DEWAN REDAKSI

JurnalLinguistika
PenanggungJawab
RektorUniversitas Bandar Lampung
KetuaPenyunting
YanuariusYanuDharmawan, S.S., M.Hum.
WakilKetuaPenyunting
Dameria Magdalena S., S.Pd.,M.Hum.
PenyuntingPelaksana: MITRA BESTARI:
Drs.Harpain, M.A.T., M.M. Prof. Dr.CucuSutarsyah, M.A.
YanuarDwiPrastyo, S.Pd.I., M.A., Ph.D. (Universitas Lampung, Indonesia)
HeltaAnggia, S.Pd., M.A. Dr.AgusWahyudi, M.S.
Dameria Magdalena S., S.Pd.,M.Hum. (Universitas Bandar Lampung, Indonesia)
WayanKarang Yana, S.Pd., M.A. Dr.HeryYufrizal, M.A.
YanuariusYanuDharmawan, S.S., M.Hum. (Universitas Lampung, Indonesia)
Drs.BasturiHasan, M.A.
(Universitas Lampung, Indonesia)

Penerbit:
Program StudiPendidikanBahasaInggris
FakultasKeguruandanIlmuPendidikan
Universitas Bandar Lampung
Kantor:
FakultasKeguruandanIlmuPendidikan
Kampus A Universitas Bandar Lampung
GedungRektorat Lt.3 Jl. Z.A. PagarAlam No. 26
LabuhanRatu 35142, Bandar Lampung
Telp. (0721) 771331
e-mail: fkip@ubl.ac.id

Linguistika, Jurnal Pendidikan Bahasa Inggris, merupakan jurnal ilmiah yang menyajikan artikel orisional
tentang Pendidikan Bahasa Inggris. Jurnal ini merupakan sarana publikasi dan ajang berbagi riset dan
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Linguistika, English Education Journal, is a scientific journal publishing original articles on English Education.
The journal provides a broad-based forum for the publication and sharing of ongoing research and development
in English Education. The paper to be presented in this journal is addressed to the editorial office. The complete
information regarding the procedures to send an article is available in each volume. All articles will be subjected
to review process by the editors. Starting from 2010, the journal has been periodically twice a year (October,
April).

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Quoting summaries and statements or reprinting images or tables from this journal must get permission directly
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 Jurnal Linguistika, Oktober 2016, Volume 7, No 2

CONTENTS

THE INFLUENCE OF USING FISHBONE ISHIKAWA TECHNIQUE

TO IMPROVE STUDENTS’ WRITING SKILL OF THE FIRST
SEMESTER STUDENTS OF ENGLISH EDUCATION STUDY
PROGRAM TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITAS BANDAR LAMPUNG 4
Aulia Safitri, Deri Sis Nanda
THE IMPLEMENTATION OF FLIPPED CLASSROOM BY USING
TED-ED IN WRITING III CLASS OF THIRD SEMESTER OF
ENGLISH EDUCATION STUDY PROGRAM OF TEACHER
TRAINING AND EDUCATION FACULTY OF UNIVERSITAS BANDAR
LAMPUNG 9
David Ginola, Helta Anggia
THE EFFECT OF USING THREE-STEPS INTERVIEW TO IMPROVE
STUDENT’S SPEAKING SKILL TOWARDS ELEVENTH GRADE
STUDENTS OF SMA AL-AZHAR 3 BANDAR LAMPUNG IN
ACADEMIC YEAR 2016/2017
Erika Utami, Dameria Magdalena Sidabalok
IMPROVING STUDENTS VOCABULARY MASTERY AT TENTH
GRADE OF SCIENCE 1 OF SMA AL-AZHAR 3 BANDAR LAMPUNG
BY USING COMBINATION OF ANAGRAM AND KEYWORDS
Kinanti Rahmawati, Dameria Magdalena Sidabalok
THE EFFECTIVENESS OF USING TED TALKS TO IMPROVE
STUDENTS’ PRONUNCIATION AT THE TWELFTH GRADE STUDENTS
OF SMK MUHAMMADIYAH WAY SULAN IN 2016-2017
Muti'atus Saniyati, Yanuarius Yanu Dharmawan
EFFECT OF USING CUE CARDS TO IMPROVE STUDENTS’ SKILLS
IN WRITING DESCRIPTIVE TEXTS AT THE TENTH GRADE
STUDENTS OF MA MA’ARIF 06 PASIR SAKTI
Siti Ulfa Khusniyah, Deri Sis Nanda

3
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2

THE APPLICATION OF KAHOOT! TO IMPROVE CLASSROOM

DYNAMICS AND LEARNING PROCESS IN ENGLISH STRUCTURE
CLASS
Thea Marisca Marbun B.N, Harpain
THE INFLUENCE OF HOMEWORK ON STUDENTS’ READING
SKILL AT THE ELEVENTH GRADE STUDENTS OF SMA AL AZHAR
3 BANDAR LAMPUNG
Desi Ike Sari, Susanto

4
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2

THE INFLUENCE OF USING FISHBONE ISHIKAWA

TECHNIQUE TO IMPROVE STUDENTS’ WRITING SKILL OF
THE FIRST SEMESTER STUDENTS OF
ENGLISH EDUCATION STUDY PROGRAM
TEACHER TRAINING AND EDUCATION FACULTY
UNIVERSITAS BANDAR LAMPUNG

Aulia Safitri1, Deri Sis Nanda2

1
English Education Study Program, Bandar Lampung University, Indonesia,
2
English Education Study Program, Bandar Lampung University, Indonesia

Abstract

The aims of the research was to find out if there is influence of using Fishbone Ishikawa to
improve students’ writing skill of the first semester students of English Education Study
Program Faculty of Teacher Training and Education Bandar Lampung University. This
research is an experimental research design which measure the score of pre-test and post-
test as an instrument to know whether there is an influence of fishbone ishikawa or not. The
subject of this research is consisted of 50 students which are divided into experimental class
and control class. The data is analyzed by using t-Test for two group design. The result
showed that the students’ mean score of experimental and Control class in post-test is
significantly different. It shows the t-value is 4.67, and it showed that t-value is higher than
p-value 0.05 (2.0106) and 0.01 (2.6822). Therefore, null hypothesis (Ho) was rejected and
alternative hypothesis (Ha) was accepted. It means that there is an impact of using fishbone
ishikawa technique to improve students’ writing ability. These findings suggest that there is
influence of using of Fishbone Ishikawa technique in improving students’ writing ability of
the first semester students of English Education Study Program Faculty of Teacher
Training and Education Bandar Lampung University. In conclusion, Fishbone Ishikawa
technique could be applied in teaching English, especially in writing skill.

Keywords: Fishbone, writing skill, Teaching English.

1. INTRODUCTION Therefore, knowing the aspect of writing

Writing is one of four skills which should
be learned by students in studying
language. For that reason, writing should
be learned by students although it is not
easy to be learned because there are some
aspects which should be aware and
considered. Putra (2013) states there are
some aspects that should be known to
improve writing skill such as content,
grammar, form, style and mechanic. As
the most difficult thing of writing is in the
content, sometimes students do not have
any ideas of what they should write.
5
can help the writer to express their idea.
However, based on the researcher’s
experience while she did her teaching
practice or internship program for two
months in grade 10 of Persada Senior
High School Bandar Lampung which
conducted on July to September 2016, the
researcher found some problems in
teaching and learning English. Among
the four language skill of learning
English such as writing, speaking,
listening and reading, the writing skill is
the most important which should give
more attention. The problem was because
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2
they were lack of practice. They were
confused of what they should write, so
they just copied the text from internet and
submitted it. It is the reason why the
researcher tries to use Fishbone Ishikawa.
In this research, the researcher focuses on
improving students writing skill by using
Fishbone Ishikawa technique to help
students get the idea of what they should
write. Fishbone Ishikawa is a diagram
which is invented by Dr.Kaoru Ishikawa
from Japan. It can be used to lead the
students to get the idea before doing
writing and to elaborate idea in writing. It
is used to avoid the confusion in writing.
Moreover, it can lead students to avoid
the confusion of what to start and where
to start. They just have to establish what
kind of text which they want to write and
elaborate the important points of the
topic. Martin (2006) states that the
fishbone diagram is originally an analysis
tool that provides a systematic way of
looking at effects and the causes that
creates or contribute to those effects.
Here, the researcher tries to use fishbone
diagram as a technique to help students
develop their writing ability.
2. LITERATURE REVIEW
Wardhaugh (2006: 5) explains that
language is not just some kind of abstract
Figure 2.2 Fishbone followed by wh-questions
Fishbone will help students in developing
idea. It helps them to write easily. Based
on some experts experience above,
Fishbone is very helpful for teacher to
make students get their idea easily and
also to make students enjoyed their
learning. English, no matter it is as second
or foreign language, or even as their
official language. As the statement from
54
object of study, but it is also something
that people use. It means that language
can be used either in spoken or written
form. Pamela (1991) cited in Javed, Juan
and Nazli (2013) states a person needs a
mastery of various elements to use the
language to convey thought, wishes,
intentions, feelings, and information
through written form.
In writing, there are some steps, one of
the steps is drafting. Drafting is a step
when the students spend their time in
their pre-writing and they gain it back
while drafting their idea and their thought
(drafting does not need a perfect writing).
There are many ways in drafting. We can
use Fishbone Ishkawa technique.
According to Daniel (2012:1) as cited in
Nasir (2014) fishbone strategy provides
benefits in visual tools due to visual aids
(1) accentuate important ideas; (2)
provide oral and written presentation to
comprehend the pattern of organization,
(3) enable to recall their memories. While
according to Martin (2006) he found a
few things such as (1) the students
enjoyed the reading text activity when
they used fishbone; (2) students learn
more if given an opportunity; (3) students
learn about teamwork and other
creativity, etc.
Kellogg, Olive, & Pilot (2001) as cited in
Javed, Juan &Nazli (2013:131) is that
writing is considered a cognitive test; it
means this skill can improve other
abilities, like students’ competency of
language, students’ capacity in recalling
the knowledge, and students’ skill of
thinking. The whole meaning of writing
skills based on Javed, Juan &Nazli
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2
(2013:132) are producing right sentences
in grammatical context, and also
publishing the product that easily
conveyed by reader
3. METHODOLOGY
This research was quantitative research
and it was also an experimental study.
The aim of this research was to know
whether Fishbone Ishikawa could
influence students’ writing skill or not.
As this research was an experimental
study, the researcher divided the class
into two groups. The first group used
Fishbone to elaborate their idea before
they started to write and the other group
did not. In this research, the researcher
gave a pre-test to the subject of the
research to know how far students’ skill
in writing was. The researcher gave the
treatment in the second week of their
meeting to the fourth week by using
fishbone. The post-test was done after the
treatment finished. It was done to know
how far the influence of using fishbone in
their writing.
The population of the research was the
first semester students of English
Education Study Program Faculty of
Teacher Training and Education Bandar
Lampung University. The total of the
students of the first semester was 50
students. They were divided into two
classes; 25students were for experimental
class and 25 students were for control
class.
Data collection was held to find out the
improvement of students’ writing ability
by using Fishbone Ishikawa as a
technique to elaborate their idea. The
result of the pre-test and post-test
collected to support the analyzing data.
The data was analyzed by giving score to
the students’ writing based on some
indicators such as content, organization,
vocabulary, language use, and mechanics.
To find out whether there was an
improvement of students’ writing ability
or not, the researcher analyzed the data
5
using t-Test for two group design, as the
formula was mentioned below:
M = Mean of the group N =Number of
subjects X= Deviation of X2 and X1 Y=
Deviation of Y2 and Y1 Df= Degree of
freedom NX=Number of cases variable X
Ny = Number of cases variable Y.
Thet-Test applied to know the score
between pre-test and post-test whether
there was an impact of using Fishbone
Ishikawa technique or not. It means that t-
Test used to see if there was a significance
impact of using Fishbone Ishikawa
technique on students’ writing skill.
4. DISCUSSION
In this research, the result of the students’
scores in the pre-test both experimental
and control were almost the same, there
was no significant difference of mean
scores. The result showed the total score
of experimental class in the pre-test was
1756 while the total score of control class
in the pre-test was 1708. The mean score
of experimental class was 70,24 while the
mean score of control class was 68,72. In
the pre-test, the researcher asked the
students to write with the topic “my
holiday”. In the pre-test, their writing
was unorganized and unrelated. Their
writing was good enough and it
containted many paragraphs. However, it
seemed rambling. During the treatments,
it was found that the students both in
experimental and control class were
confused of what they should write.
Actually they had ideas but they were
confused of how to elaborate them.
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2

