed better grammar competence. The present study implies that CRH and CTS created a joyful learning atmosphere in remote grammar teaching

The Effectiveness of Using Rubber Ball Throwing Game to Teach Vocabulary

The research aimed to find out student vocabulary mastery before and after being taugh by using Rubber Ball Throwing Game. It used pre eksperiment design. This research was conducted in SMPN 5 Jombang The sample in this study were students of class VIII-F of SMPN 5 Jombang for the academic year 2021-2022. The researcher analyzed the data using t-test through SPSS V.25. After collecting the data, the researcher got the pre-test and post-test scores with the mean pre-test was 79.23. and the mean value of the post test is 89.42. Then, the researcher analyzed the data using the t test, the results of Sig. (2-tailed) which is lower than 0.05. It can be stated that Ha is accepted. Based totally at the results of data analysis, several conclusions were obtained, namely the vocabulary of students before being taught using a rubber ball throwing game which looked low to be better after being taught using a rubber ball throwing game and there was a significant difference between students' vocabulary mastery before and after being taught using a rubber ball throwing game. Thus, it can be concluded that the use of rubber ball throwing game is effective for teaching vocabulary to class VIII-F students of SMPN 5 Jombang

EFFECTIVE METHODS IN TEACHING VOCABULARY

Penelitian ini bertujuan untuk menganalisa metode efektif guru dalam mengajarkan kosakata bahasa Inggris padasantri Pondok Pesantren Denanyar. Metode penelitian yang digunakan dalam penelitian ini adalah deskriptifkualitatif. Subjek penelitian adalah siswa SMA di Pondok Pesantren Denanyar. Kuisioner penelitian menghasilkan65,2% suka menggunakan gambar, 26,1% menggunakan hafalan, dan 8,7% menggunakan terjemahan. Dari Hasilpenelitian dapat disimpulkan bahwa penggunaan kartu bergambar atau kertas dapat meningkatkan kosakatabahasa Inggris di kelas

EFL Teacher’s Problems and Solutions In Teaching English At A Rural Junior High School

English is considered a foreign language in Indonesia and must be learned by everyone, especially students. The purpose of teaching English in schools is to improve students' communication skills and prepare them for the current era of globalization. However, at SMPN 3 Satap Ngoro, which is a remote school, English teacher face problems in teaching that affect students, the teacher and the environment. In addition, the lack of teacher training results in the quality of teachers at SMPN 3 Satap Ngoro school becoming a problem that greatly affects students' English learning. The purpose of this study is to clarify the problems faced by teacher especially English teacher and to find solutions to the problems faced by teacher in English learning. This case study consists of interviews and observations and is supported by documentation. The researchers found that English teacher at SMPN 3 Satap Ngoro face problems in teaching English because the students are still very dependent on their environment using their local language, namely Madura so that English teacher must understand and understand Madura. The low interest of students in learning English can be overcome by using games or learning outside the classroom that makes them comfortable and happy. In addition, the lack of English learning facilities can be overcome by using the reference handbook that teacher have. Then, the lack of teacher training can also be overcome by substituting for teacher who do not have teaching hours. This researchers will help English teacher improve their English teaching skills especially at SMPN 3 Satap Ngoro as a rural school

The effectiveness of using paper stick puppets to teach speaking

This research was conducted at SMP N 2 Plandaan. There were several problems that have been found. Therefore, the researcher limits the problem only to the student’s speaking ability which has three indicators: fluency, pronunciation, and vocab or content. There were three objectives, namely to determine students' speaking skills before being taught using paper stick puppets as media to teach speaking skills, students' speaking skills after being taught using paper stick puppets as media to teach speaking skills, and whether there is a significant effect of using paper stick puppets on the speaking skills at VII D class in SMP N 2 Plandaan or not. This research used a pre-experimental design. Especially used a one-group pre-test and post-test design. The researcher used a purposive sampling technique, where class VII D became the sample consisting of 26 students. The data collection techniques used were speaking tests. After collecting the data, the researcher got pre-test and post-test scores which the mean pre-test being 56.73 and the mean score post-test being 67.46. Next, the researcher found that obtained was 6.559, then the table was 2.060 at the 5% level and 2.787 at the 1% level and can be written as 2.060<6.559>2.787. So, it means that Ha was accepted and Ho was rejected. In the end, the researcher summarized that using paper stick puppets has significant effectiveness for teaching speaking skills at class VII D of SMP N 2 Plandaan Jombang

IMPROVING STUDENT’S SPEAKING ABILITY BY IMPLEMENTING TWO STAY TWO STRAY METHOD

Students get difficulty in speaking because they are nervous to express their ideas or thoughts directly and experience mispronunciations. The teacher should choose the best method to make the students improve their speaking ability. Therefore, the researchers focused their study on improving students’ speaking ability by implementing Two Stay Two Stray method. Collaborative classroom action research was used as the research design in this research whose purposes were to describe the teacher’s and the students’ activities in the implementation of TSTS method and the supporting and obstructing factors found by the teacher when implementing TSTS method as well as to know whether or not TSTS could improve the student’s speaking ability. The subjects of this research were 15 students at class VII A of MTs Al- Washoya. Meanwhile, the data were taken from the students’ speaking test and the observation. Data analysis showed that the teacher’s and the students’ activities were as what was written in the lesson plan. The supporting factors were the students’ enthusiasm and motivation in joining speaking class and the obstructing factors were that TSTS spent much time and caused the students’ confusion in the first meeting. Then, the students’ speaking ability got significant improvement in cycle two. Thus, it could be concluded that the implementation of TSTS method could improve the students’ speaking ability

PELATIHAN MEMBUAT MEDIA DONGENG UNTUK MENANAMKAN PENDIDIKAN KARAKTER DALAM KELUARGA

The objective of this community service activity / PKM (Pengabdian Kepada Masyarakat) is to provide knowledge to participants (parents and children) about the importance of character education from early age through the family. This program was motivated by problems that happens in society in Ngusikan, Jombang, East Java, children in that area addicted to play gadgets and have a tendency to anti-social behavior and lack of social courtesy. The method in this program used a dialogical collaborative-participatory approach includes in-house training (lectures, questions and answers, discussions) for the delivery of material, direct practice to make storytelling media, testing, practice of using fairy tale media and mentoring assisted by KKNT students. The number of participants in this program is approximately 40 participants, including students. This community service activity (PKM) was followed by women who have job as a housewife. The participants stated that this activity was very useful and was a new experience. This community service activity went well and was greeted with enthusiasm from the participants.