ARTICLE REVIEW

 

IMPROVING STUDENTS’ VOCABULARY MASTERY THROUGH

BINGO GAMES TO ELEMENTARY SCHOOL STUDENTS

 Research purposes : Improving the third grade students’ vocabulary mastery and students’ motivation.

Subject :Students in the third grade 

Method :The method used in this research is action research. 

Research Result and conclusion : Based on the research findings, it can be concluded that Bingo games can improvethe students’ vocabulary mastery. The students had positive progress in vocabulary indicators as mentioned in the research findings. 

Advantages :-This article uses common words so reader easy to read it

-The information of the article is very detail

Article link : https://www.neliti.com/id/publications/61085/improving-students-vocabulary-mastery-through-bingo-games-to-elementary-school-s

MID TEST -CRITICAL READING

 NAME    :ANGGIT CHANDRA ALAM

CLASS    :4-F

NPM        :1910631060149

 

1.What is the tittle of article you have read?

IMPROVING STUDENTS’ SPEAKING SKILL THROUGH ENGLISH MOVIE IN SCOPE OF SPEAKING FOR GENERAL COMMUNICATION

2.What are important point you find from reading the article?Explain your answer in term of:

A.Abstract       : In reality, most of the students at IKIP Siliwangi face some problems related to speaking skill. To improve the students’ speaking skill, the lecturers need to know what media is the most suitable for the students. This research used Collaborative Classroom Action Research (CAR). The objectives of the study are: 1) finding out whether or not English Movie can improve the students’ speaking skill 2) finding out classroom situation when English Movie implemented in speaking class. To collect data, the researcher used instruments of observations, tests and questionnaires. The finding showed that the use of English Movie was effective in improving the speaking abilities of the student in class.

B.Introduction   : Speaking for general communication course is compulsory subject that must be taken by students during second semester. In this course students are expected to be able to speak English well in accordance with the learning themes contained in the syllabus and lesson plans for Speaking for General Communication courses. Darmadi (2015) defines speaking as a productive skill that can be observed directly and empirically. These observations are always colored by the accuracy and effectiveness of the listening maker's ability, which of course interferes with the reliability and validity of oral production tests. Kosdian (2016) in Rifa’at (2018) argues that "of all four simplex skills (listening, reading, speaking, writing) speaking seems to be the most important because people who know languages are referred to as 'speakers' of that language, as if speaking includes all other types know the language."

Learning to speak in English not only in class, but also in everywhere. In addition, student habits can help to learn English, especially in speaking. For example, listening to songs, using chat applications, or even watching movies. This habit helps students improve their speaking skills in a fun and comfortable way, especially watching movies. When students watch English films, they can explore and enrich vocabulary, formal or even informal.

C.Theoretical     : Harmer (2007) states that there are three main reasons for making students speak in class. First, speaking activities provide training opportunities - opportunities to practice speaking in real life in a safe class. Second, speaking assignments where students try to use one or all of the languages, they know provide feedback for lecturers and students. Everyone can see how well they are doing: how successful they are, and also what language problems they experience. And finally, the more students have the opportunity to activate the various elements of the language they have stored in their brains, the more their use of these elements will automatically

D.Research Method       : This research used Collaborative Classroom Action Research. The concept in this research is adaptation of Arikunto (2009) which states that action research is one type of investigation that has participatory, collaborative, and spiral reflective characteristics that have the purpose of improving and improving the system, methods, processes, substance, competencies, and situations.

The concept used in classroom action research is a cycle process. Mertler (2012) mentions that action research is a four-step cyclical process, which consists of the following steps: planning for action research, acting on the plan, developing an action plan for the next cycle, and reflecting on the process. Data collection techniques used in this research:

 A. Observation

B. Questionnaire

C. Test

 

ARTICLE REVIEW

 Name     :Anggit Chandra Alam

Class        :4-F

NPM         :1910631060149

                        USING SHORT STORY TO IMPROVE STUDENT’S READING COMPREHENSION

Research purposes: 

This research was to know the differences in students score and also to know whether the students interest was improved or not, after did a treatment using short story and handbook.