However, the experimental class found supported by the result of t-value 4.67. It
that fishbone ishikawa could help them in showed that t-value (4.67) was higher
elaborating their ideas because after than p-value5% (2.0106) and p-value 1%
getting the treatment by using fishbone (2.6822). Therefore, the researcher
ishikawa their writing was related to the concluded that Fishbone Ishikawa
topic and more specific. It was because technique could be applied in teaching
they already wrote the main point of their learning process because it could give an
ideas at the fishbone before they begin to impact in students’ writing skill.
write. Meanwhile in control class, they 5. REFERENCES
received a traditional teaching and some Javed,M.,Juan, W.X.,&Nazli,S.
of the students were still confused of (2013).AStudyofStudents’
what they should write. However, the
Assessment in Writing Skills of the
students improve their writing ability
during the treatments by elaborating their English Language. International
idea. Journal ofInstruction, 6(2).
As the result, the scores of both Retrieved from www.eiji.net/dosyal
experimental and control class in the ar/iji_2013_2_9.pdf
post- test were improved. The total score
of experimental class in post-test was Martin,J.(2006).Fishy Story.Jurnal
1940. It improved 184 points from the
Penyelidikan Tindakan Tahun, 1,
pre-test score. In post-test each students
of experimental class got 3 to 10 points 29-41. Retrieved from
higher than their pre-test score. www.ipbl.edu.my/portal/penyelidik
Meanwhile, total score of control class in an/JurnalActionResearch/2006/4%2
the post-test was 1836. It improved 128 0jacqueline.pdf
points from the pre-test score. In post-test
each students of control class got 1 to 8 Nasir.(2014).Fishbone Strategy in
points higher than their pre-test score.
Teaching English in Indonesia: A
Furthermore, from the calculation above
Tool Organizer for Learning EFL
the highest score in pre-test of
experimental class was 74 and the lowest Reading. The Second International
score was 62. There were two students Conference on Education and
who got the highest score and one student Language. Retrieved from
who got the lowest score. While in post- http://download.portalgaruda.org/
test the highest score was 83 and the article.php?article=158626&val=5
lowest score in post-test were 72. There
was one student who got the highest
score, and one student who got the lowest Putra,R.(2013).Improving Students’
score. In control class the highest score in Writing Ability in Writing
pre-test was 77 which was gotten by one Narrative Technique Through
student and the lowest score was 58 Brainstorming
which is got by one student. While in Technique.Padang.State University
post-test the highest score was 81 which of Padang. Retrived
was got by three students and the lowest
November, 28, 2016 From
score was 60 which was got by one
student. Based on the score of post-test in https://www.academia.edu/1046458
experimental class, it can be concluded 3/Improving_Students_Writing_Ab
that there was an impact of using ility_In_Writing_Narative_Techniq
Fishbone Ishikawa technique to improve ue_Through_Brainstormin
students’ writing skill. It was also g_Technique
56
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2

(5thed.).USA: Wiley
Wardhaugh,R.(2006).An introduction to Blackwell.
sociolinguistics

THE IMPLEMENTATION OF FLIPPED CLASSROOM BY

USING TED-ED IN WRITING III CLASS OF THIRD
SEMESTER OF ENGLISH EDUCATION STUDY PROGRAM
OF TEACHER TRAINING AND EDUCATION FACULTY OF
UNIVERSITAS BANDAR LAMPUNG

David Ginola1 Helta Anggia2

1
English Education Study Program, Bandar Lampung University, Indonesia,
2
English Education Study Program, Bandar Lampung University, Indonesia

Abstract

The objectives of this research were to know how flipped classroom can give an effect to students’ activeness
in the class, and to see students’ achievement in experiencing flipped classroom method. In this research, I used
the descriptive qualitative method. The kind of method was used to feel the experience the real world, and also
to know people’s point of view of a certain phenomenon. It was also used to obtain the truthful, precise, and
well-organized explanation about students’ activeness and students’ achievement in experiencing flipped
writing class. The research was done at Writing III class of English Education Study Program of Teaching and
Training Education of Universitas Bandar Lampung that consisted of twenty-four students. The data were
gathered by observation and questionnaire, and those were also analysed by combining the result of observation
and questionnaire in several paragraphs. The result of this research showed that when this method firstly
implemented, students felt confused of what they should do in the class, but the class in the end ran
successfully. From the questionnaire result also showed mostly positive feedbacks in experiencing flipped
method, but there are also some negative feedbacks are given in it. The combination of those two instruments is
that flipped classroom method is able to facilitate them in writing class. They mostly agreed this method could
make them more interested in this class, and it could help them in improving their skills, also it could awake
them that they need to be more responsible of their own learning in the class.

