Jurnal Ekonomi

http://repository.uhamka.ac.id/id/eprint/16463/

Writing Strategies Used by Skilled Students in Recount Text at Ruhama Vocational High School Ciputat

Agustina, Lastari

The objectives of this research are to find out: (1) Students’ writing strategies through Think Aloud Protocols (TAPs), (2) The significant impacts of Students’ writing strategies on their writing products. This is qualitative research which was conducted at SMK RUHAMA Ciputat in academic year 2017/2018. There were four participants in this research. The instruments are writing task, observation, Think Aloud Protocols (TAPs), retrospective and semi structure interviews. Based on the research result, the researcher’s findings were as follows: (1) the students applied planning, questioning, reading, writing, repeating, pausing, translating, look up the word, and editing of writing strategies in the process of their writing. (2) Students’ writing strategies influence the quality of their writing products. Students followed the stages process of writing and used more strategies got good score than poor score categories.

http://repository.uhamka.ac.id/id/eprint/16463/1/SPS_INGGRIS_1609067004_LASTARI%20AGUSTINA.pdf

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http://repository.uhamka.ac.id/id/eprint/16462/

Hubungan Persepsi Bentuk Tubuh, Gangguan Makan, Pengetahuan Gizi Dan Asupan Makanan Dengan Status Gizi Pada Penari Remaja Putri Di Sanggar Ayodya Pala

Ismayanti, Digahayu

Penelitian Pada Kelompok Remaja Yang Berprofesi Sebagai Penari Rentan Mengalami Gizi Kurang. Pada Penelitian Di Turki 72,2% Penari Remaja Memiliki IMT <18,5 Kg/M2. Selain Itu, Di Cina IMT Penari Ballet Sebesar 18,3 Kg/M2 Dengan Asupan Energi Harian Sebesar 1700 Kalori. Penari Cenderung Membatasi Asupan Makan Agar Dapat Mencapai Bentuk Tubuh Ideal. Sebuah Studi Yang Dilakukan Oleh Burckhardt, Ditemukan 70% Dari Penari Memiliki Rata-Rata Tingkat Asupan Zat Gizi Sehari-Hari Di Bawah 85% Angka Kecukupan Gizi, Penari Cenderung Memiliki Persepsi Bentuk Tubuh Yang Negatif Sehingga Beresiko Untuk Terkena Gangguan Makan Jika Tidak Memiliki Pengetahuan Gizi Yang Baik. Tujuan Dari Penelitian Ini Adalah Untuk Mengetahui Hubungan Persepsi Bentuk Tubuh, Gangguan Makan, Pengetahuan Gizi, Dan Asupan Makanan Dengan Status Gizi Pada Remaja Putri Di Sanggar Ayodya Pala. Penelitian Ini Dilakukan Pada Bulan Juni 2019 Di Sanggar Ayodya Pala. Metode Penelitian Adalah Cross Sectional Study. Penelitian Ini Menggunakan Teknik Total Sampling Yang Berarti Seluruh Total Populasi Merupakan Subjek Penelitian. Penelitian Ini Menyimpulkan Bahwa Terdapat Hubungan Yang Signifikan Antara Persepsi Bentuk Tubuh, Gangguan Makan, Pengetahuan Gizi Dan Asupan Makanan Dengan Status Gizi. http://repository.uhamka.ac.id/id/eprint/16462/1/FIKES_GIZI_%201505025044_%20DIGAHAYU%20ISMAYANTI.pdf Unduh!

http://repository.uhamka.ac.id/id/eprint/16461/

An Analysis of Teachers‟ and Students‟ Politeness Strategies
Used in Text Messaging: Qualitative Studies in Junior High School of Setia Bhakti and Senior Hgh School of Setia Bhakti

Amalia, Debby Rizki

Politeness strategies were crucial while having interaction and also
communication. Not only in spoken communication, but also in written communication.
In order to enhance the quality of interaction and communication, both teachers and
learners need to apply the appropriate politeness strategy. The strategies which used by
teachers and learners might be different. It applied based on their educational level.
Therefore, this study examines politeness strategies used by English as a Foreign
Language (EFL) teacher and EFL learners to avoid misunderstanding while having
interaction through Whatsapp. To this end, a qualitative and quantitative research design
was adopted to facilitate the in depth exploration of ten EFL teachers including junior
and senior high school teachers and students use of politeness strategies in textmessaging.
The text messages were conducted in L1 and L2. Multiple data collection
methods are adopted in this study, including teachers and students‟ Whatsapp
conversation and also open response questionnaires. Brown and Levinson‟s politeness
strategies framework were utilised to analyze the data. Result of qualitative and
quantitative data showed that the most frequent strategy used by teachers (46%) and
students (56%) was negative politeness strategy. Then, the significant difference
between teachers and students‟ politeness strategies. The result of the study is discussed
in reference to the existing theory and implication of the study on English language
teaching practices are offered.

