Journal Compound : Improving the Quality of English Education

LEARNERS’ PERCEPTIONS ON DIFFERENTIATED LEARNING IMPLEMENTATION IN WRITING CLASS: A STUDY IN A PRIMARY SCHOOL

2024-09-24T05:48:25+00:00

This research investigates sixth grade of elementary school students’ perceptions after learning writing descriptive text with Differentiated Instruction (DI). The current research employs survey research with questionnaire as the instrument. There are four key dimensions assessed from the questionnaire: the effectiveness of DI, supports from the teacher, ease of understanding, and students’ learning motivation. The findings reveal that DI significantly improved students' writing by simplifying complex tasks into manageable steps and making the learning process more engaging. Students appreciate the clear guidance and support from their teacher, which increased their confidence and comfort. DI also tailored instruction to individual needs, facilitating better comprehension and enjoyment of writing. The research concludes that DI effectively enhances students’ writing skills and suggests that future research should explore the long-term impacts of DI, integrate diverse assessment tools, and examine the role of teacher training in optimizing DI implementation.

CLASSROOM ACTION RESEARCH: IMPROVING SPEAKING SKILL BY USING SIMULATION STRATEGY FOR HOTEL ACCOMMODATION STUDENTS (ESP) AT SMK NEGERI 3 PALANGKA RAYA

2024-12-26T11:28:37+00:00

This research has been designed as collaborative classroom action research to improve the speaking skill of teaching English for specific purpose by using simulation strategy for Hotel Accommodation students at SMK Negeri 3 Palangka Raya. The previous generations of the school mostly got poor score at the final proficiency competency test due to the lack of specific English teaching for hotel. The research focused on how the teaching English for specific purpose – “Front Office subject” – by using simulation strategy can improve the speaking skill of Hotel Accommodation students at SMK Negeri 3 Palangka Raya – especially on escorting the hotel guest? This research was designed as collaborative classroom action research (CCAR); collaborated with the colleague – teacher – who teaches “Front Office” at the same class. The action research steps implemented for this research was adapted from Ferrance and Seberova and Maleik. The simulation strategy and the specific purpose approach in teaching English have improved the students’ speaking skill. There were so many advantages in implementing this strategy specifically to the vocational school students. The students were highly motivated in learning English. They may use their English speaking skill sustainably for their future. They felt free to practice speaking English contextually, and may learnt in peer collaboratively during the teaching learning time. The impact was shown on their speaking score - focused on fluency, pronunciation, utterance, and supportive body language - which has reached satisfying mean score. They also may enlarge their utterance skillfully due to the realia taken to the real English class. The simulation strategy – combined with role-play and drilling by delivering ESP material, performed with Genre-Based approach was highly recommended to be applied more and more in English speaking class at vocational school.

THE RELATIONSHIP OF THE FAMILY OF LANGUAGE IN EAST BARITO, CENTRAL KALIMANTAN (DAYAK MAANYAN AND DAYAK DUSUN)

2023-02-23T06:21:02+00:00

This study explored the linguistic relationship between the Dayak Maanyan and Dayak Dusun languages in the East Barito region of Central Kalimantan. Focusing on lexical and phonological features, the research employed a descriptive qualitative approach to analyze 200 glosses from both languages, systematically selected based on the Swadesh list. The glosses were categorized into parts of speech, including nouns, pronouns, verbs, adverbs, adjectives, prepositions, and conjunctions. These glosses were compared to identify similarities and differences. The findings indicated substantial overlap in linguistic structures, reflecting a shared Austronesian heritage, while also revealing distinct variations shaped by cultural and geographical influences. These differences highlighted the dynamic evolution of languages within the same region, driven by social interactions and environmental adaptations. This research provided valuable insights into the linguistic diversity and convergence within the East Barito language family, contributing to the broader understanding of indigenous languages in Central Kalimantan.

LINGUISTIC DIVERGENCE OF DAYAK NGAJU AND KADORIH: A DIALECTOMETRIC AND CULTURAL PERSPECTIVE

2023-02-20T14:20:40+00:00

This study explores the linguistic relationship between Dayak Ngaju (DN) and Kadorih (BK), two languages spoken within the Dayak communities of Borneo. Despite their shared Austronesian origin, DN and BK have diverged significantly over time due to geographic, cultural, and social factors. Using a qualitative approach, the research employed interviews, observations, and document analysis to examine their kinship and divergence. Vocabulary comparison using the Swadesh list revealed an 87.5% difference, classifying DN and BK as distinct languages according to Guiter’s (1973) dialectometric scale. Interviews and observations highlighted BK’s role in preserving ancestral traditions and DN’s adaptation to modern social contexts, underscoring their distinct linguistic and cultural functions. The findings emphasize the dynamic interplay between language evolution and cultural identity, providing insights into the linguistic diversity of the Dayak heritage. This research contributes to broader discussions on Austronesian language classification and offers a deeper understanding of the socio-cultural dynamics shaping language development.

THE EFFECTIVENESS OF MOBILE LEARNING TO INCREASE THE STUDENTS’ READING COMPREHENSION

2022-02-05T00:39:30+00:00

Mobile learning is an innovative educational technology that enhances teaching and learning by leveraging mobile devices for flexible and interactive experiences. This study evaluated the effectiveness of mobile learning in improving reading comprehension among eighth-grade students at an Islamic junior high school in Garut, West Java, Indonesia. Using a quantitative pre-experimental design, 30 students participated in a mobile learning intervention that included interactive tutorials and quizzes on recount texts. Pre-test and post-test assessments revealed significant improvements, with average scores increasing from 76 to 83. Statistical analysis using the Wilcoxon signed-rank test confirmed the results (Sig. = 0.000). While the normalized gain score (0.292) reflected modest overall improvement, the study underscores the potential of mobile learning as a supplementary tool to enhance educational outcomes. Limitations, including the absence of a control group and convenience sampling, highlight the need for further research. Future studies should explore extended interventions and robust methodologies to maximize mobile learning’s impact.