Keywords: Flipped classroom, TED-ED, Writing class

1. INTRODUCTION
We all know that education is one way of
producing agents of change. It is
important in making our world better than
ever, and in making our future brighter
than our past even present. Education is a
survival tool to challenge the world, we
are left behind others without it, and we
cannot improve our self to be better
individuals. In Indonesia, based on Act of
the Republic of Indonesia number 20, year
2003 on National Education System, in
article 3 it is stated that; “The national
education functions to develop the
capability, character, and civilization of
5
the nation for enhancing its intellectual
capacity, and is aimed at developing
learners’ potentials, so that they become
imbued with human values who are
faithful and pious to one and only God;
who possess morals and noble character,
who are healthy, knowledgeable,
competent, creative, independent; and as
citizens are democratic and responsible.”
From that aim, it can be seen how big
the commission from the constitution for
developing the improvement potential of
human resources in Indonesia through
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2
education, but the reality is our
educational quality is still very low. One
of the causes of these problems is the
learning system that is still too rigid and
only provides one way. (Suyahya,
2014:186-187) In Indonesia, learning
system in almost all of the schools or
colleges still provides one way in
delivering the material that is called
Teacher Centered Learning (TCL). It only
makes the students become passive
because they get the material only from
the teacher, so their creativity will not
improve. King (1993) as cited in Hamdan,
McKnight, and Arfstrom (2013:5) defined
that in the traditional teacher-centered
model, the teacher is the major
information sources that the students have,
and everything comes from the teacher in
the class. Indonesia needs to change this
learning system into the system that is
called student-centered learning. In this
learning, the students are demanded to be
more active in doing the task and
discussing it with the teacher as the
facilitator.
Based on the fact above, I concern on
English lesson, the goal of English
language teaching in Indonesia is the
improvement of students’ ability in both
written and spoken aspect, but when the
process is on the way, the fact appears that
the teaching learning process is not able to
reach the goal. Like in writing lesson, we
all know that the students’ ability in
writing is very important because it can
support other skills (listening, speaking,
and reading). From all of these skills,
writing ability is called productive skill,
because the students’ writing product will
be the result in the end. For the students,
writing itself becomes a high mountain
that should be climbed by them, because
according to Muslim (2014:105), students
in this era have slight awareness in how to
write well as we remember that writing is
one of the requirements for them to
graduate from university and continuing
their education to a higher degree.
58
It is strengthened by Huy (2015:54), he
said that “these poor students come to
think that “English” and “writing” are
nothing but spelling and grammar”, it
means that they thought writing is less
important than other skills, they are not
alert with the value of their writing in
making their English skills perfect. The
teachers need a method that asked the
students to have a critical thinking ability,
and they are able to respond the events
around them. It is also appropriate with
ourK-13 (2013 curriculum) that
encourages the students to be more active
in the class. Based on the criteria above,
one of the methods that is suggested by
me to create an enjoyable teaching
learning process is Flipped or Inverted
Classroom method. According to Hamdan
McKnight, and Arfstrom (2013:4), flipped
classroom is the reverse action of the
traditional classroom. In flipped
classroom, the technology sources become
the replacement of the teacher in the class,
because the students will listen, watch,
and read the material from the teacher at
home, this method can be done
individually or in groups. As a result, the
students can construct the knowledge from
any student-centered activity that is
believed by the constructivism that people
can learn through experiencing. The
important things in this method are; the
model that is used is student-centered
learning, it means that every student in the
class has an obligation to comprehend the
material or the basic understanding of the
material, so he or she can fully get
involved in the class.
In solving students’ problems in writing,
there are many solutions that appeared,
first is from Liu and Lee (2014:81-103),
they suggested Corrective Feedback (CF)
in correcting the students’ writing. It is
useful to help the students improving their
skills writing; such as the diction of
vocabulary, the improvement of their
grammar. Second, brainstorming strategy
that is suggested from Amoush (2015:88-
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2
92). It will help the students to get the
chance to communicate their idea on a
particular topic, and their idea of the
solution that might appear on that topic.
Third, flipped classroom, as stated by
Farah (2014:41), the studies before
showed that the method not only
developed students’ achievement, but also
advanced their attitudes and beliefs in
learning writing. Using this method in
writing class also triggered students’
interest in producing their own writing,
and got better self-confidence.
2. LITERATURE REVIEW
2.1 Computer Assisted Language
Learning
CALL has a long history in developing
language learning, there are so many
projects done to support this. There is one
CALL project that is very famous in that
time, it is in Illinois University and the
name of the project is PLATO
(Programmed Logic for Automated
Teaching Operations; Chapelle and
Jamieson 1984). This project was born
with focusing to develop educational
situation of foreign languages itself.
Hashmi (2016:203-205) argued that
CALL is a breakthrough in making
fascinated and valuable teaching English,
especially as a foreign language. He also
added that CALL is able to boost students’
motivation and interest in learning
English. Another benefit of CALL is that
it can be implemented to encourage
students’ activeness since their autonomy
of learning also increased. At last, a better
communication between teacher and
students is achieved because of CALL. So,
many discussions will appear in class and
it can make them more active in the class.
2.2 Flipped Classroom
There are two teachers that are believed as
the initiator of this method; they are high-
school chemistry teachers, Jon Bergmann
and Aaron Sams who have the objective in
creating this to overcome the problem of
5
the students’ absence. Due to this method,
Bergmann and Sams tried to be more
devoted in lecturing video, evaluating the
material outside the class, creating more
important activities, and concerning in
more complicated concept of learning.
(Bergmann and Sams, 2014) as cited in
Jacot, Noren, and Berge (2014:23).
This method has some advantages and
disadvantages when it is implemented in
the classroom, as stated by Bergman,
Overmeyer, and Wilie (2013) as cited in
Cohen and Brugar (2013:12), flipped
classroom has some advantages; First,
students become more conscientious for
their own studying in the class. If they are
clever enough, they will be faster and
easier in understanding the lesson, if they
are quite lazy to find it, they will be left
behind by others.
Second, the videos are documented in one
place. It will make students easier to
watch as many as they like, as often as
they want, because they will stop and start
it more than once in order to comprehend
the material in it. Third, the individual
communication between teacher and
students will increase. It is because the
class time will be used as discussion, no
longer as lecturing time, so there are a lot
of questions and answers will appear in
the class.
Despite many advantages in flipped
classroom, there are also some
disadvantages in implementing it. Since
this method is a quite new in the learning-
teaching process, it is defiance for
beginners or for the person who
implements it the first time. As what
Collins (2012) as cited in Halili and
Zainuddin (2015:31) stated that a new
method of teaching usually gets a greater
challenge even though it is already well-
prepared. One of the challenge is about the
time, the teacher should have time inside
and outside the class. Inside the class, the
teacher will guide the students in the
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2
discussion that can also be time-
consuming when the teacher forgets about
the time. Outside the class, he or she
should prepare the lecturing video for
them.
Flipped classroom method is a
breakthrough in combining teaching and
technology. So, teachers according to
McLeod, Fisher, and Hoover (2003:33) as
cited in Popescu (2014:146) are able to
make the students aware about their time
management, and to create the well-
organized learning process in the class and
also the statement from Slavin (2006:243)
as cited in Loyens (2007:17) is that “the
teacher becomes the “guide at the side”
rather than the “sage on the stage””, it
means the teacher is not the core of the
process, he or she just a partner of
students in learning.
2.3 TED-Ed
TED is a combination of video
conferences about technology,
entertainment, and design that was born in
1984. This concept was the result of a
three-field observation from Richard Saul
Wurman, that three fields are technology,
entertainment, and design. In 1990, the
conference of TED finally began in
California with many audiences from
3. METHODOLOGY
This research used qualitative research. In
doing this qualitative research, I would
find the meaning of certain phenomenon
happening in the society in the forms of
their behavior when they engaged in a
certain activity. (Creswell, 2014:48) I used
descriptive qualitative method to make the
explanation truthfully, precisely, and well-
organized. I described how is students’
activeness and achievement in studying
English writing by using flipped
classroom method. There were three ways
in conducting this research. First, I would
observe the class and the students, and
then recorded them as my main data.
Finally, all of the data would be analyzed
60
different places and fields who have the
same purpose in sharing and knowing
other ideas. TED-Ed has a director named
Logan Smalley is the initiative program
from TED in the education field. From the
slogan of TED-Ed, Lesson worth sharing,
it has a purpose in facilitating the thought
from teachers and students all over the
world. TED-Ed used a platform that
included videos from many sources in the
internet, and users can create questions
and discussions related to the video.
2.4 Writing
Writing is one of the thorniest skills that
the students’ should face in learning
English, no matter it is as second or
foreign language, or even as their official
language. As the statement from Kellogg,
Olive, & Pilot (2001) as cited in Javed,
Juan &Nazli (2013:131) is that writing is
considered a cognitive test; it means this
skill can improve other abilities, like
students’ competency of language,
students’ capacity in recalling the
knowledge, and students’ skill of thinking.
The whole meaning of writing skills based
on Javed, Juan &Nazli (2013:132) are
producing right sentences in grammatical
context, and also publishing the product
that easily conveyed by readers.
and described based on the problems of
the research that mentioned in Chapter 1.
The research has done at Writing III class
of English Education Study Program of
Teaching and Training Education of
Universitas Bandar Lampung. The data
was gathered by observing the students in
the class, providing them questionnaire in
the end of my observation and then
analyzing the data from the questionnaire.
In the research, firstly I observed how the
ongoing learning-teaching process,
especially I concerned in students’
activeness and achievement. The result of
this observation became the baseline in
making the questionnaire. It has
distributed at the end of the observation. I
used closed-ended question in producing
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2
the questionnaire, five-point Likert scale
used in it and there was one descriptive
question in the end of the questionnaire
that had a purpose to know the perspective
of flipped classroom from the students’
side. At the end, it was combined with the
observation that has done before in
making the result of this research. After
the all of the data were gathered, I
combined the result in forms of several
paragraphs. The result from combination
between two instruments above was in the
form of table and diagram and it was
explained by some sentences that
interpreted the table and diagram.
4. DISCUSSION
I have done the research by using two
instruments that are suitable for my
method of research; there are observation
and questionnaire. The former had a
purpose as my point of view of students’
activeness and achievement in
experiencing this method, and the latter
had a purpose as students’ point of view
about these ones. I emphasized on
activeness and achievement is because
these are the most important indicators to
be seen by teachers, and whether their
learning process runs successfully or not.
First, as stated by Bolliger and Armier
(2013:201), students’ activeness in the
class becomes a thing that should be given
attention by teachers in form of an
approach called “active learning”.
Macmeher and Crawford (2007) as cited
in Bolliger and Armier (2013:201) stated
that active learning is defined as the way
of pushing the students to get involved in
whole activity in the class with their own
abilities.
Based on the result of this research from
those two indicators, it shows that in the
beginning of the class, students are little
bit confused with the applied method in
the class. As stated by Colins (2012) as
cited in Halili and Zainuddin (2015:31),
when a new method is introduced to the
students, they will feel strange with this
5
one, and the result is they do not know
what they should accomplish in the class.
It is strengthen by their choice in
questionnaire about their awareness of
asking to others, and it is strengthened by
their responses about their attitude of
confusing with the recent method in the
class because they did not read the
material early before entering class. Some
of them watched the material when the
class was started.
After that, they got the assignment from
the lecturer about interpreting a bar chart.
They finished it in groups in order to help
each other in finishing the assignment.
Rotellar and Cain (2016:3) stated that
flipped method contained concrete and
problem solving activities. So, they made
some discussion related to the assignment,
and some of them opened their internet
browser to get other information for their
assignment, and they also gave opinion. In
problem solving questions, mostly they
agreed that they tried to combine their
own or basic comprehension about the
material with new knowledge in the
website, and they helped others to figure
out what the content of material is talking
about. Besides consulting to the internet,
the students asked their lecturer and me
about the assignment and corrected theirs.
As stated by Sun and Wu (2016:92) that
flipped classroom method can strengthen
teacher-students interaction, and build
more comfortable class setting.
Since their assignments are corrected by
lecturer and me, and also the method of
learning changed, I could see they could
produce many words in their writing.
Most of them agree that they felt write
more sentences than usual in the class. Yu
and Wang (2016:304-305) also found that
flipped classroom can have a good impact
on the students’ English writing, in their
score and satisfaction sides. As they
thought that their writing products were
better than before, it interested them more
in the material given in the website. The
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2
research result of Nanclares and
Rodriguez (2016:4-5) stated that flipped
classroom method could make them
interested to learn the material given
(video), and it was more challenging than
traditional classroom.
In the second meeting when the lecturer
tried to correct students’ work of
yesterday. In flipped class, as stated by
Guy and Marquis (2016:10) that this
method could make class time that usually
used for lecturing time; it was used as the
guiding time for the students in improving
their skills in order to pay attention to him.
The reason they did this is in the realizing
the mistakes and improvement section.
because as proved by Bergman,
Overmeyer, and Wilie (2013) as cited in
Cohen and Brugar (2013:12), flipped
classroom can trigger the students to be
more responsible with their own learning.
So, they will find ways to help them in
improving themselves. From the result of
this research, the most of students gave
positive feedbacks about flipped
classroom in writing class, they said that it
was interesting. If I made it in a sentence,
the sentence is; ‘Overall the class is great,
the material and assignments given are so
interesting and challenging myself to
trigger me in finding my weakness,
although in the class is a bit tedious, but
after all those can obtain novel knowledge
in widen my idea and make me to study
harder.’
So that, the method ran quite well as the
process followed the revised version of
Bloom’s taxonomy as stated in Zainuddin
and Halili (2016:316). They stated that in
flipped class inverted the usual process in
Bloom’s taxonomy. Remembering and
understanding stages are usually done in
class, in flipped it is done in home.
Analyzing, evaluating, and creating stages
are regularly done in home, in flipped it is
done in the class. The process of
remember and understanding were
running here in order to make them filled
62
their brain with the basic knowledge of
material before coming to the class, and
the process of analyzing, evaluating, and
creating were also running here to make
them became more prepared when the
class time began, because they already had
the fuel to run their engine in the class.
5. CONCLUSION
I have done the research by using two
instruments that are suitable for my
method of research; there are observation
and questionnaire. The former had a
purpose as my point of view of students’
activeness and achievement in
experiencing this method, and the latter
had a purpose as students’ point of view
about these ones. I emphasized on
activeness and achievement is because
these are the most important indicators to
be seen by teachers, and whether their
learning process runs successfully or not.
First, as stated by Bolliger and Armier
(2013:201), students’ activeness in the
class becomes a thing that should be given
attention by teachers in form of an
approach called “active learning”.
Macmeher and Crawford (2007) as cited
in Bolliger and Armier (2013:201) stated
that active learning is defined as the way
of pushing the students to get involved in
whole activity in the class with their own
abilities.
Based on the result of this research from
those two indicators, it shows that in the
beginning of the class, students are little
bit confused with the applied method in
the class. As stated by Colins (2012) as
cited in Halili and Zainuddin (2015:31),
when a new method is introduced to the
students, they will feel strange with this
one, and the result is they do not know
what they should accomplish in the class.
It is strengthen by their choice in
questionnaire about their awareness of
asking to others, and it is strengthened by
their responses about their attitude of
confusing with the recent method in the
class because they did not read the
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2
material early before entering class. Some
of them watched the material when the
class was started.
After that, they got the assignment from
the lecturer about interpreting a bar chart.
They finished it in groups in order to help
each other in finishing the assignment.
Rotellar and Cain (2016:3) stated that
flipped method contained concrete and
problem solving activities. So, they made
some discussion related to the assignment,
and some of them opened their internet
browser to get other information for their
assignment, and they also gave opinion. In
problem solving questions, mostly they
agreed that they tried to combine their
own or basic comprehension about the
material with new knowledge in the
website, and they helped others to figure
out what the content of material is talking
about. Besides consulting to the internet,
the students asked their lecturer and me
about the assignment and corrected theirs.
As stated by Sun and Wu (2016:92) that
flipped classroom method can strengthen
teacher-students interaction, and build
more comfortable class setting.
Since their assignments are corrected by
lecturer and me, and also the method of
learning changed, I could see they could
produce many words in their writing.
Most of them agree that they felt write
more sentences than usual in the class. Yu
and Wang (2016:304-305) also found that
flipped classroom can have a good impact
on the students’ English writing, in their
score and satisfaction sides. As they
thought that their writing products were
better than before, it interested them more
in the material given in the website. The
research result of Nanclares and
Rodriguez (2016:4-5) stated that flipped
classroom method could make them
interested to learn the material given
(video), and it was more challenging than
traditional classroom.
5
In the second meeting when the lecturer
tried to correct students’ work of
yesterday. In flipped class, as stated by
Guy and Marquis (2016:10) that this
method could make class time that usually
used for lecturing time; it was used as the
guiding time for the students in improving
their skills in order to pay attention to him.
The reason they did this is in the realizing
the mistakes and improvement section.
because as proved by Bergman,
Overmeyer, and Wilie (2013) as cited in
Cohen and Brugar (2013:12), flipped
classroom can trigger the students to be
more responsible with their own learning.
So, they will find ways to help them in
improving themselves.
From the result of this research, the most
of students gave positive feedbacks about
flipped classroom in writing class, they
said that it was interesting. If I made it in a
sentence, the sentence is; ‘Overall the
class is great, the material and
assignments given are so interesting and
challenging myself to trigger me in
finding my weakness, although in the
class is a bit tedious, but after all those can
obtain novel knowledge in widen my idea
and make me to study harder.’
So that, the method ran quite well as the
process followed the revised version of
Bloom’s taxonomy as stated in Zainuddin
and Halili (2016:316). They stated that in
flipped class inverted the usual process in
Bloom’s taxonomy. Remembering and
understanding stages are usually done in
class, in flipped it is done in home.
Analyzing, evaluating, and creating stages
are regularly done in home, in flipped it is
done in the class. The process of
remember and understanding were
running here in order to make them filled
their brain with the basic knowledge of
material before coming to the class, and
the process of analyzing, evaluating, and
creating were also running here to make
them became more prepared when the
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2

