This sub-community of e-Journals provides students and lecturers a forum to present their manuscripts http://repository.unigal.ac.id:8080/handle/123456789/1209 2026-04-24T19:52:42Z 2026-04-24T19:52:42Z Anjani, Yusthya Regita http://repository.unigal.ac.id:8080/handle/123456789/1243 2022-05-06T22:30:55Z 2020-01-01T00:00:00Z

INVESTIGATING STUDENTS’ ENGLISH DIPHTHONG BASED ON CULTURAL DIVERSITY (A Contrastive Analysis between Indonesian and Indian Students) Anjani, Yusthya Regita This study reports how the cultural diversities in students’ English diphthongs between Indonesian and Indian students and to analyze the dominant differences of the students’ English diphthongs between Indonesian and Indian students. There are six participants of students, they are three Indonesian students and three Indian students. For this reason, it is deemed necessary to analyze the differences between Indian and Indonesian ways of speaking, more specifically regarding diphthong. Then it feels very interesting if used as research material. A qualitative study depends on the view of the subject of a study. A qualitative research investigates what participants think and use contrastive analysis in conducting this research. The data result is in the extent of an analysis of the amount of frequency and sound intensity which is displayed in tables and spectrogram graphics. In the spectrogram, the measurements taken to the diphthong involve the formant (the spectral form that results from the acoustic resonance of the human vocal tract) and also the duration of the vocal chanted. The results of measuring pitch and intensity at several diphthongs that have been carried out by presenting table data and spectrograms. The study conclude that there is a relationship between diphthong with the high and low pitch and the intensity in the pronouncing the word.

2020-01-01T00:00:00Z Kusmayati, Fitri http://repository.unigal.ac.id:8080/handle/123456789/1240 2022-05-05T06:31:33Z 2019-01-01T00:00:00Z

PROMOTING STUDENTS’ CRITICAL THINKING THROUGH DEBATE TECHNIQUE IN TEACHING SPEAKING Kusmayati, Fitri This article reports on the debate technique implementation to promote students’ critical thinking at eleventh grade students of a Senior High School in Ciamis. This study was conducted to figure out debate technique implementationto promote’ students’ critical thinking in teaching speaking by the teacher, and the students perception on the application of debate technique in teaching speaking. This study used case design and the respondent were thirty two students from class of IPA 3 and one of English teacher who thought speaking by using debate technique. The data were obtained from three instrument, including classroom observation, the teacher’s interview, and the students questionnaire. The findings revealed that the teacher implement debate technique in teaching speaking through sixth steps. Furthermore, debate can be a tool for teaching learning speaking to promote students’ critical thinking, because in the debate process , level of thinking from Bloom Taxonomy applied to measure students critical thinking skills to receive knowledge by means of the ideas’ exposure consisting six categories: comprehension, application, knowledge, analysis, synthesis, and evaluation. In this case, the students perceive positively on debate technique in learning speaking because it was a new, innovative, and interesting techniques. Besides, debate technique promotes students’ critical thinking, team work skill and group decision making. Finally, the writer provides suggestions that debate technique implementationcan be analyzed in listening, reading, and writing.

2019-01-01T00:00:00Z Farida, Ida http://repository.unigal.ac.id:8080/handle/123456789/1239 2022-05-05T06:28:17Z 2019-01-01T00:00:00Z

THE USE OF RUNNING DICTATION FOR TEACHING WRITING NARRATIVE TEXT ( A Case Study at the Ninth Grade of a Junior High School in Al-Mukarrim ) Farida, Ida This paper aimed to explore the use of running dictation to teaching writing narrative text. This study was aimed at to investigate how the teacher implemented running dictation and the writer wants to find out the students’ perception toward the use of running dictation to teach writing narrative text. The theories of this study has taken from Nation (2009, p. 62, 2014) investigated how running dictation can be implemented in teaching narrative text. This study was employed qualitative case study as the methodology and design of the study. Meanwhile, the research participant in this study was an English teacher and seven students based on their learning achievement. Meanwhile, the instruments used in this study consisted of three instruments including non-participant observation, semi-structured interview, and also questionnaire. First, based on research question number one, the writer found that the teacher use three main steps in implementing running dicatation. First, dividing the students into several groups. Second, giving the instructions to the students to determine, the writer and the runners for completing the ways of implrmrnting running dictation. Third, encouraging the students to conduct running dictation as well as possible. Moreover, the use of running dictation effects not only on students’ motivation in learning English but also impact on students’ language skill such as the skill in reading, listening, speaking and especially in writing process. The majority of the students in answering the questionnaire item showed that the use of running dictation directly impact on their four basic skills because the students indirectly read, listen, speak, and write the story given by the teacher.

2019-01-01T00:00:00Z Nurlatifah, Ismi http://repository.unigal.ac.id:8080/handle/123456789/1238 2022-05-05T06:22:03Z 2019-01-01T00:00:00Z

STUDENTS’ ENGAGEMENT IN “SNOWBALL THROWING TECHNIQUE” IN SPEAKING CLASS (A Case Study at the Eleventh Grade in of One Vocational High Schools in Ciamis) Nurlatifah, Ismi Engagement takes important part in language learning because it will be able to increase students’ positive attitudes and behaviors as well as increase students’ success and learning ownership. Embracing students in speaking is a language teachers’ challenge. Today, some students have less engagement in speaking classes because of lack of vocabulary, so that they feel embarrassed in speaking class. This study intends to observe the students engagement in doing Snowball Throwing Technique as a means in speaking class. There are two research questions addresed: (1) How is the student engaged in snowball throwing technique in speaking class? And (2) How are the students perception on the Snowball Throwing Technique implementation in speaking class?. The researcher used a case study in this research. There were thirty-five students as the participants at grade eleven of one Vocational High School in Ciamis. The researcher distributed a classroom observation and close-ended questionaire. In analysing the classroom observation, the researcher transcribe and interpret the data. Then, the researcher used the precentage computation from close-ended questionaire which was showed into the table completed with the description and conclusion of each item. The data interpretation was based on responses from the close-ended questionaire. The study result showed that Snowball Throwing Technique can improve students’ engagement in speaking class and give a new learning environment, enable students to collaborate. In addition, the results also show that the students show their engagement dimension. They are the engagement of emotion, behavior, cognitive, reflection, social, and goal-clarity with different level.

2019-01-01T00:00:00Z