Sawitri Agustrianti
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IMPROVING THE ELEVENTH GRADE STUDENTS’ABILITY IN WRITING SIMPLE CAUSE EFFECT SENTENCES THROUGH FLOW CHART Agustrianti, Sawitri
e-Journal of ELTS (English Language Teaching Society) Vol 2, No 1 (2014)
Publisher : Universitas Tadulako

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Abstract

This research aimed to improve the ability of the eleventh grade students of SMA Negeri 5 Palu in writing simple cause and effect sentences through flow chart. The research usedtrue experimental research design. The population was the eleventh grade science major students and the sample was two parallel classes consisting 52 students. The data were collected through observation and tests: pre test and post test. The observation was conducted to get a picture of teaching and learning process in the classroom while the pre test and post test were used to find out the improvement of the students’ writing ability before and after the treatment. Based on the result of pre test and post test, the research found that the t-counted was 5.967. By applying 0.05 level of significance and the 27+25-2=50 degree of freedom through interpolation formula, it was found that t-table was 0.01. It showed that t-counted was higher than the t-table. In the other words, flow chart is effective to improve the ability of the eleventh grade students in writing simple cause and effect sentences.Keywords: Improving; Writing Ability; Sentence; Cause effect; Flow Chart.
APPLYING COMPUTER ASSISTED LANGUAGE LEARNING (CALL) FOR ENGLISH STUDENTS IN INDONESIA Pirmani, Pebrina; Agustrianti, Sawitri
Paedagogia: Jurnal Pendidikan Vol 6 No 2 (2017): Paedagogia: Jurnal Pendidikan
Publisher : Fakultas tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Palu

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As technology has been found to be increasingly contributing to language classroom, computer assisted language learning (CALL) has received respectable amount of attention as one of the approaches in teaching and learning foreign language. Computers would never substitute teachers but they offer new opportunities for a better language practice. This paper is aimed to explore what actually the computer language learning (CALL) is and how to apply it in English language classroom. The discussions covered CALL’s definition, history, trend, design, types, and the relation of CALL to language skills and components. All in all, the paper presents the advantages and disadvantages of CALL followed by recommendations for teachers/lecturers on the applying of computer assisted language learning in their language classroom.
CLIL AND ENGLISH TEACHERS’ COMPETENCIES IMPROVEMENT Agustrianti, Sawitri
Paedagogia: Jurnal Pendidikan Vol 5 No 2 (2016): Paedagogia: Jurnal Pendidikan
Publisher : Fakultas tarbiyah dan Ilmu Keguruan Institut Agama Islam Negeri Palu

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Abstract

Content language integrated learning (henceforth CLIL) is widely considered as an innovative approach in the present and future foreign language learning (English). CLIL is the integration of language with the content in learning environment which increases students’ competence, motivation, and intercultural awareness. In many studies, CLIL is explained based on the advantages and limitation toward students learning process, however, only few studies examine the implication of CLIL toward teachers’ competence in the classroom. Therefore, this paper aims to fill the gap by examining how CLIL has implications to improve English teacher competencies in EFL context. This paper addresses CLIL in the framework of definition and rationale, CLIL dimension and methodology, the advantages of CLIL, and the implications of CLIL toward teachers’ professional competencies. In line with the implications, this paper mainly focuses on personal reflection, content and language awareness, methodology and assessment, research and evaluation, and learning resources and environments. Additionally, in the methodology, it points out at building students’ capacity, co-operating with other teachers, building direction and focus, building safe and meaningful learning experiences, and assessing. Last, this paper presents conclusions and suggestions for potential CLIL teachers.