class time began, because they already had
the fuel to run their engine in the class.
6. REFERENCES
Amoush, K.H. (2015). The impact of employing
brainstorming strategy on improving
writing performance of English major
students at Balqa Applied University in Hamdan, N., McKnight, K., and Arfstrom, K.M.
Jordan.Journal of Education and
Practice,6(35), pp. 88-92.
classroom and its impact on effective
teaching-learning process in Saudi
Arabia.International Journal of Applied
Linguistic & EnglishLiterature, 5(2), pp.
202-206, DOI:
10.7575/aiac.ijalel.v.5n.2p.202.
(2013).A Review of FlippedLearning. New
York: Pearson.

Bolliger, D.U., and Armier Jr., D.D. (2013). Huy, N.T. (2015). Problems affecting learning
Active learning in the online environment: writing skill of grade 11 at Thong Linh
The integration of student-generated audio High School. Asian Journal of
files. ActiveLearning in Higher Education, Educational Research,3(2), pp. 53-69.
14(3), pp. 201-211, cot, M.T., Noren, J., and Berge, Z.L. (2014).
DOI:10.1177/1469787413498032. The flipped classroom in training and
development: Fad of the
Cohen, S., and Brugar, K. (2013). I want that… future?,PerformanceImprovement, 53(9),
flipping the classroom In George, P. (Ed.), pp. 23-28, DOI: 10.1002/pfi.21438.
Middle ground (pp. 12-13). Ohio:
Association for Middle Level Education. Javed, M., Juan, W.X., and Nazli, S. (2013). A
study of students’ assessment in writing
Creswell, J.W. (2014). Research Design: skills of the English
Qualitative, Quantitative, and Mixed language.InternationalJournal of
Methods Approaches. London: SAGE Instruction, 6(2), pp. 129-144.
Publications.
Liu, X, and Lee, J.W. (2014), EFL college
Farah, M. (2014), The Impact of Using Flipped students’ reactions to their writing
Classroom Instruction onthe Writing teachers’ corrective feedback.English
Performance of Twelfth Grade Female Teaching, 69(3), pp. 81-103.
Emirati Students in the Applied
Technology High School (ATHS). Dubai: Loyens, S. (2007). Students’ Conceptions of
The BritishUniversity in Dubai. Constructivist Learning, Rotterdam:
Optima GrafischeCommunicatie.
Guy, R., & Marquis, G. (2016). The flipped
classroom: A comparison of student Muslim, I.M. (2014), Helping EFL students
performance using instructional videos improve their writing. International
and podcasts versus the lecture-based Journal of Humanities and Social Science,
model of instruction. Issues in Informing 4(2), pp.
Scienceand Information Technology, 13, 105-112.
pp 1-13.
Nanclares, N.H., and Rodriguez, M.P. (2016).
Halili, S.H., and Zainuddin, Z. (2015).Flipping Students’ satisfaction with a blended
the classroom: what we know and what instructional design: The potential of
we don't.The Online Journal of Distance “Flipped Classroom” in higher education.
Educationand E-Learning, 3(1), pp 28-35. Journal of Interactive Media in Education,
4(1), pp. 1-12, DOI:
Hashmi, N.A. (2016). Computer-assisted http//dx.doi.org/10/5334/jime/397.
language learning (CALL) in the EFL
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 Jurnal Linguistika, Oktober 2016, Volume 7, No 2

Popescu, T. (2014). Classroom management NasionalHasil-HasilPenelitian (SNHP-

strategies and techniques: a perspective of
english teacher trainees. Journal of
LinguisticIntercultural Education, 7, pp.
143-160.
Rotellar,C., and Cain, J. (2016), Research,
perspective, and recommendations on
implementing the Flipped
Classroom.AmericanJournal of
Pharmaceutical Education, 80(2), pp. 1-
10.
Sun, J.C.Y., and Wu, T.Y. (2016).Analysis of
learning achievement and teacher-student Yu, Z., and Wang, G. (2016). Academic
interactions in flipped and conventional
classrooms.International Review of
Research in Open and Distributed
Learning, 17(1), pp. 79-100.
IV)LembagaPenelitiandanPengabdianKep
adaMasyarakat, pp. 186-192. [Suyahya, I.
(2014), The effectiveness of flipped
classroom learning strategy
implementation with using PesonaEdu
software for learning media in improving
students’ achievement in Junior High
School in Jakarta, Seminar
NasionalHasil-HasilPenelitian (SNHP-
IV)
LembagaPenelitiandanPengabdianKepad
aMasyarakat, pp.186-192.]
achievements and satisfaction of the
Clicker-Aided flipped Business English
Writing class. EducationalTechnology &
Society, 19(2), pp. 298–312.

Suyahya, I. (2014), Zainuddin, Z., and Halili, S.H.

EfektifitasPelaksanaanStrategiPembelajara (2016).Flipped classroom research and
n Flipped Classroom trends from different fields of
denganMemanfaatkan Media study.International Review of Researchin
Pembelajaran Software Open and Distributed Learning, 17(3), pp.
PesonaEduDalamMeningkatkanPrestasiBe 313-34
lajarSiswa di SMP Jakarta, Seminar

5
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2

THE EFFECT OF USING THREE-STEPS INTERVIEW TO IMPROVE

STUDENT’S SPEAKING SKILL TOWARDS ELEVENTH GRADE
STUDENTS OF SMA AL-AZHAR 3 BANDAR LAMPUNG IN
ACADEMIC YEAR 2016/2017

Erika Utami1,
Dameria Magdalena Sidabalok2
1
English Education Study Program, Bandar Lampung University, Indonesia,
2
English Education Study Program, Bandar Lampung University, Indonesia

Abstract

The focus of the object to be examined in this research is to find out if there is a improvement of using Three-
Steps Interview in improving students’ speaking skill towards eleventh grades students of SMA Al-Azhar 3
Bandar Lampung in Academic Year 2016/2017. The research is an experimental research design which
measure the score of pre-test and post-test as an appliance to know whether there is an effect of using Three-
Steps Interview or not. The subject of this research is consisted of 58 students which are divided into
experimental class and control class. The data is analyzed by using independent sample test. The result shows
that students’ mean score of experimental and control class in post-test is significantly different. It shows the t-
count is higher than t-table (11,871 > 2, 0032). Therefore, null hypotheses were rejected and alternative
hypotheses were accepted. It means that there is an effect of using Three-Steps Interview to improve students’
speaking skill. These researches suggest that there is an effect of using Three-Steps Interview in improving
students’ speaking skill towards eleventh grades students of SMA Al-Azhar 3 Bandar Lampung in Academic
Year 2016/2017. In conclusion, Three-Steps Interview could be applied in teaching English process, especially
in speaking.

