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THE EFFECT OF TEACHERS’ DIRECT AND INDIRECT FEEDBACK ON STUDENT’ S WRITING ABILITY Latifah, Yuli; Suwarno, Bambang; Diani, Irma
JOALL (Journal of Applied Linguistics & Literature) Vol 3, No 2 (2018)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v3i2.6846

Abstract

This study is intended to find out any difference in effectiveness between direct and indirect feedback on students’ writing ability. The design was Quasi-Experiment. The population consisted of the students of the X class of SeniorHigh School 4, Rejang Lebong, Curup, Indonesia. The samples comprised 32 students in group 1 and 32 Students in group 2. The instrument was a writing test. In the data analysis, the researcher used the normality, homogeneity,and t-test.These were calculated and analyzed by using SPSS 20. The tests consisted of pre-test and post-test. In post-test, there was no significant difference between groups on all aspect. There were two results of this study.Firstly, in the post test there was a difference of mean score between experiment group 1 and experiment group 2. In general ability, in group 1 increased by 15.59. Meanwhile, the group 2 increased by 2.60. This indicated that there was an effect of indirect feedback on students’ writing ability. From t-test calculation, t-count was 3.274 which t-table was 1.670. It showed that t obtained was bigger than t-table (3.274 > 1.670). H0 was rejected and H1 was accepted. In other words, the indirect feedback technique was effective on students’ wri ting ability. Based on the data analysis, the indirect feedback technique was positively effective in increasing on students’ writing ability, on general writing ability. There were also significant differences between both groups in the writing ability aspects such as organization, language use and vocabulary. 
THE EFFECT OF “SCHEMA DEVELOPMENT TECHNIQUE” ON STUDENTS’ READING ABILITY AT SENIOR HIGH SCHOOL STUDENT Widiarti, Deni; Suwarno, Bambang; Sofyan, Dedi
JOALL (Journal of Applied Linguistics & Literature) Vol 3, No 2 (2018)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v3i2.6861

Abstract

This study aimed to find the effect of “schema development technique” on students’ reading ability at senior high school students. It is also aimed to find whether schema development technique could improve students’ reading ability on the aspect of literal comprehension, inference and vocabulary building. The population was the tenth graders of SMA Negeri Rejang Lebong, from which two classes were selected as the research sample. The instrument was a reading test. The instrument draft had been tried out. The try out was done to find the validity and item characteristics of the original draft. From 90 try out item questions, 42 of them were found to be valid and 48 were invalid. The reliabilty index was 0,898 (high). The findings of the research revealed that schema development technique was effective for improving students overall comprehension. It was also effective for improving two aspects (literal aspect and vocabulary building). However, it was not effective for improving students’ reading ability on inference aspect. It’s caused by the nature of inference which requires for background knowledge towards the reading text.
EVALUATION OF INDONESIAN ENGLISH TEXTBOOK FOR THE NINTH GRADERS OF JUNIOR HIGH SCHOOL “THINK GLOBALLY ACT LOCALLY” FROM EFL TEACHERS’ PERSPECTIVES Handayani, Sri; Suwarno, Bambang; Dharmayana, I Wayan
JOALL (Journal of Applied Linguistics & Literature) Vol 3, No 2 (2018)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v3i2.6821

Abstract

The purpose of the study was  to investigate the EFL teachers’ perceptions concerning the textbook of “Think Globally Act Locally” on these criteria: (1) physical and utilitarian attributes, (2) efficient outlay of objectives and supplementary material, (3) learning- teaching content, (4) language skills and aspects. Thirty two EFL teachers of junior high school participated in this study. The instrument consisted of questionnaire and interview. Results indicated that in physical and utilitarian attributes, this textbook was perceived as ‘Good’, in efficient outlay and supplementary materials was perceived as   ‘Fair’,   in learning-teaching content was perceived as ‘Fair’,  and in language skills and aspects was perceived  as  ‘Fair’.  Overall,  this  textbook  was  perceived  as ‘Fair’.  It  still  needs improvement in several aspects. The illustrations should be more natural. The mistakes in this textbook should be corrected. Teaching aids like audio materials (cassette/CD), posters, and flashcards, need to accompany this textbook. The exercises should be varied. New word list and glossary should  be provided to support vocabulary building and reading   skill.   Finally,   authentic   audio   material   like   cassette/CD   and   phonetic transcriptions for each new word should be available for listening and pronunciation practice.
Translation Analysis of Student’s Work (Study of Poetry Translation) Khair, Syukril; Suwarno, Bambang; Arono, Arono
JOALL (Journal of Applied Linguistics & Literature) Vol 3, No 2 (2018)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v3i2.6862