http://repository.uhamka.ac.id/id/eprint/16461/1/SPS_INGGRIS_1609067014_DEBBY%20RIZKI%20AMALIA.pdf

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http://repository.uhamka.ac.id/id/eprint/16460/

A Deixis Analysis Used by Enlish Teachers in EFL Classroom

Riani, Syafira

teachers, to know the teachers’ perspective about deixis, and teachers’ perspective about language awareness in teaching. This research used a descriptive qualitative method. The object of this research were 10 English teachers in SMA Negeri 5 Bandar Lampung. The researcher used observation and open-ended questionnaire as a data collecting techniques. After collecting the data, the observation data were analyzed through some stages, they are; transcribing the recorded data into written data, giving codes each datum based on the types
of deixis, and interpreting them to answer the research question. While, the data of the openended questionnaire were transcribed, coded and analyzed descriptively based on the answer of the participants. The result of this research showed that the total of deixis used by English teacher of SMA Negeri 5 Bandar Lampung were 140 words. First, the researcher found that person deixis was the most frequently used by English teachers while they were teaching in the classroom which occurred 82 times. Teachers used this type of deixis when they point the person who is talked. Second, the discourse was used to indicate some part in the teacher utterance which uttered 28 times. Third, place deixis was used to point the location of some instructions which spoke 16 times. Fourth, time deixis was used to give the students information about the time which uttered 10 times. Last, social deixis was used to point the social status of the students which spoke 3 times. While, the researcher found from the teachers’ perception about deixis, deixis is a word or phrases which point to the time, place, or person based on the context of utterances. The teachers often use deixis in teaching and learning process, and personal deixis was the types of deixis which were very familiar for the teacher. The teachers also stated that it was important to study about deixis to prevent misunderstanding between teacher and learners or learner to other learners because both know well what is being talked and the reference of the utterances itself. The researcher also found that the teachers of SMA Negeri 5 Bandar Lampung were aware in using deixis but they were not notice in the implementation because they only focused with the materials, they were not familiar with deixis, and deixis was uttered naturally without any plan. On the teachers’ perception, language awareness it could help them to develop the communication into the better one because it gave the opportunity for the teacher to deliver the material in the class clearly and systematically, to be autonomous teachers, and helped the students’ in acquiring a language.

http://repository.uhamka.ac.id/id/eprint/16460/1/SPS_INGGRIS_1609067020_SYAFIRA%20RIANI.pdf

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http://repository.uhamka.ac.id/id/eprint/16459/

An Analysis of Three Teachers’ Scafollding Talks and
Students’s Responses to them in EFL Classrooms

Mardiana, Yana

In language learning, teachers surely have essential roles in facilitating and providing students with meaningful experiences and interactions through communication during teaching and learning process in EFL classrooms. To help students achieve their very best capability in language learning, teachers can use scaffolding talks with Zone of Proximal Development during all the classroom activities. This study is a mix-method study on teachers’ scaffolding talks in classroom interaction to find out the types of teachers’ scaffolding talks, the reason why they applied those types, and the students’ response toward their teachers’ scaffolding talks in EFL classrooms. This study has some subjects which are three English teachers at SMK Negeri 06 Konawe Selatan who teach the tenth grade up to the twelfth grade and 70 students who divided into three classes. The data of this research were collected from three ways: (1) observation of spoken interaction in classroom context between teachers and students that were recorded twice for each teacher, so there are six recordings of teachers’ talks, (2) the interview with these three teachers, and (3) the questionnaire from the students. The data were analyzed qualitatively and also quantitatively to find the types of scaffolding talks employed and the reason why they applied those types, and the students’ response toward their teachers’ scaffolding talks in EFL classrooms. The observation and interview data about the types of scaffolding talks were analyzed based on Afda Walqui, Wood, etc., for instance, modeling, giving clear direction, explaining, inviting students’ participation, questioning, clarifying students’ understanding, developing students’ understanding, reinforcing, and reviewing. The interview data about the reasons of the use of these scaffolding talk types were analyzed by theme analysis, and the data of questionnaire to know the students’ response toward their teachers’ scaffolding talks was analyzed by usingSPSS. The first result shows that the teachers employ scaffolding talks in the teaching-learning such as modeling, giving direction, explaining, inviting students’ participation, questioning, clarifying and developing students’ understanding, reinforcing, and reviewing. The second result states that they are some reasons of the using of those types of teachers’ scaffolding talks; they are helping students to study faster, motivating students to be more active, stimulating students’ thinking, and getting comprehension about lesson easier. The third result shows that students have positive response and perception toward their teachers’ scaffolding talks in EFL classrooms. Based on the result above, there are some suggestions in this study. First, teachers should maximize the quality of their talks during teaching and learning process in EFL classrooms which means they should improve and develop their ability in choosing the types of scaffolding talk appropriately according to situation and condition that can help students in reaching their maximal potency in language learning. Second, it is recommended for other researchers to elaborate on the issue of this study which is talking about teachers’ scaffolding talks. Hopefully, the next researches do not only discuss the types of teachers’ scaffolding talks and students’ responses toward them but also discuss a more in-depth and broader issue related this scaffolding talks which can provide us more critical and many various information of scaffolding talks in EFL classrooms.