Keywords: Three-steps interview, Speaking Skill

1. INTRODUCTION other people what we want to delive, what

Speaking is the main skill which is has an
important role in learning English.
Speaking is included into a basic skill in
English, because one of the purposes in
learning English is being able to
communicate in English well. Oradee
(2017) states that in foreign language
teaching and learning, the ability to speak
is the most essential skill since it is the
basic for communicating with other
people.
Lindsay and Knight (2006) as cited in
Anggraini (2014) define “Speaking is as
productive skill that involves putting a
message together, communicating the
message, and interacting with other
people.” In speaking, usually we
spontaneously arrange the words to
communicate our ideas to other people
around us and also to share the
information. Speaking is important to be
mastered, because by speaking we can tell
66
we want, what we need and also we think.
Speaking English also can help students to
build the interaction to communicate with
people around the world.
Students in Indonesia have been learning
English since they were in primary school.
However, they still get a lot of difficulties
in speaking English especially senior high
school students. Most of them are bored in
learning English especially speaking, they
always feel unconfident to speak English
in front of the class because they have lack
mastery of pronunciation especially lack
of vocabulary. Consequently, because of
that, teaching speaking is really
challenging for the teachers. Kayi (2006)
states that today’s world requires that the
goal of teaching speaking should improve
students’ communication skill.
Regarding that case, there should be a
technique which is effective to improve
students’ speaking skill. In as much as
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2
most English teachers of senior high
school deliver the materials dominated by
grammar focus, students cannot speak
fluently because they think too much
about sentence structure or grammar
before they speak and also they lack of
practice of speaking English in classroom.
From this case, the researcher intends to
help the students to improve their
speaking skill by using one of cooperative
learning techniques. Brown (2001:47)
states “in cooperative classroom the
students and the teachers work together to
pursue goals and objectives”. It means that
in a cooperative learning, the interaction
among the students is appeared in the
classroom. The students will work in
group to solve the problems together, each
student has a responsibility to reach the
goals of the group.
Responding to the principles of teaching
learning using cooperative learning, the
researcher will use one of cooperative
learning methods called Three-Steps
Interview. Three-Steps Interview is an
effective way to encourage students to
share their thinking, ask questions, and
take notes. The students will produce and
receive language during the process of
learning. The students will work in group
with 4 students in each group, and they
will have each role to share ideas orally.
Liptoon (1998) as cited in Mallombasi
(2012) states that The Three-Steps
Interview is a cooperative way to help
students personalize their learning and
listen to and appreciate the ideas and
thinking from each student in a group.
This technique may be very useful to help
students in their speaking skill because it
will not only make them to be active in
speaking but also developing their ideas.
2. LITERATURE REVIEW
2.1 Corporative Learning
Cooperative learning is a group work
which encourages the members of the
group to work together to achieve goals in
learning process. Slavin (1995) cited in
Al-Tamimi (2014) states that “In
5
cooperative learning, students work in a
small group to help one another in
learning academic content.” In addition, in
cooperative learning, the students can help
each other to solve the problem that is
given by the teacher and reach the goals.
Cooperative learning itself can build
communication competence and
interaction among students in the class.
Macpherson (2015:1) defines that
“cooperative learning is a part of a group
of teaching ot learning technique where
students interact with each other to acquire
and practice the elements of a subject
matter and to meet common learning
goals.” The interaction that happens
among the students that come from
different culture will be appearing in this
cooperative learning. In the same way,
cooperative learning also makes the
students learn to respect the strength and
the weaknesses of the teammates. The
students also have responsibility to make
the groups achieve the goals.
Based on the information above,
cooperative learning focuses on group
discussion and social interaction to help
students improve their speaking skill and
also to make students achieve the learning
goals itself. By using the cooperative
learning, it can make the students become
more active than before in the class. In
cooperative learning, the students do not
only learn about teaching materials, but
also learn about the interaction and respect
their differences.
2.2 Three-Step Interview
Three-step interview is one of the
cooperative learning techniques to
improve speaking skill. Three-step
interview encourages students to share
their ideas with their pairs. Equally, it also
helps the students to learn in oral-
communication. Barkley et al (2005) as
cited in Irawati (2013) states that “In
three-step interview, student pairs take
turns interviewing each other and then
report what they learn to another pair”.
The students learn how to paraphrase and
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2
develop the ideas and paraphrase it.
Three-step interview technique also trains
the students’ speaking skill.
Kagan (1994) as cited in Mallombasi
(2012) states that there are steps in three-
step interview such as:
The first step, the students are in pairs;
one is the interviewer, the other is the
interviewee.
The second step, the students reverse
roles.
The third step, the students do a Round
Robin; each one in turn sharing with the
team what they have learned in the
interview.
The topic discussion for this method or
interview can be anything, which is
related to the learning units. The topic can
be the interest of the students or nowadays
phenomenon. Three-Steps Interview has
advantages which proposed by Monet
(2001:167) as follows:
Three-Steps Interview creates
simultaneous accountability.
Promotes their speaking ability and their
communication skills apply as a mean to
have students share homework
Use to gather students’ thinking on
particular subjects, thoughts or feeling
Use to make the students’ interview each
other about how they solved their
problems.
Three-steps interview technique is one of
the cooperative learning in which the
students learn how to speak, listen and
paraphrase their pairs’ ideas.
Consequently, it encourages the students
to be more active and they have built a
responsibility to participate in the
classroom. In three-step interview
technique, the students will make
interaction among the others in order to
share their ideas orally. Three-step
interview technique will help teacher to
improve students’ speaking skill.
2.3 The Concept of Speaking Skill
Speaking is one of the main purposes of
English learning. Speaking is the way of
expressing and sharing ideas, feeling,
68
thought in oral language. Mackey (2001)
as cited in Argawati (2014) states that
“Oral expression involves not only the use
of the right sounds in the right patterns of
rhythm and intonation, but also the choice
of words and inflections in the right order
to convey the right meaning.” Thus, the
crucial thing in speaking is how to convey
the ideas well in order to make listeners
understand the intended meaning.
Speaking is not only just delivering the
ideas, thought, etc, but also choosing the
correct words and knowing how to
pronounce the words correctly. According
to Brown (2007) as cited in Al-Tamimi
(2014): “Oral communication can be
maintained by having three components.
The first one is fluency which is the ability
to speak spontaneously and eloquently
with no pausing and with absence of
disturbing hesitation makers. The second
component is accuracy. It refers discourse.
The third component is pronunciation.
Pronunciation has a central role in both
academic and social fields in the way that
students can be able to participate and
integrate successfully in their
community.”
In addition, there are three components in
oral communication. The first is fluency,
and it refers to the ability to deliver your
idea or to speak smoothly without any
filler. The second is accuracy; it refers to
the ability in using the appropriate words
and the patterns of the sentence. The third
is pronunciation; it refers to the way we
say the words in order to make listeners
understand the meaning of our speaking,
so we have to pronounce the words
correctly.
Brown (2004:141) cited five stages of
speaking performance. They are imitative,
intensive, responsive, interactive and
extensive. The explanation about those
categories is stated as follows:
Imitative; in this stage, the teacher only
focuses on students’ pronunciation and the
ability to memorize some words.
Intensive; the production of short stretches
or oral language designed to demonstrate
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2
competence in narrow band of
grammatical, phrasal, lexical or
phonological relationship. The speaker is
aware of semantic properties in order to be
able to respond, but interaction with an
interlocutor or test administrator is
minimal as best.
Responsive; this performance includes
interaction and test comprehension, but at
the somewhat limited level of very short
conversation, standard greetings, small
talk, simple request and comments.
Interactive; in this stage, the length and
complexity of the conversation is more
than responsive stage, which sometimes
includes multiple exchange or multiple
participants.
Extensive; extensive oral production
includes speeches, oral presentations, and
storytelling. In this stage, the students
should be able to produce their own
language with their own idea.
As a teacher we should know that
speaking is not only about the use of the
right sounds but also the choice of words
so that someone can communicate with
others correctly. The stage of students’
performance also becomes part of
consideration to design English teaching
activities. The goals of teaching will
influence the activities in the class.
2.4 Teaching Speaking Skill
Teaching is the process of doing activities
about knowledge by the teacher in getting
students to learn. Brown (2000:7) states
that “teaching is showing or helping
someone to learn how to do something,
giving instruction, guiding in the study of
something, providing knowledge, causing
to know or understand.” In other words,
the teacher has to help the students to get
variety of knowledge and developing their
knowledge. The teacher has to be creative
in teaching in order to make the students
feel interesting and understand the
materials.
The role of teacher in teaching speaking is
to facilitate the students to speak English.
Teaching speaking means the teacher
5
trains the students about how to deliver
the meaning to communicate with other
people by using correct words and sounds
or intonations. In teaching speaking, the
teacher should have good preparation; it
includes the preparation of teaching
method and teaching material. Bygate
(1987:3) states that “one of the basic
problems in foreign language teaching is
to prepare learners to be able to use the
language”. In teaching speaking, teacher
has to provide the technique which
involves the interaction among students
and give them the chance or opportunity
to speak up in the classroom and share
their ideas in English. The teacher also
consider about the age and the level of the
students when they want to give the
materials.
3. METHODOLOGY
In this research, the researcher used
experimental method which was a
systematic and scientific approach to
research in which the research used one or
more variables, and controls and also
measured any change in other variables.
The researcher decided to choose this
method because she wanted to apply the
specific treatment. She intended to find
out the effect of three-step interview
towards students’ improvement in their
speaking skill. The researcher divided
class into 2 classes. One class as
experimental class was taught by using
Three-step interview, and another one is
control class was not taught by using
Three-Steps Interview.
Variables of Research:
In the research too, there are two different
kinds of variables, such as:
Independent variable: three-steps
interview technique.
The technique is used to improve students’
speaking skill. This technique was a
technique where students’ pairs take turn
interviewing each other and then report
what they have learned in front of the
class.
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2
Dependent variable: students’ speaking
skill.
Speaking skill is the ability to express
thought, ideas, feeling, expression and
messages orally.
Population and Sampling:
The population of this research was
eleventh grade students of SMA Al-Azhar
3 Bandar Lampung. The total population
was 367 students of 9 classes. Two classes
were taken to be the experimental and
control class. The researcher used two
classes as the research sample. One class
was experimental group and another was
control group. The students of the
experimental group were taught by Three-
step Interview and the students of control
group were taught by traditional teaching.
To select the sample of research, the
researcher used a cluster random sampling
technique because the population of this
research was homogenous.
4. CONCLUSION
Based on the result of the research, the
researcher concludes that there is an effect
of the application of Three-step Interview
in students’ speaking skill towards
eleventh grade students of SMA Al-Azhar
3 Bandar Lampung. It can be seen from
the result of the mean score of
experimental class is higher than control
class. By using three-step interview, the
mean score of students’ speaking skill in
experimental class is 74,3 and the mean
score of students’ speaking skill in control
class which was taught by using
traditional teaching is 60. It means that
three-step interview can be applied as one
of the effective technique in teaching
English especially speaking. The score of
T-test is also higher than T-table (7,763>
2,0032), so the alternative hypothesis (Ha)
is accepted and null hypothesis (Ho) is
rejected. It can be concluded that there is
improvement on students’ speaking skill
which was taught by using three-step
interview.
70
5. REFRENCES
Al-Tamimi, N.O.M. (2014). Effectiveness
of Cooperative Learning in Enhancing
Speaking Skill and Attitudes Towards
Learning English. International
Journal of Linguistic, 6 (4). Retrieved
from
http://www.macrothink.org/journal/in
dex.php/ijl/article/view/6114
Argawati, N.O (2014). Improving
Students Speaking Skill Using Group
Discussion (Experimental Study On
The First Grade of Senior High
School). ELTIN Journal, 2 (2).
Retrieved from https://e-
journal.stkipsiliwangi.ac.id/index.php/
eltin/article/view/46/45
Brown, H. D. (2001). Teaching by
Principles An Interactive Approach to
Language Pedagogy. San Fransisco:
Longman.
Irawati, R. (2013). The Effectiveness of
Three-Steps Interview Technique to
Teach Speaking Viewed from The
Students’ Language Anxiety.
JurnalEksos, 9 (3). Retrieved from
http://repository.polnep.ac.id/xmlui/h
andle/123456789/1214
Mallombasi, A. (2012). The Application
of Three-Step to Increase The
Students’ Speaking Ability, E-Journal
Muhammadiyah University of
Makassar, 1 (2). Retrieved from
https://www.academia.edu/21860126/
the_application_of_three-
step_to_increase_the_students_speaki
ng_ability
Oradee, T. (2012). Developing Speaking
Skills Using Three Communicative
Activities (Discussion, Problem-
Solving, and Role-Playing).
International Journal of Social
Science and Humanity, 2 (6), pp. 533.
Retrieved from
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2

http://ijssh.org/papers/164- Roswati et al. (2014). Improving Students’

