Journal Compound : Improving the Quality of English Education

DEVELOPMENT OF ENGLISH E-BOOK USING ASSURE MODEL AT BORNEO ENGLISH COURSE PALANGKA RAYA FOR ELEMENTARY LEVEL

2024-07-20T06:41:18+00:00

This subject's goal was to create an English e-book by using ASSURE model at Borneo English Course Palangka Raya for elementary level; modules for understanding research methods were made by implementing the ASSURE model, which included the procedures listed: (1) Analyze the Learner; (2) State Standards and Objectives; (3) Choose Methods; Media or Materials; (4) Utilize Media and Materials; (5) Require Learner Participation; and (6) Evaluate and Revise. This book was developed by the 9 experts. They used book creator as the website in making the e-book. The e-book was supported by the use of Google Form, Google Docs, and hot potatoes app for developing and creating the book. This book was provided for Borneo English Course students who took the elementary level program. Borneo English Course was a course which provided English language teaching. This research was able to improve the students’ English by using English e-book.

ANALYSIS OF EGRA (EXPERIENCE, GENERALIZATION, REINFORCEMENT, APPLICATION) METHOD IN TEACHING PROCESS OF RECOUNT TEXT WRITING ABILITY AT SMPN 7 PALANGKA RAYA

2024-07-20T07:04:46+00:00

This study investigates the teaching process using the EGRA (Experience, Generalization, Reinforcement, Application) method for writing a recount text in the eighth grade at SMPN7 Palangka Raya. It specifically focuses on how the method is utilized in lessons, its presence in teaching plans, and the responses it receives from teachers and students. The EGRA method is selected due to its focus on experiential learning, thereby providing students with opportunities for creativity in their writing and facilitating discussions about their work. Each EGRA stage has its specific objectives, aiding students in understanding, formulating, revising, and applying ideas. Data, collected through observations, interviews, and document review, reveal how the EGRA method affects student participation and assists in effective material delivery, creating an engaging classroom environment. The method encourages various insightful activities and challenges students, thereby stimulating their knowledge and creativity. The research concludes the influential role of the EGRA method in activating student learning and transforming the teacher's role into a facilitator, breaking away from monotonous classroom conditions.

A COMPREHENSIVE REVIEW OF LITERATURE ON THE EFFICACY OF WHATSAPP IN LANGUAGE LEARNING

2024-07-20T07:35:58+00:00

This systematic review examines the efficacy of WhatsApp in language learning by synthesizing existing literature and identifying key themes, trends, and gaps in research. WhatsApp, a widely used instant messaging application, offers unique opportunities for language learners to engage in authentic language practice and interaction beyond traditional classroom settings. Through a systematic search of electronic databases and manual screening of reference lists, relevant studies published between January 2010 and December 2023 were identified. The findings reveal that WhatsApp is utilized for various language learning purposes, including informal practice, peer interaction, and collaborative learning activities. Positive outcomes associated with WhatsApp use include enhanced speaking proficiency, vocabulary acquisition, and learner engagement. However, challenges such as technical issues and privacy concerns hinder its full potential. Recommendations for future research include longitudinal studies to explore long-term effects, addressing technical barriers, and comparative studies to assess WhatsApp's relative efficacy. Overall, this review contributes to our understanding of WhatsApp's role as a versatile and effective tool in language education, offering insights for educators, researchers, and policymakers.

AN ANALYSIS OF LANGUAGE STYLE USED BY “ENGLISH WITH LUCY”, THE MOST SUBSCRIBED ENGLISH TEACHER CHANNEL ON YOUTUBE

2024-07-20T07:46:20+00:00

This article focuses on analyzing the language style used by the most subscribed English teacher channel on youtube from a sociolinguistics perspective. To address the study questions, a descriptive method was used in qualitative research. The data consisted of a transcript of an English teaching video from Lucy Bella Simkins, an online English teacher in her channel named English With Lucy entitled “DO NOT say "you're welcome"! Respond to "thank you" PROPERLY!”. The findings reveal a variety of speech styles used by the teacher predominantly employing a casual-consultative style.

PHONOLOGICAL INTERFERENCE OF DAYAKESE TOWARD ENGLISH WORDS PRONUNCIATION

2024-07-20T07:52:41+00:00

This research aimed to explore the phonological interference made by Dayakese students in SMPN Satu Atap-1 Kamipang Regency in pronouncing English words, not only to know the types and most dominant type of phonological interference in students’ pronunciation, but also to identify the strategies to avoid phonological interference of Dayakese toward English words pronunciation. This research employed descriptive qualitative research. The participants of this research were all of the students of SMPN Satu Atap-1 Kamipang Regency, therefore this research applied total population sampling. Three instruments such as pronunciation test, observation, and interview were used in this research. The result showed that phonological interference in this research happened in all three categories: sound addition, sound omission, and sound replacement, but mostly it happened in sound replacement category as many as 305 phonological interferences made by the students. This showed that most of the students tend to replace the phoneme they could not pronounce appropriately according to standardized English pronunciation. Even though several phonemes did not exist in Dayakese, the students could pronounce some of them properly because the students were familiar with those sounds, such as consonants /f/, /v/, /z/, /ʒ/, and diphthong /ʊə/. As in the classroom, the words which consisted of those sounds were often used. Besides, the phonemes which caused phonological interference for most of Dayakese students based on this research were consonants /θ/, /ʤ/, /ʃ/, /ʧ/, /ð/, vowels /ə/, /æ/, and diphthongs /ɪə/, /əʊ/, /eə/. several strategies used by students were repeat pronouncing, students’ correction, re-reading the text, read slowly, asking frequently, and paying attention to the teacher. However, the teacher also applied several strategies to overcome this issue: 1) Encouraging the students to practice by keeping them actively involved in class activities such as reading aloud in front of the class; 2) Correcting students’ error pronunciation after they finished reading a text; and 3) Repeat pronouncing to give the example to the students on how to pronounce the words.