http://repository.unigal.ac.id:8080/handle/123456789/1210 Sat, 25 Apr 2026 11:25:33 GMT 2026-04-25T11:25:33Z http://repository.unigal.ac.id:8080/handle/123456789/1224 THE OF PEER GROUP COLLABORATION TO IMPROVE STUDENTS’ WRITING ABILITY (A Mixed-Method Study at the Seventh Grade in a Junior High School in Tasikmalaya) Tri Sujatmiko Suwanto, Iskhak Said, Etika Rachmawati This study reports the effect of practicing peer group collaboration to develop students’ writing skill. This study aimed to reveal the differences between the students who were taught by practicing peer group collaboration and those who were not. A mixed method study is employed as a research design in this study. This study took place at the seventh grade in one of Junior High Schools in Tasikmalaya. The writer adopted purposive sampling to choose two classes as the participants of this study. First group was control group and the second one was experiment group. Three instruments to collect the data were utilized. They were test, observation and questionnaire. The quantitative data is taken from the writing test, while qualitative data was taken from classroom observation and questionnaires. The writing test was analyzed by means of the statistical descriptive based on the pre-test and post-test result taken from Fraenkel, et al. (2012, p. 196). The results showed that the value of t-test (=6,619) is higher than the value of t-table (= 2.000) which means that the null hypothesis (H0) was rejected, while the alternative hypothesis (H1) was accepted. The observation result showed that most students presented positive response in teaching learning writing by means of peer group collaboration. The questionnaire result showed that most students were more excited, active and confident in learning by means of peer group collaboration technique. This study concluded that the practice of peer group collaboration technique could develop students’ writing skill and knowledge. Mon, 01 Jan 2018 00:00:00 GMT http://repository.unigal.ac.id:8080/handle/123456789/1224 2018-01-01T00:00:00Z http://repository.unigal.ac.id:8080/handle/123456789/1223 AN ANALYSIS OF SLANG EXPRESSIONS IN A MOVIE (A Descriptive Study of Slang Expressions Used by the Characters in “Two Night Stand” Movie) Nurul Fidaus This study investigated an analysis of slang expressions used by the characters in “Two Night Stand” movie. The purposes were to categorize the types of slang expressions which are used by the characters in “Two Night Stand” movie script, to describe the types of slang expressions which are dominantly used by the characters in “Two Night Stand” movie script, and to analyze the types of slang expressions which are not ought to be used in the context of formal education. Content analysis was used to analyze the data which were adapted from Cohen, et al. (2007, p. 475). The finding revealed that the types of slang expressions which are used by the characters in “Two Night Stand” movie script could be categorized into 8 types of slang words including pure, dirty, name-calling, age-specific, gender-specific, offensive, sexual, and humorous. The finding revealed that pure was the type of slang expressions which was dominantly used by the characters in “Two Night Stand” movie script. However, humorous was the type of slang expressions which was rarely used by the characters in “Two Night Stand” movie script. The finding revealed that dirty, sexual, and offensive were the types of slang expressions which are not ought to be used in the context of formal education. Mon, 01 Jan 2018 00:00:00 GMT http://repository.unigal.ac.id:8080/handle/123456789/1223 2018-01-01T00:00:00Z http://repository.unigal.ac.id:8080/handle/123456789/1222 THE USE OF QUICK-WRITING TECHNIQUE IN TEACHING WRITING OF RECOUNT TEXT Ai Nourlynda Dewi, Lilies Youlia Friatin, Asep Dudi Kurnia This research focused on the use of quick-writing technique in teaching writing of recount text at the tenth grade of a Vocational High School in Pangandaran. A case study was used to find out how the teacher uses quick-writing technique in teaching writing of recount text and to figure out the teacher and the students’ perceptions toward the use of quick-writing technique in teaching and learning writing of recount text. Class X TKJ 1 consisting of 30 students and an English teacher were chosen as the participants. The writer constructed the research instruments consisting of the observation, the interview, and the questionnaire. Interpretative approaches were utilized to analyze the data from the observation and the interview which were adapted from Berg (2004, p. 239). Meanwhile, exploratory data analysis was used by the writer to analyze the questionnaire adapted from Cohen, et al. (2007, p. 507). The findings indicated that the teacher used seven steps of teaching writing by using quick-writing. The findings also indicated that the students perceived the use of quick-writing technique connected important ideas, built fluency, and introduced them in writing recount text. Mon, 01 Jan 2018 00:00:00 GMT http://repository.unigal.ac.id:8080/handle/123456789/1222 2018-01-01T00:00:00Z http://repository.unigal.ac.id:8080/handle/123456789/1221 IMPROVING HIGH SCHOOL STUDENTS VOCABULARY MASTERY BY USING POPULAR ENGLISH SONGS (A Classroom Action Research at the Seventh Grade of Junior High School in Banjarsari) Ditta Devika, Lilies Youlia Friatin, Didih Faridah The objective of this study was to find out how the use of popular English songs improve junior high school students’ vocabulary mastery. A classroom action research was used in this study and the data were collected through classroom observations and tests. The steps in analyzing data based on classroom action research are: planning, acting, observing and reflecting. The primary data were collected by using tests and observation sheet; subsequently, it was analyzed descriptively. There were two cycles during the study, and every cycle consisted of three meetings. There was also a test in every cycle. The findings revealed that the mean score in the test before using popular English song was 58,1 and there were 20% (6 students) who obtain the score more than 70, the mean score in test I cycle1, after using popular English song, was 70,4 and there were 66.7% (20 students) who got the score more than 70, the mean score in test II cycle 2 after using popular English song was 80.7 and there were 90% (27 students) who got the score more than 70. It showed that that the scores and the mean in the second cycle outperformed the first cycle. Based on the observation sheet and the tests, there was an improvement that could be seen through their active participation, enthusiasm, diligence, bravery, and high spirit. Besides, the students could learn vocabulary easily through popular English songs. The conclusion is that the students’ vocabulary mastery could be improved well through popular English songs. Mon, 01 Jan 2018 00:00:00 GMT http://repository.unigal.ac.id:8080/handle/123456789/1221 2018-01-01T00:00:00Z