Subject:

Study at second year student of SMPN 2 kota Bengkulu

Method:

The instrument of these research was questionnaire.The design of this research was a quasi experiment that there are two classes that will be observed , they are class I and J and using two material that must be taught in the class. Class I as experimental are using the material of literary work while the class J using the book as control class.

Research Result and Conclusion:

It was found that short story can improve reading comprehension of the students' Short story made students interested and encourage their willingness of the students to eager to red the text of English.

Advantages:

- The article is very detail

- very interesting to read

JOURNAL LINK

https://e.journal.iainbengkulu.ac.id

ARTICLE REVIEW

Name     :Anggit Chandra Alam

Class    :4-F

NPM        :1910631060149

 TITTLE :Teaching Speaking : Activities to promote speaking in second language

Introduction : 

        Speaking is "the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts" (Chaney, 1998, p. 13). Speaking is a crucial part of second language learning and teaching. Despite its importance, for many years, teaching speaking has been undervalued and English language teachers have continued to teach speaking just as a repetition of drills or memorization of dialogues. However, today's world requires that the goal of teaching speaking should improve students' communicative skills, because, only in that way, students can express themselves and learn how to follow the social and cultural rules appropriate in each communicative circumstance. In order to teach second language learners how to speak in the best way possible, some speaking activities are provided below, that can be applied to ESL and EFL classroom settings, together with suggestions for teachers who teach oral language.

Conclusion    

        Teaching speaking is a very important part of second language learning. The ability to communicate in a second language clearly and efficiently contributes to the success of the learner in school and success later in every phase of life. Therefore, it is essential that language teachers pay great attention to teaching speaking. Rather than leading students to pure memorization, providing a rich environment where meaningful communication takes place is desired. With this aim, various speaking activities such as those listed above can contribute a great deal to students in developing basic interactive skills necessary for life. These activities make students more active in the learning process and at the same time make their learning more meaningful and fun for them.

Strenght: the content of this article is good and there are many examples of speaking learning strategies that we can use from this article

Weakness : There are no step of any of the learning methods

CRITICAL READING TASK

 Name     :Anggit Chandra Alam

Class        :4-F

NPM        :1910631060149

                   Article Review "USE ENGLISH LANGUAGE FILM WITH ENGLISH SUBTITLE IN                                            IMPROVING LISTENING SKILLS "Dodi Mulyadi &Yulia Mutmainnah

English Language Teaching via English language films Karakas and Saricoban show that by watching movies those with English subtitles can be more it's easy to get the meaning from the film foreign language.

With visual media equipped with English subtitles can facilitate a level of understanding students in their English listening.

Animated film with subtitles in language English can be a medium they don't realize they are learn English.

Subtitles with English as the target language in the film push them inside other skills, such as vocabulary, listen and read. Besides, Yuksel and Travendi examined effects from video titles on reading knowledge incidental vocabulary and confirms that video is very influential on the improvement student vocabulary.

Video images benefit students as found in Ting Hung study, in which its participants benefited from the visual part of the video, which supports them to self-analyze performance themselves; thus, students be an independent learner and thinker critical not only for them but for others' learning process; focus on analysis pictures, understand video and identify "Weaknesses and strengths" they.

Based on the reviews above, you can concluded that the film with subtitles English as an audiovisual medium is a powerful or helpful tool in teaching.

Use films with language subtitles English is not only fun but also effective for use by teachers as media in teaching listening

Method

The author's research method use is classroom action research by using two namely; cycle 1 and cycle 2.

For the discussion method the research we use is quantitative descriptive.

Reason research is done in this class because often encounter students acquire The average score for listening comprehension is still low and that of students less able to understand listening language England with a strategy The research was carried out in 8 months from February to by September 2015.

Distribution of questionnaires before and after action research.

The results of observations by collaborators analyzed descriptively for know activities or circumstances students during the learning process in research.

Reflection After getting an overview details about the successes and the constraints experienced in the execution of the film strategy in English with this English Subtitle, The researcher continues the research with repeat from the planning stage.

If the result obtained in the first cycle yet satisfactory, then the researcher will do revisions or modifications to continue next cycle.