http://repository.uhamka.ac.id/id/eprint/16459/1/SPS_INGGRIS_1609067022_YANA%20MARDIANA.pdf

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http://repository.uhamka.ac.id/id/eprint/16458/

An Investigation of English as a Foreign Language (EFL) Pre-Service Teachers’ Technological Pedagogical and Content Knowledge (TPACK)

Nurmahati, Izza Aisyah

The use of technology in instruction is highly emphasized in the contemporary education of English as a Foreign Language (EFL) teachers. However, to use technology properly, there must be a framework which can guide the teacher or pre-service teacher in using it. Many frameworks have been introduced by some experts and practitioners, and one of them and the most well-known one among researchers is Technological, Pedagogical and Content Knowledge (TPACK). This study reports an assessment of EFL pre-service teachers’ perception and level of TPACK and its application in the class. By distributing a TPACK-EFL survey to 80 pre-service teachers who are majoring in English education, the writer later scored and ranked them, the six pre-service teachers who got the highest result were interviewed and observed. This study employed mixed-method which combines quantitative and qualitative method. The quantitative data were gathered by using the survey while the qualitative data were collected by doing interview and observation. The writer used SPSS in checking the data from the survey. Results from the study confirmed that TPACK level was influenced by gender while teaching courses and Grade Point Academic (GPA) did not contribute significantly on it. The observation data reveals that pre-service teachers had acquired technology integration skills but demonstrated relatively low competencies in blending the components of TPACK.

http://repository.uhamka.ac.id/id/eprint/16458/1/SPS_INGGRIS_1609067024_IZZA%20AISYAH%20NURMAHATI%20%281%29.pdf

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http://repository.uhamka.ac.id/id/eprint/16457/

Enhancing Students’ Speaking Skill by Using Story Telling Technique at Fourth Grade Students of Unity Primary School in First Semester, Sghool Year of 2018/2019

Reza, Muhammad

This Research aimed to know whether students’ speaking skill could be enhanced by using Students’ storytelling technique at the fourth grade primary Unity School, Bekasi. In addition, this research also aimed to describe how the implementation of storytelling technique in enhancing P4C students’ speaking skill. This research is classified as the Classroom Action Research (CAR) method used to solve the problem of students’ speaking skill.Based on the result of a pre- observation conducted at fourth grade, it was found that the speaking skill of the students were still low and unsatisfactory. The total number of students in P4C class is 20. In this classroom research, the researcher implements the Kemmis and McTaggart Action Research Model; which consist of four phases. Those are planning, action, observation and reflection. Meanwhile, the data is taken fromthe interview to teacher and students, observation, field notes, and test (Pre-test and post-test). Therefore, this research included into qualitative descriptive research. The finding of this research are: (1) the student’s story telling has developed clearly from one cycle to another in enhancing students speaking skill by using Classroom Action Research (CAR) (2) There is significant enhancement clearly in student’s speaking skill by using story telling related to the result of the speaking (storytelling) test from cycle I until cycle III according to the data that the researcher has found. The mean score in cycle III was succeed at 81.6. It could be inferred that the mean score had enhanced 15.4 from the pre-test, 10. 2 from the post-test 1 and 5.59 from the post-test 2. There was also enhancement on percentage of students’ score from pre-test to post-test 3 that was 23.26%. Lastly, the class percentage of students who passed the minimal score or KKM was 85% that there were 17 students who passed the minimal score criteria and 3 students who hadn’t passed the minimal score criteria (KKM).

http://repository.uhamka.ac.id/id/eprint/16457/1/SPS_INGGRIS_1609067025_MUHAMMAD%20REZA%20%281%29.pdf

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http://repository.uhamka.ac.id/id/eprint/16456/

An Investigation of Students’ Foreign
Language Anxiety in The EFL Classroom : It’s Levels, Causes, and Coping Strategies (A Case Study In Private University In Jakarta).

