Sa'adah, Lailatus
STKIP PGRI Jombang

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THE EFFECT OF FACEBOOK IN IMPROVING STUDENT’S IDENTIFICATION OF EXPLICIT MEANING IN READING COMPREHENSION Sa'adah, Lailatus; M.Pd, Chalimah
JEELL (Journal of English Education, Linguistics and Literature) Vol 2, No 2 (2015)
Publisher : STKIP PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeel.v2i2.470

Abstract

This report presents the results of a study that examined the efficiency of professional development for teachers using Facebook with respect to improving student reading skills. To achieve this purpose, a quasy experimental study was conducted in 2014 A-2014 B to determine the extent to which Facebook affected teacher practices and student achievement in reading comprehension. The study examined trustworthiness of implementation through project based learning using Facebook conducted outside the classroom to determine the extent to which teachers implemented the desired strategies and to describe differences between classroom practices of teachers in the treatment group and those of teachers in the control group. The finding of posttest analyzed by using Ancova which compared between two groups gain sig 0.043. It shows that sig < α (0,05) which means Facebook as media can give significant difference on students’s reading comprehension
Strengths of Good Character to Achieve Higher Social Academic Achievement for Students of English Department at STKIP PGRI Jombang M.Pd, Chalimah; Sa'adah, Lailatus
JEELL (Journal of English Education, Linguistics and Literature) Vol 2, No 1 (2015)
Publisher : STKIP PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeel.v2i1.468

Abstract

Good character is important in the daily lives of individuals and families, in the workplace, in school, and in the larger community. For centuries, building and strengthening good character among children and youth have been universal goals for parenting and education. Good character is what parents look for in their children, what teachers look for in their students, what siblings look for in their brothers and sisters, and what friends look for in each other. Character is critical for lifelong optimal human development. It has become parents’ and educators’ responsibility to encourage their children or their students to implement it.            Based on the problem above, the researcher has conducted the research to know the correlation between the strengths of character and academic  achievement for students of STKIP PGRI Jombang by using correlational research  design. The instruments used are questionnaire, likert scale, and interview. The researcher has analyzed the data by using product moment formula. The significant level is 95% (α=0,05).            The finding is rxy=0,503079 and t test=2,53734. The correlation is positive which means that there is same direction between free variable and bound variable. The higher good character which the students have, the higher social academic achievement they get. Because t test (2,53734) > t table (2,093), the conclusion is there is significant correlation between good character and social academic achievement for students of STKIP PGRI Jombang
Oral Corrective Feedback: Exploring The Relationship Between Teacher’s Strategy and Student's Willingness to Communicate Sa'adah, Lailatus
JSSH (Jurnal Sains Sosial dan Humaniora) JSSH (Jurnal Sains Sosial dan Humaniora) Vol. 2 No. 2 September 2018
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/jssh.v2i2.2953

Abstract

Corrective feedback has become a big issue in second language acquisition. Its effectiveness when implemented in the class is still the subject of debate. Moreover, its impact on second language learners’ performance is also a topic of discussion. Recently, there has been a growing interest in the role of corrective feedback as a research topic in EFL context. Most researches showed that corrective feedback has a positive effect on EFL learners. Although there has been a growing research concern on the effectiveness of oral corrective feedback, its impact and its application in EFL classroom setting, limited studies examined the relationship between teachers’ corrective feedback and students’ willingness to communicate. Therefore, this case study explores how oral corrective feedback is implemented in the class and its effect on the students’ willingness to communicate. For this purpose, interviews and observations were used to collect data from a teacher and tenth grade students of senior high school in the academic year 2016/2017. The findings showed that there are three types of oral corrective feedback found in the class: explicit correction feedback, metalinguistic feedback, and clarification request feedback. Moreover, the students frequently make phonological errors and semantic errors while speaking. In regard to the students’ uptake, acknowledgement, repetition, off-target, and peer-repair are mostly found from the teacher and students interaction. The students also insist that the teacher’s oral corrective feedback does not disturb teacher and students classroom interaction.
Oral corrective feedback: Exploring the relationship between teacher’s strategy and students’ willingness to communicate Sa'adah, Lailatus; Nurkamto, Joko; Suparno, Suparno
Studies in English Language and Education Vol 5, No 2 (2018)
Publisher : Syiah Kuala University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (590.112 KB) | DOI: 10.24815/siele.v5i2.11532

Abstract

This study seeks to investigate the types of oral corrective feedback implemented in class and its effect on students’ willingness to communicate. As many as 35 senior high school students as well as the teacher were involved in the observation stage of this study and shared their perspectives about the relationship between teacher’s feedbacks on the students’ willingness to communicate through interview. The findings show that there are three types of oral corrective feedback given in the class, i.e. explicit correction, metalinguistic, and clarification request feedback. The students insist that the teacher’s oral corrective feedback does not make them reluctant to communicate to their peers or teacher in the class. Therefore, it can be concluded that teacher’s oral corrective feedback strategy does not disturb the interaction between the teacher and students in the class. It can be inferred that oral corrective feedback is necessary to be implemented in the class because it assists their second language learning.