Abstract

The literary translation still becomes such of debating among several experts and researchers, especially at translation studies. The aim of this study was to find out what kinds of techniques of translation were applied in translating the poems of Maya Angelou, and how the appropriateness of techniques were applied by the students. Mollina & Albir’s classification of translation techniqueswas used as the primary theory in the analysis of the translation texts.This study was descriptive qualitaive and content analysis. The data were taken from text translations of two poems which consist of 550 data from 10 students as translators. The research findings revealed that14 techniques were used by students. The result showed that there were 14 translation techniques which were used, compensation, literal translation, modulation, linguistic amplification, discursive creation, linguistic compression, reduction, amplification, adaptation, transposition, borrowing, established equivalent, particularization, and description. The next finding showed that the appropriate techniques wereapplied at 69.3%. Meanwhile, inappropriate techniques were at 30.7%. The conclusion of this study was that students used the most at compensation and the lowest was description. The students mostly successful in applying appropriate technique at delivering messages, but were flub in recreating thepoetical aspect in Target Language. In some cases, this indicated deficiency in determining the equivalent expression in the target text. The suggestion for further researchers is to explore a similar study by investigating on figurative speech and poetical aspect at poetry translation.
USING TEACHER’S INDIRECT FEEDBACK STRATEGY TO IMPROVE THE STUDENTS’ ABILITY IN WRITING DESCRIPTIVE TEXT FOR THE FIRST GRADE STUDENTS OF SMAN 1 BENGKULU TENGAH IN THE 2016/2017 ACADEMIC YEAR Kurniawan, Yudha Septian; SUWARNO, BAMBANG; Arono, Arono
JOALL (Journal of Applied Linguistics and Literature) Vol 2, No 2 (2017)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v2i2.5957

Abstract

This research aimed to improve students’ ability in writing descriptive text by using teacher’s indirect feedback strategy for the first grade of SMAN1 Bengkulu Tengah in the 2016/2017 academic year. The subjects consisted of 30 students of Science Program. The research was conducted in two cycles, namely, each cycle consisted of planning, action, observation and reflection. Before the first cycle, the researcher gave pre-assessment. The result showed that the students’ mean score was 44,00 in absolute range, or 60,00 in relative range (poor category). After implementing cycle one, the students’ mean score in writing skill showed a little progress, especially in content’s aspect. On other hand some students were still lacking in vocabulary and language use aspects. In the second cycle, the teacher and the researcher focused to gave the students materials of two aspects above. The result was that improved to the students’ mean score : 60,76 in absolute range or 83,00 in relative range (very good category). The students’ responses were possitive toward this strategy. It was concluded that teacher’s indirect feedback strategy could improve students’ ability in writing descriptive text and it could be developed to other students.
THE ANALYSIS OF SIGNIFICANCE DIFFERENCE IN WRITING ACHIEVEMENT AMONG THE STUDENTS WHO ARE INTROVERT, EXTROVERT, AND AMBIVERT Revola, Yashori; Harahap, Alamsyah; Suwarno, Bambang
JOALL (Journal of Applied Linguistics and Literature) Vol 1, No 1 (2016)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v1i1.3939

Abstract

The objective of this research was to investigate significant difference among personality types in students’ writing achievement. The samples of the research comprised the third semester students of English Department of IAIN Bengkulu, academic year 2015/2016. The research design was ex - post facto. The result showed that the comparison result of writing achievement  between introvert and extrovert  types showed that Sig < ?, thus the alternative hypothesis was accepted. Comparison between introvert and ambivert types showed that Sig < ?, thus the alternative hypothesis was accepted. Then, comparison between extrovert and ambivert types showed Sig > ?, thus the alternative hypothesis was rejected. In conclusion, there was significance difference in writing achievement between introvert and both of extrovert and ambivert types. Meanwhile there was no  significant difference in writing achievement between extrovert and ambivert types. This means that introvert students were stronger than extrovert and ambivert students in writing achievement of narrative text
THE EFFECT OF USING MNEMONIC TECHNIQUE TOWARD STUDENTS’ VOCABULARY MASTERY AT GRADE XII-SCIENCE STUDENTS OF SMAN 9 KOTA BENGKULU OKTARINI, LIZA; SUWARNO, BAMBANG; Dharmayana, I WAYAN
JOALL (Journal of Applied Linguistics and Literature) Vol 2, No 1 (2017)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v2i1.5869

