Articles

Found 2 Documents
Search
Journal : EDULITE: Journal of English Education, Literature and Culture

ROLE-PLAY AND SHOW-AND-TELL IN GRADE 5 STUDENTS SPEAKING LEARNING Anwar, Choiril
EduLite: Journal of English Education, Literature and Culture Vol 1, No 1 (2016): February 2016
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (333.26 KB) | DOI: 10.30659/e.1.1.76-102

Abstract

This research aimed to investigate (1) the effectiveness of role-play and show-and-tell, and (2) which one was more effective between role-play and show-and-tell in grade 5 students’ speaking learning. It was an experimental study by randomized pretest-posttest control group design. The data were collected by a non-test of an observation. The instrument of the research was observation sheets completed by speaking rubric onLikert scale. The data were analyzed by using one-way ANOVA followed by the Scheffe test. The results of the research showed that: (1) role-play and show-and-tell were effective in grade 5 students’ speaking learning indicated by p < 0.05 and; (2) role-play was more effective than show-andtell indicated by p < 0.05.
COMPARING THE IMPACT OF SPACED INSTRUCTION AND MASSED INSTRUCTION IN LEARNING COLLOCATIONS AMONG IRANIAN EFL LEARNERS Namaziandost, Ehsan; Anwar, Choiril; Neisi, Leila
EduLite: Journal of English Education, Literature and Culture Vol 5, No 1 (2020): February 2020
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.5.1.55-65

Abstract

This study compared the impact of spaced instruction and massed instruction on learning collocations among Iranian EFL learners. To do so, 60 Iranian pre-intermediate EFL learners were selected among 90 students based on the results of Oxford Quick Placement Test (OQPT). The selected participants were then non-randomly divided into two equal experimental groups; spaced group and massed group. Afterwards, the researcher measured the participants? collocations knowledge by administering a collocation pre-test. Then, 100 English collocations were instructed to the both experimental groups in the treatment phase of the study. After the instruction, a collocation post-test was administered to both groups and finally the data were analyzed by using paired and independent samples t-tests. The obtained results indicated that there was a significant difference between the post-tests of spaced and massed groups. The findings indicated that the spaced group significantly outperformed the massed group (p < .05) on the post-test. The implications of this study can make the teachers aware that teaching through spaced intervals can provide better results than teaching through one massed session.