A10036.pdf
Permanasari, R. C. (2014). Improving
Students’ Speaking Skill Through
Three-step Interview Technique.
Semarang. UniversitasNegeri
Semarang.
IMPROVING STUDENTS VOCABULARY MASTERY AT TENTH
GRADE OF SCIENCE 1 OF SMA AL-AZHAR 3 BANDAR LAMPUNG
BY USING COMBINATION OF ANAGRAM AND KEYWORDS
Speaking Skill by Using Think-Pair-
Share Strategy at The Second
Semester of Syariah Class A at
Language Center of UIN Suska Riau.
Journal English Language Teaching
(ELT), 2 (1). Retrieved from
ejournal.unp.ac.id/index.php/elt/articl
e/download/4602/3642

Kinanti Rahmawati1, Dameria Magdalena Sidabalok2

1
English Education Study Program, Bandar Lampung University, Indonesia,
2
English Education Study Program, Bandar Lampung University, Indonesia

Abstract

Vocabulary is one of the important skills must be mastered to acquire the English. Therefore the purpose of this
research is to observe the use of the combination of anagram and keywords in improving students’ vocabulary
mastery at tenth grade of Science 1 of SMA Al-Azhar 3 Bandar Lampung. The researcher conducted the
students at tenth grade of science 1 of SMA Al-Azhar 3 Bandar Lampung that consist of 43 students.
The researcher used the qualitative and quantitative design. The researcher did the research in six meetings
consisted of two meetings of the preliminary study, four meetings of the implementation of the combination of
anagram and keywords. In the preliminary study, it was found that many students are poor of the English
vocabulary. They were difficult to catch the teachers instruction when the teacher spoke in English.
The researcher used the instruments; observation checklist, video recorder and students’ vocabulary test to
gather the data. Then, in the final mean score got the result was 81.74 of 43 students. There were 84 % of 43
students who could pass the minimum score 80. So, based on the result, it explained after the implementation of
the combination of anagram and keywords, the students got the good improvement in the vocabulary mastery.

Keywords: Vocabulary, combination of anagram and keywords, qualitative, quantitative, improvement.

1. INTRODUCTION learning”. It means that the understanding

In education, English is one compulsory
lesson which becoming a target
examination in the end of school. It means
that at least the students have to learn
about English. While in communication,
vocabulary is one skill that needed to
deliver our ideas and it is also important to
be learned by students in learning.
According to Alqahtani (2015), “lexical
knowledge is central to communicative
competence and to the acquisition of a
second/foreign language and a lack of
vocabulary knowledge is an obstacle to
of vocabulary is very significant in
learning since vocabulary is like a heart of
language. Without vocabulary, language
cannot live. On the other word, vocabulary
is one fundamental aspect in
comprehending languages.
The ability to grasp the meaning of new
words is a necessary skill to strengthen
reading and listening comprehension
(Keshta and Al-Faleet, 2013). The
meaning is mastering vocabulary skill will
influence in comprehending the other
skills like reading, listening, writing,

5
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2
speaking, etc. For instance, when we are
reading some books/references or listen to
recorders or speakers talk, exactly we
invite the vocabulary there to understand
the texts or the sentences. So, it can be
concluded that mastering vocabulary is
really significant in comprehending
language in the communication.
In teaching and learning vocabulary, we as
the teacher have to build an enjoyable and
fantastic class in order to make the
students take pleasure in learning.
Alqahtani (2015) states, “A good teacher
should prepare him or her with various
and up-to-date techniques”. Besides, we
need to get ready with the materials then
we have to arrange the techniques which
are innovative in teaching vocabulary that
can make the students be an active
participation in learning process.
In the phenomenon, sometimes the
students feel bored and unenthusiastic to
learn English in the class, for example
vocabulary learning, besides the language
is different from their first language, for
example Indonesia, the strategy of the
teaching is boring and uninteresting. So, it
explains that the students need something
fresh and challenging in the learning
process.
Actually, there are many interesting ways
and techniques to build vocabularies up,
for example using flashcard, guessing
expression or gestures, finding the
antonyms and many more. In this
research, the researcher uses combination
of anagram and keywords that giving
some letters and clues, then the letters
before should be rearranged by the
students into the exact word.
According to the researcher, the technique
will challenge the students to be more
critical and active in the learning because
the technique give the letters that can be
made into other words, for example there
is a word ‘could’ and the clue is ‘a white
or gray mass in the sky that consists of
very small drops of water’. The answer of
the anagram ‘could’ is ‘cloud’. It will
72
increase students’ critical thinking and
make their vocabulary more extensive.
Nowadays, the models of learning in
Indonesia are oriented on students. It
means that the learning should be focused
on the students’ attention and interest.
Students should be able to access the
knowledge and skills that they need.
While, the rule of the teacher is only as a
link to develop students’’ knowledge and
as facilitator to facilitate whatever that the
students need in learning. So, the teacher
should be able to make the students more
active and creative in learning.
The techniques which interesting are also
needed to support the students in learning
activity, because they need something to
motivate and interest in learning,
especially English. The combination of
anagram and keywords is one of them,
because in the technique there are the
clues and the letters arrangement, so the
students will be easily to answer.
The use of anagrams allows the evaluation
of visual word recognition process
(Panagiotakopoulos and Sarris, 2013). It
explains that the anagram is the process of
knowing words by using visualization in
deep. In addition, there are clues that can
help the students to guess the answer.
Thus, the researcher chooses this topic
which entitled “Improving Students’
Vocabulary Mastery at Tenth Grade of
Science 1 of SMA Al-Azhar 3 Bandar
Lampung by Using Combination of
Anagram and Keywords”.
.
2. LITERATURE REVIEW
In this chapter the researcher tries to give
clear explanation about some theories
which are about anagram, keywords and
vocabulary. Anagram includes the concept
of anagram. Keywords include the concept
of the keywords. Vocabulary includes the
concept, the types of vocabulary and the
concept of teaching and learning
vocabulary. The last is about related study
and hypothesis.
Anagrams, are vague and unclear words
represented to participants and they have
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2
to solve (Alaghehbandha, Yazdi and
Nafissi, 2015). They utilize a more time-
consuming strategy of a serial process by
rearranging the letters until they work out
the correct word (Novick and Sherman,
2003) as cited by (Sarris and
Panagiotakopoulos, 2013). Anagrams are
presented from a predefined word list and
users can repeatedly try to guess the word,
from which the anagram is derived, by
placing successively the given letters into
the correct orthostatic order
(Panagiotakopoulos and Sarris, 2013).
2.1 The Concept of Vocabulary
Student’s knowledge of the words is
strongly linked to academic
accomplishment, because a rich
vocabulary is essential to successful
reading comprehension (Keshta and Al-
Faleet, 2013). The knowledge of word is
an access of comprehending a language
especially in foreign language. It is also
needed, when we are elaborating our ideas
or feelings. Therefore, know much about
the words and know how to use it is very
fundamental learning in education.
Nowadays, vocabulary must not be
neglected by anyone who learns a
language (Hanifia, 2013). It is because the
value of vocabulary in learning a foreign
language is approved and it is accepted as
the most important element of language
(Özen and Mohammadzadeh, 2012).
Mastery over required knowledge of
vocabulary can make a foreign language
learner an effective speaker, good listener,
reader and writer (Ebrahimi, Azhideh and
Aslanabad, 2015). So, mastering
vocabulary is an essential aspect for
foreign learners when they are learning
English as a foreign language. It is
because to be excellent learners in
English, mastering vocabulary is a must.
2.2 Types of Vocabulary
In learning vocabulary, there are some
types of vocabulary that should we know
before. According to Alqahtani (2015)
5
vocabulary is divided into two types, they
are receptive and productive vocabulary.
2.3 The Concept of Teaching and
Learning Vocabulary
Vocabulary is an important part in
acquiring the English lesson. Nunan
(1991:117) explained that the status of
vocabulary has been considerably
enhanced and he also added that
Vocabulary teaching regains an important
place in the language classroom. It means
that the vocabulary teaching is really
essential in the language teaching learning
process especially English. Vocabulary is
the repertory of the words. All languages
in the world have words. The words itself
can be modified into some types, like
adjectives, nouns, verbs and adverbs.
Some words also can be combined into
one and sometimes different words may
have the similar meaning or opposite
meanings. Words itself belonging to
different word classes vary according to
how difficult they are to learn (Read,
2000: 40). Based on the Rodgers’ (1969)
statement cited in Read (2000), the rank of
the easiest word is noun continued with
adjectives, verbs and adverbs.
Having the ability in mastering the words
especially in using the words in
communication is very important in
learning languages especially English. The
reason is we often apply the vocabulary in
our communication rather than grammar.
In learning vocabulary, the students are
not only learning many words, but also
they are expected to remember those
words because remembering the words is
also part of learning vocabulary. Many
techniques to help the students in
remembering the words, one of them is
mnemonics, and one type of mnemonics is
keywords where the technique of
keywords provide some clues that can
help the students easily to guess the
meaning of the words, for example
synonyms, antonyms or the full definition
of the words. In learning vocabulary also,
the students need a fun condition to
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2
motivate their learning. Actually, there are
many ways to make the students feel
happy in learning vocabulary, for example
game. Game is the way required to invite
the students more enthusiastic in learning
process especially vocabulary learning.
There are many types of learning games
especially in learning vocabulary, for
example anagram. Anagram is one kind of
word games that can help the students
memorize the words especially its
spelling. In addition, anagram can help the
students more critical in knowing the
words. That is why the researcher
combines both anagram and keywords
technique in order to make the students
more motivate to learn vocabulary and
help them to improve their vocabulary
mastery.
3. METHODOLOGY
This chapter presents information about
how this research is conducted. It includes
the explanation of the research method,
research variables, population and
sampling, data gathering techniques, and
research analysis data.
In this research, the researcher used the
mixed methods design. The mixed
methods research design was a procedure
for collecting, analyzing, and “mixing”
both quantitative and qualitative methods
in a single study or a series of studies to
understand a research (Creswell, 2012).
So, the researcher mixed both the
qualitative and quantitative approach to
analyze the research data. The reason why
the researcher used the mixed methods
was to measure how the use of
combination of anagram and keywords
influence the students’ vocabulary mastery
and students’ attitudes in the classroom
process. Firstly, the researcher gathered
the data by using the qualitative approach
then the researcher built on the analysis by
using the quantitative on
The researcher collected the data by using
the qualitative and the quantitative
approach. First, the researcher used the
observation checklist, video recorder and
74
field note as the qualitative data to support
the data before and after the
implementation process of the
combination of anagram and keywords.
Then, the researcher used the students’
score test as quantitative data to measure
whether the use of the combining anagram
and keyword was getting improvement or
not in students’ vocabulary mastery.
In the data analysis, firstly the researcher
observed the students’ English learning
process in the class then the researcher
took notes about their goodness and their
problems. After knowing their learning
process and their problems, the researcher
gave the pre-test for the students to see
their ability of the English vocabulary.
The next step, the researcher came to
teach them by implementing the
combination of anagram and keywords
technique. In the teaching process, the
researcher used the video recorder and
asked one English teacher of the tenth
grade of Al-Azhar 3 senior high school to
be an observer and gave him the
observation checklist. It intended to
collect the qualitative data. Then, after the
implementation of the technique, the
researcher gave the students post-test
twice in order to strengthen the data
analysis.
4. DISCUSSION
The researcher did the observation class
on January 11th, 2017. The participants
was the tenth grade students of science 1
of SMA Al-Azhar 3 Bandar Lampung that
consisted of forty three participants
including the teacher, but only forty
participants were included because three
students got dispensation and one student
were absent. Then, the students consisted
of seventeen males and twenty two
females.
In doing the observation, the researcher
took notes to find the problems which
occurred during the teaching learning
process. Then, the researcher found some
good things related to the students and the
teacher. The good things were the teacher
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2
used the media for teaching like power
point, internet and pictures; the teacher
was aware of the students’
mispronunciation, and the students also
were active to ask about words that they
didn’t know the meaning.
Besides the good things mentioned above,
the researcher also found some problems
that faced by the students and the teachers.
The problems were; some student’s didn’t
pay attention during the learning process,
some students’ pronunciation was not
really good and many students who had
poor English vocabulary that made them
didn’t understand some English
instruction, so the teacher mostly used
Bahasa Indonesia to explain it; then, the
teacher only used the translation technique
to build vocabulary. So, the students often
felt bored in learning vocabulary because
they just translated the words then they
ignored it without memorized it more.
Based on the problems found, the
researcher would focus on the teaching
learning process of students’ vocabulary
mastery. The researcher would help the
students to solve their problems in
learning vocabulary that focused on the
meaning, the spelling and the use of the
words. So, the researcher applied the
combination of anagram and keywords as
medium that contained the random letters
and the clues in order to make the students
felt easy guessing the meaning, knowing
the spelling then applying the words into
the sentences. Then, according to the
researcher, by using the combination of
anagram and keywords also, the students
would feel enjoy in learning vocabulary
In the first teaching process, the researcher
used the observation checklist in order to
see the class environment between the
teacher and the students’ activity. The
researcher asked one of the tenth English
teachers to be the observer. The
observation checklist was completed on
January 18th, 2017, during the
implementation of combination of
anagram and keywords. The point of the
observation checklist was to observe both
5
the teacher’s and the students’ activities
during the implementation. The
observation checklist consisted of 15
statements. The eight statements focused
on the teacher’s activity and the seven
statements focused on the students’
activities.
5. CONCLUSION
The goal of this research was to
investigate the use of the combination of
anagram and keywords in improving the
students’ vocabulary mastery at the tenth
grade of science 1 of Al-Azhar 3 Bandar
Lampung. Then, the researcher applied the
qualitative and quantitative approach. The
researcher used some instruments to
gather the data analysis; they were
students’ vocabulary test, observation
checklist, field note and the video
recorder.
In the result of the pre-test described that
the students’ vocabulary and students’
learning strategy were quite low, only 16
% of 43 students who passed the minimum
score and the average score of the students
was 60.12. After the implementing the
combination of anagram and keywords,
the students had good improvement. There
were 86 % students who could pass the
minimum score. The average score have
been gotten after the implementation of
the combination of anagram and keywords
was 81.74. The combination of anagram
and key words helped the students to
master the words. So, the researcher
concluded that the combining anagram
and key words could improve students’
vocabulary mastery in X IPA 1 of SMA
AL-Azhar 3 Bandar Lampung.
6. REFERENCES
Alaghehbandha, N., Yazdi, S.M., and
Nafissi, Z. (2015). Studying the
effect of mental sets in solving
anagram. IJBS, 9 (3), pp. 192-195.
Alqahtani, M. (2015). The importance of
vocabulary in language learning and
how to be taught. International
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2

