Nanang Bagus Subekti, Nanang Bagus
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THE CORRELATION BETWEEN VOCABULARY MASTERY AND WRITING SKILL OF SECONDARY SCHOOL STUDENTS Hasan, Hasan; Subekti, Nanang Bagus
JELLT (Journal of English Language and Language Teaching) Vol 1, No 2 (2017): Journal of English Language and Language Teaching (JELLT)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (426.313 KB) | DOI: 10.36597/jellt.v1i2.1872

Abstract

The purposes of this study are to find out the score of students? vocabulary mastery and writing descriptive text ability and also the correlation between students? vocabulary mastery and writing descriptive text ability among the seventh grade students in SMP N 3 Bantul Yogyakarta academic year 2016/2017.This study used descriptive and correlational analysis. The data collection technique used were two tests, multiple choices test to find out the students? score of vocabulary mastery and essay test to find out the score of students? ability in writing descriptive text and to find out the correlation between students? vocabulary mastery and writing descriptive text ability among the seventh grade students in SMP N 3 Bantul Yogyakarta in the academic year 2016/2017.The result of this study showed that students? mean in vocabulary mastery was 67.12 greater than the ideal mean 53.5. The mean of students? writing ability was 63.79 close to the ideal mean 70. Based on the result, it is shown that there is a positive and significant correlation between vocabulary mastery and writing descriptive text ability. It means that vocabulary mastery influences writing ability.
A STUDY OF THE SPEAKING LEARNING STRATEGIES USED BY ENGLISH EDUCATION DEPARTMENT STUDENTS Saputra, Eka Wahyu; Subekti, Nanang Bagus
JELLT (Journal of English Language and Language Teaching) Vol 1, No 1 (2017): Journal of English Language and Language Teaching (JELLT)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (317.025 KB) | DOI: 10.36597/jellt.v1i1.915

Abstract

English is the world language. There are four skills in English such as listening, reading, speaking, and writing. Based on the Competence-Based Curriculum, speaking is one of the four basic competences that the students should gain well.  Meanwhile, developing speaking skills needs strategies or ways to make them easier to learn. This article describes the speaking learning strategies which were used by the English language students. The subjects of this study were the English language students of the fourth semester in English Education Study Program, Faculty of Teacher Training and Education of Sarjanawiyata Tamansiswa University, Yogyakarta. The data were collected through questionnaire and interview. This study used mix method and descriptive qualitative technique of analysis study which covered reducing data, displaying data and drawing data conclusion. The results from the analysis showed that almost all of the strategies proposed by Oxford (1990) were used by the students such as memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies and social strategies. Moreover, it showed significant correlation between the speaking learning strategies used by the students and the result of assessment.
THE IMPLEMENTATION OF VIDEOS TO IMPROVE THE EIGHTH YEAR STUDENTS’ SKILL IN WRITING RECOUNT TEXTS AT SMP N 1 PLERET Wati, Vivi Fajar; Subekti, Nanang Bagus
JELLT (Journal of English Language and Language Teaching) Vol 3, No 2 (2019): Journal of English Language and Language Teaching (JELLT)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v3i2.5996

Abstract

The aims of this research are to describe (1) students? writing skill before using video, (2) the implementation of using video technique to improve students? writing recount text, (3) the improvement of the students? writing skill after using video, and (4) the significant of differences between the students? writing before and after using video. This study is action research. The researcher collected the data by doing observation during the implementation, interviews with the teacher and the students, and test for the students and documents. The finding of this research consisted of two cycles. First and second cycle provided five stages, they are observing, questioning, experimenting, associating, and communicating. In observing stage, the researcher showed the example of recount text to the students. In questioning stage, the researcher asked the students to give their opinion about the text. In experimenting stage, the researcher explained material about recount text to the students. In associating stage, the researcher provided the activities and asked the students to make recount text as a test 1. In communicating stage, the researcher asked the students to communicate their work. And second cycle, in observing stage, the researcher showed video about recount text. In questioning stage, the researcher asked the students to give their opinion about the video. In experimenting stage, the researcher explained about the generic structure and language feature of the video. In the associating stage, the researcher provided the activities and asked the students to make recount text as a test 2. In communicating stage, the researcher asked the students to communicate their work. The results of this study in teaching writing recount text using video were that firstly, teaching writing recount text improved the students? writing in three aspects: content, organization, and language features. Secondly, the students became motivated in teaching and learning process using video.