Hulaifah, Nur Bintang Zul

This research intended to find out EFL University Students’ level of language anxiety, it causes, and how they cope with it. The present study implemented a mixed method in case study research. There were three instruments applied in this research. Those were a questionnaire, semi-structured
interview, and classroom observations. The quantitative data were collected by questionnaire through FLCAS. The data analyzed through the Statistical Package for Social Sciences (SPSS) 15.0. The qualitative method was chosen through classroom observation and a semi-structured interview. This research involved 28 males and females of the EFL university students who enrolled in the Faculty of Teacher Training and Education at one of a private university in Jakarta. The questionnaire items showed that there were two levels of anxiety in this research as follows: 1. Low level of anxiety (32,1%) and 2. Moderate level of anxiety (67,9%). From the combination of questionnaire items and semi-structured interview five causes of language anxiety were clarified: Test Anxiety (Item No. 10), Communication Apprehension (Item No. 9), and Fear of Negative Evaluations (Item No. 23, 7, and 33). Some possible causes that create anxiety among learners, such as inadequate vocabulary/grammatical knowledge, Self – assessment, and Lack of speaking preparation, were captured in this study. A total of five coping strategies based on Kondo and Ling (2004) were initially identified. Also, there were no significant differences found between
students with different level of language anxiety and the coping strategies they use.

http://repository.uhamka.ac.id/id/eprint/16456/1/SPS_INGGRIS_1609067036_NUR%20BINTANG%20ZUL.pdf

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http://repository.uhamka.ac.id/id/eprint/16455/

The Potential Use of LINE Application as a Blended Learning of ESL for College Students

Fitriani, Aida

The objective of the research is to find out the potential use of LINE application in improving students’ speaking skill at private University in South Jakarta. This research design was mixed method The participants of the research were 34 students. The qualitative descriptive was supported by analysing the potential use of LINE application based on checklist evaluation and data from pre-test and post-test were collected and analyzed quantitavely. This research was done within one semester till October 2018. Most English as a second language ( ESL ) and a foreign language (EFL) learners are lack of sufficient opportunities to practice their English-speaking skills. However, the recent development of social-networking sites (SNSs) and mobile learning ( M-learning ) especially mobile-assisted language learning – LINE application, represents new opportunities for these learners to practice speaking English in a meaningful way. This study integrated LINE application into the first-semester of college students at private University in Jakarta where the researcher teaches, with the aim of determining its effects on the students’ speaking skills. From this study, the researcher has found that the learning motivation has increased significantly which is proven on the result of final speaking evidence in the form of recorded audio since they have more autonomy in learning. The participants have shown more intensed interaction among themselves inside and outside the class by communicating in English especially through speaking activity.

http://repository.uhamka.ac.id/id/eprint/16455/1/SPS_INGGRIS_1609067039_AIDA%20FITRIANI.pdf

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http://repository.uhamka.ac.id/id/eprint/16454/

The Implementation of Google Classroom to Improve EFL
Students’ Reading Comprehension at MAN 4 Jakarta

Zahrowati, Eva

Technology is a tool which can use for helping teaching and learning process in a classroom and out of classroom. One of the studying online uses Google Classroom whereas the students are given assessments or the tests through Google Classroom. They can upload, submit the tasks or they can ask or give the questions or chat to the teacher and other friends using chat discussing room. This study is a classroom research which is aimed at finding out to what extent the using of Google Classroom influence to improve students’ reading comprehension, the students respond to the use of Google Classroom in reading class, and the problems encountered by the teacher when implementing Google Classroom in reading class. This research applied at MAN 4 Jakarta with 27 students as sample and 5 teachers as collaborator. The methodology of this research is classroom action research which divided into three cycles where the following activities conducted in each stage of the classroom action research are planning, acting, observing, and reflecting. To collect the data of each cycle, the researcher applied test, questionnaire, interview, observation, and documentation. The result of this study of each cycle was the Cycle I (64.66), Cycle II (76.96) and Cycle III (76.29). The mean score in cycle III was decrease than the mean score in Cycle II, but the maximum score in cycle III was higher than the cycle II. Based on the result of students’ interview, some of them preferred to use Google classroom than learn in the classroom, yet the English teachers as collaborator also supported the using of Google classroom as a media in teaching and learning process. As their respond in questionnaire items, they said using technology in teaching is important to use. Using Google Classroom is a new one for students, but, over time, if the students are often using it, they will love it because Google classroom offers the several reading texts; they can search them wherever and whenever they want. Also they may access the Google classroom by using their own smartphone while connected to the internet.The implementation of Google classroom in reading class was not only make the teaching and learning process became an interesting one, but that technology is the most appropriate tools and compatible device to help teacher in teaching and learning process. The technology can support learning process very effective and efficiency as their partner tools while learning in classroom and out of classroom. The beneficial using technology makes the teaching learning process more simply and interesting to the students.

http://repository.uhamka.ac.id/id/eprint/16454/1/SPS_INGGRIS_1609069002_EVA%20ZAHROWATI.pdf

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