Journal of Teaching and Education, education students. International

3 (3), pp. 21-34. doi: Education Studies, 6 (2), pp. 110-
10.20472/TE.2015.3.3.002. 126. doi:10.5539/ies.v6n2p110.

Creswell, J.W. (2012). Educational Read, J. (2000). Assessing vocabulary:

research: planning, conducting, and research on vocabulary acquisition
evaluating quantitative and and use. In: Alderson, J.C.,
qualitative research. Fourth Edition. Bachman, L.F. (Eds.), The
Boston: Pearson Education. Cambridge language assessment (pp.
38-73). Cambridge: Cambridge
Ebrahimi, Z., Azhideh, P., and University Press.
Aslanabadi, H. (2015). The effects
of teaching vocabulary learning Sarris, M.E., and Panagiotakopoulos,
strategies on Iranian EFL learners’ C.T. (2013). Linguistic effects on
vocabulary development. anagram solution: The case of a
International Journal on Studies in transparent language. World Journal of
English Language and Literature, 3 Education, 3 (4), pp. 41-51
(1), pp. 57-64.

Hanifia, F.N. (2013). The use of

vocabulary journal in enriching
students’ vocabulary mastery and
the students’ attitudes toward its use.
The Journal of English and
Education, 1 (1), pp. 81-88.

Keshta, A.S., and Al-Faleet, F.K. (2013).

The effectiveness of using puzzles in
developing Palestinian tenth graders'
vocabulary achievement and
retention. Humanities and Social
Sciences, 1(1), pp. 46-57. doi:
10.11648/j.hss.20130101.16

Nunan, D. (1991). Language teaching

methodology: teaching vocabulary.
In: Candlin, C.N. (Ed.), Language
teaching methodology (pp. 116-
142). Sydney: Prentice Hall.

Özen, B., and Mohammadzadeh, B.

(2012). Teaching vocabulary
through poetry in an EFL classroom.
International Online Journal of
Primary Education, 1 (1), pp. 58-72.

Panagiotakopoulos, C.T., and Sarris, M.E.

(2013). “Playing with words”:
Effects of an anagram solving game-
like application for primary
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 Jurnal Linguistika, Oktober 2016, Volume 7, No 2

THE EFFECTIVENESS OF USING TED TALKS TO IMPROVE

STUDENTS’ PRONUNCIATION
AT THE TWELFTH GRADE STUDENTS
OF SMK MUHAMMADIYAH WAY SULAN IN 2016-2017

Muti’atus Saniyati1, Yanuarius Yanu Dharmawan2

1
English Education Study Program, Bandar Lampung University, Indonesia,
2
English Education Study Program, Bandar Lampung University, Indonesia

Abstract

This research described the use of TED Talks to improve students’ pronunciation. Moreover, it was to find out
whether TED Talks is effective to improve students’ pronunciation at the twelfth grade students of SMK
Muhammadiyah Way Sulan. This research used experimental design in which attitudes were assessed both
before and after an experimental treatment. The subject of the research was consisted of 60 students, they were
divided into experimental and control group. The instruments used for collecting data were test which was
consisted of pretest and posttest. The data analysis of this research was attempted by using independent sample
T-test which was calculated through computing with Statistical Package for Social Science (SPSS) version 20.
The result indicated that the students’ mean score of experimental and control group in posttest were
significantly different. It showed that t-count was higher than t-table (10,706 > 2,002) and the sig. 2-tailed
value was lower than sig. level (0.000 > 0.05). Therefore, the null hypothesis (Ho) was rejected and the
alternative hypothesis (Ha) was accepted. It meant that there was effective impact of using TED Talks towads
students’ pronunciation. In conclusion, using TED Talks as a media was effective to improve students’
pronunciation. Therefore, it was suggested the use of TED Talks as a media in teaching English generally and
teaching pronunciation particularly.