Abstract

This study aimed to find out whether the use of Mnemonic technique affected the students’ vocabulary mastery. This study employed a quasi experimental design. The subject of this study comprised 64 students of grade XII science class of SMAN 9 Kota Bengkulu. The instrument of this study was a vocabulary test. The experiment class was taught by Mnemonic technique, while the control class by contextual learning. In the pre test there was no significant difference in mastery between the experiment class (mean=71,18) and control class (mean=68) with t count (0,1)< t table (df=62 sig 0,05). After the use of Mnemonic technique, in the post test, there was a significant difference in mastery between the experiment class (mean=73,51) and control class (mean=67,53), with tcount (1,99) > t table  (1,67), (df=62; sig. 0,05). It can be concuded that the use of Mnemonic technique was effective toward the students’ vocabulary mastery at grade XII-Science Students of SMAN 9 Kota Bengkulu.
The Effect of Students’ Language Learning Strategies and Motivations toward their English Achievements of the English Department; a Study at an Islamic University Iswan, Bambang; Suwarno, Bambang; Sofyan, Dedi
JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Vol 3, No 1 (2018)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to the degree of effects of the language learning strategies and language learning motivations to English achievements of the English Department students at an Islamic university in Indonesia. The design was the ex-post facto research. A total of 25 students were asked to complete the SILL and Motivation questionnaires. In addition, the document of the students’ TOEFL scores was used to determine the English achievements. The result of this study showed that the language learning motivations had 27.25% effect on the students’ English achievements, while the language learning strategies had 25.6% effect on their English achievements.
TEACHING READING COMPREHENSION THROUGH THE INTERACTIVE TECHNIQUE Monarisa, Aleti; Suwarno, Bambang; ., Mulyadi
JOALL (Journal of Applied Linguistics and Literature) Vol 1, No 1 (2016)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v1i1.3800

Abstract

The objective of this research was to find out whether the Interactive technique could improve students’ reading comprehension. This was a quasi-experimental research. The population of this research was the eighth grade students of SLTP Negeri 1 Kota Bengkulu which consisted of 193 students. The sample of this research was the class VIII.2 (34 students) as the experimental group and the VIII.3 (40 students) as the control group. The instrument was a reading comprehension test, which consisted of 40 items. Before the pre-test was given, it was tried out to the students of the same level. The result was t-count in the pre-test was smaller than t-table (1.26 < 2.042). This indicated that the groups were of equal ability. For the post-test, in contrast, the t-count was greater than t- table (2.7 > 2.042). This indicated that the interactive technique could improve students’ reading comprehension.
LANGUAGE SKILLS, SUB-SKILLS AND VOCABULARIES NEEDED BY AUTOMOTIVE DEPARTMENT STUDENTS OF TECHNICAL HIGH SCHOOL: A NEED ANALYSIS STUDY Lestari, Surya; Syahrial, Syahrial; Suwarno, Bambang
JOALL (Journal of Applied Linguistics and Literature) Vol 2, No 2 (2017)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v2i2.5955

Abstract

This study aimed to analyze specific English language skills and kind of technical vocabulary that are needed by the third year automotive students of SMKN 2 Kota Bengkulu. The sample for interview comprised of 12 alumni, they were teachers and various company officers who have a MOU with SMKN 2 Kota Bengkulu. In the interview was used saturation sample. The results of interview with alumni indicate that the English skill most needed in the workplace is reading, the second was speaking, the third was writing and the last place was listening. The automotive students/ alumni need to comprehend the technical terms associated with technical terms in English. Related to car, are kick lever, oil pump, water cooling system, trail and rolling roof. Related to heavy machine are rear body offset, over hung, road clearance, light van and rear engine. Related to motorcycle are swing arm, bottom link fork, drum brake and kick starter. General automotive vocabulary are disc brake, gasoline, head lamp, piston and tire. Mastery of technical terms greatly affect the practice of industrial work (prakerin) of students in the work place.