Keywords: TED talk, Pronounciation

1. INTRODUCTION people socially and professionally.

Pronunciation is a crucial part in
speaking beside grammar and
vocabulary. In a real life, effective
communication is determined by how
clear you speak the words of sentences.
Different pronunciation represents
different meaning. To make the
listeners understand what we say, we
need to speak with correct
pronunciation. Therefore learning
pronunciation is very important.
Learners with good pronunciation in
English are more likely to be
understood even if they make errors in
other areas, whereas learners whose
pronunciation is difficult to understand
will not be understood even if their
grammar is perfect (Gilakjani: 2012).
Good pronunciation skills also give
learners more confidence when
communicating in English with foreign
78
Gilakjani (2012) also states that
learners with poor pronunciation might
be judged as incompetent, uneducated
or lack of knowledge. There is no doubt
that people have views on
pronunciation. It is not wise for learners
to ignore them completely. So, it cannot
be denied that learning pronunciation is
important for English learners for
communicating.
Unfortunately, many learners give less
attention to pronunciation. It might be
because practice of communicating is
not enough in their classroom. The
teacher and classmates who are from
the same country also give imperfect
example of English pronunciation. So,
it is difficult to find the standard
pronunciation of English in the
classroom only.
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2
Students mostly find difficulties to
pronounce some specific words in
English. They find out that their mother
tongue or native language is different
from English as the target language.
MacKay (1967) as cited in Pal (2013)
points out that the appearing of errors in
non-native pronunciation can be caused
by some factors that come from native
language shifting; there are the equality
of learning in foreign language, an
obscurity, memorizing correct form, or
inadequacy ability and sensibility of
language. In other words, pronunciation
errors are influenced much by the
student’s basic knowledge of their
mother tongue.
While in most of Indonesian words,
there is no difference between its
writing and its sound (Ruyattman:
2014). Indonesian is supposed to be an
easy language to spell and to
pronounce. Therefore Indonesian
students get confused with different
sounds of one specific symbol.
Students are also difficult to pronounce
some sounds which are not common
and even do not exist in their mother-
tongue. They are difficult to
differentiate sounds between /θ, ð/, they
commonly pronounce it /t, d/.
Another problem is that students are not
familiar with cluster sounds. Cluster or
consonants cluster is a group of two or
more consonant sounds that come
before (onset), after (coda), or between
(medial) vowels (Nordquist: 2016). To
pronounce clusters we should delete the
middle consonant sound or transform a
sound to use less movement of the
tongue. Beside those problems,
Providing appropiate media can be a
good solution to solve those problems.
The use of these media not only can
make teaching-learning process more
interesting but also can give students
the appropiate guidelines or direction of
what they learned. I try to use TED
5
Talks (name of website) as media to
improve students’ English
pronunciation. Ted Talks is a series of
informative, inspiring, and educational
talks delivered by the world’s famous
thinkers. It can be easily accessed in
www.tedtalks.com.
Although TED Talks is not designed
specifically for education, there are many
features that we can use for teaching-
learning process. TED Talks allow us to
watch many videos of inspiring talks from
many people all over the world while we
can also read the subtitle or script in many
languages. This can be used as the way to
improve students’ pronunciation. When
students watch or listen to the talks, they
also read the subtitle or script of the talks
at the same time. It will ease them to
notice and imitate proper pronunciation of
every single word that appears. From these
problems, I want to see whether TED
Talks is effective to improve students’
English pronunciation.
2. LITERATURE REVIEW
Nordquist (2016) defines pronunciation
as the act or manner of speaking a
word. It is the way how we produce
words, utterances, and sentences orally.
In English there are many words which
are not pronounced the same way as
they are spelled. As the result, many
words spelling in English do not
represent the way they are pronounced.
Therefore pronunciation is rather the
way how the language is spoken, not
written. In addition, Otlowski (2004) as
cited in Essay (2013) state that
pronunciation is a way that is accepted
and generally understood. It is a way of
speaking a word that can be accepted
and understood by people generally.
Teaching pronunciation is important for
students to get ready with the real life
communication. By mastering
pronunciation they are not only easy to
be understood, but also easy to
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2
understand what other people talk
about. Tennant (2007) states that
pronunciation is not just about
producing the right sounds or stressing
the right syllables, it is also about
helping students understand what they
hear. So, it cannot be denied that
pronunciation is useful for students
both to understand and to be understood
when connecting other people.
In teaching pronunciation, the idea of
native-like pronunciation as the main
goals is argued to be unrealistic.
Actually students do not need to speak
with native-like pronunciation. It is
more important that when they speak, it
can be comfortably understandable. In
line with this, Burns (2003) states that it
is more important that speakers of
English can achieve; intelligibility (the
speaker produces sound patterns that
are recognizable as English),
comprehensibility (the listener is able to
understand the meaning of what is
said), and interpretability (the listener is
able to understand the purpose of what
is said). Then it is important to be noted
that teaching pronunciation goal is to
help students speak with
understandable way, and their
pronunciation is at least sufficient for
that purpose.
TED is a nonprofit foundation devoted
to spreading ideas which is in the form
of short talk delivered in the
conference. This well-known
conference is held all around the world.
There are two main conferences which
are held annually on the North America
west coast, and in Edinburgh, Scotland.
TED conference is began in 1984 with
three main topics covered, namely
Technology, Entertainment, and
Design. However, today Ted covers
almost all topics, issues, and subjects,
such as science, education, business,
global issues, etc.
80
TED Talks is relatively short video
from some of the most engaging
speakers around the world (Nelson:
2013). TED Talks are delivered by the
most well-known thinkers and doers in
the world who share what they know,
research for, and experience in their
life. Pell (2015) states that Ted is a
series of informative, educational,
inspiring and sometime jaw-dropping
talks that present “Ideas worth
Spreading”. This series is delivered by
influential speaker to inspire people all
over the world of wonderful ideas
which they bring. TED Talks’ aim is to
open people’s mind of new, inspiring,
and educational ideas. Ted talks are
available and free to watch at TED
website and YouTube. More than 1,900
talks are available at Tedtalks.com in
more than 110 languages.
Kelly (2015) suggests some ways
which TED Talks can help in the
Teaching-learning process, especially
in English language teaching. They are
talking about language, simplying
listening, providing Ted transcripts.
By using TED Talks students especially
teenage students become more
interested and motivated in joining
teaching-learning process. Pell (2015)
states that “teenagers, being YouTube
generation find Ted talks highly
engaging and motivating.” Every TED
Talks is different, so teachers can
exploit in various ways (Pell: 2015). By
using TED Talks teachers can do
various activities in the classroom, such
as role plays, debate, presentation, and
many others. TED Talks can also be
used by students at home. It provides an
attractive context which can improve
students’ English at home. Thousands
videos of TED Talks can help students
to improve their English skills, from
listening to vocabulary to
pronunciation, and many others.
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2
As a website in accessing TED Talks we
need to prepare good internet connection,
electricity, and gadget. Other than that,
availability of gadgets still becomes the
crucial problem. Most of Indonesian
schools lack of gadget or media to be used
in teaching-learning process. Using TED
Talks in the classroom requires us to
prepare some assisted tools such as
computer, sound system, and LCD
projector, yet not all classrooms provide
us such tools. Beside its advantages and
disadvantages, the effectiveness of using
TED Talks as teaching media is based on
the way how we utilize it. As we go
further into the 21st century, technology is
more and more integrated into our society.
Smart phones are now commonplace,
tablets are replacing or substituting for
computers and laptops. So, there will be
many ways to integrate it in the classroom.
3. METHODOLOGY
This research used experimental design.
It was used in which attitudes were
assessed both before and after an
experimental treatment. Therefore in
this research, the subject of the research
was firstly given a pre-test to know
their basic pronunciation ability before
a treatment was given. Treatments were
given to the students in three meetings
by using TED Talks. Post-test was
given after the treatments were
finished, it was done to know how far
the influence of using TED Talks to
improve students’ pronunciation.
The subject of this research was the
students of SMK Muhammadiyah Way
Sulan. The numbers of population were
approximately 350 students. There were
ten classes involved in this research as
the population. They were X
Accounting A, X Accounting B, X
Automotive A, X Automotive B,
Accounting B, and XII Automotive.
However, not all classes were
considered as the sample of this
research due to the limitation of time
5
and funds. This research emlployed
purposive sampling; it involved only
two classes from the ten existing
classes, namely XII Accounting A and
XII Accounting B class.
I chose those two classes students
because of following considerations.
First, in this research, I tried to use
TED Talks as media to improve
students’ pronunciation. Second, this
research focused on helping students to
get alternative solution in their
pronunciation improvements. The XII
Accounting A and XII Accounting B
class students have been in the final
year of secondary school. However,
they still made many poor
pronunciations on consonant and vowel
sounds.
The instrument used in this research
was test. The objective of the test was
used to identify students’ improvements
in pronunciation. Other than that, I also
used audio recording to record the data
obtained, because it could give an
accurate and detailed data of students’
achievement in pronouncing English
words. I did analysis on three
pronunciation features; vowels,
consonants, and word stress. The
standard pronunciation used in this
research was International Phonetic
Transcription (IPA).
Pre-test was the first activity of this
research. It was conducted in the first
meeting and followed by both
experimental and control group. I asked
the students to read 50 words taken
from the videos used in the research.
While the students read the tested
words, I recorded them to get the
accurate result when researcher gave
the scores.
After giving pre-test, I gave the first
treatment. The treatment was
administered for the experimental class
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2
by using TED Talks, while control
group received the traditional teaching.
Firstly, I gave the students printed
script of the video before watching a
TED Talks video. Then, they were
asked to read some bold words in the
script. After that, I played the TED
Talks video, the students were asked to
pay attention and watch the talk while
they should also read the printed script.
After watching the video, the students
and I had small discussion about it. The
students were asked to freely give
comments about the video. After that, I
played them the TED video again. I
paused the video when the speaker said
the bold words, so the students could
possibly repeat it. The treatments were
given in 3 meetings. Every meeting the
researcher gave a different video but
with the same procedures as the first
treatment. The videos used were The
best gift I ever survived by Stacey
Kramer, Try Something New in 30
Days by Matt Cutts, and The worlds’
English Mania by Jay Walker.
Post-test was the last activity of this
research. It was done by reading the list
of the words used in pre-test. The
procedures of doing post-test were also
same as pre-test. After those procedures
were done, I started to distinguish
between pre-test and post-test result by
counting the scores, mean, and t-test.
The data were collected by giving
pretest and posttest to experimental and
control group. Pretest was given in the
first meeting, while posttest was given
in the last meeting or after treatments
were done. I asked the students to read
list of words which used during the
process. Then I gave scores by
comparing between recording of
students’ pronunciation and phonetic
transcription of the words.
82
In collecting the data, I analyzed the data
from both pretest and posttest. The data
were analyzed in order to find out whether
there was significant difference between
the score of experimental and control
group. The data were calculated through
computing with Statistical Package for
Social Science (SPSS) version 20. The
data was analyzed by using independent
sample t-test analysis at the significance
level of 0.05.
4. DISCUSSION
The result of this research shows that
the students’ scores of both control and
experimental group are quite low in the
pretest. Table 4.1 and 4.2 shows that
the total score of control group is 1,320
while the total score of experimental
group is 1,330. The mean score of
control group is 44 while experimental
group is 44.3. In the pretest, from 50
words which are tested the students are
only able to pronounce sixteen to
twenty-seven words correctly. In the
pretest, the students make many
improper pronunciations in vowel,
diphthong, and consonant sounds.
The improper pronunciations which are
made by most of students such as in the
vowel sounds /ə, ʌ, i, i:, ɒ, ɔː, æ, e, u:/,
diphthong /au, əu, ei, ai, eə/, and
consonant /f, θ, ð, ∫, k, ʧ, ʤ, z/. In
vowel sounds such as /ə/ as in words
memorable /ˈmɛmərəbl/ and novel
/ˈnɒvəl/ they pronounce them
/ˈmɛmorebl/ and /ˈnɒvel/. Improper
pronunciations in diphthong sounds are
such as /au/ as in flower /ˈflaʊə/ and
montain /ˈmaʊntn/ they pronounce
them /ˈflowə(r)/ and montain /ˈmontn/.
And then, Then in consonant sounds are
such as /f/ as in enough /ɪˈnʌf/ and
philosopher /fɪˈlɒsəfə/ they pronounce
them /ɪˈnog/ and /pɪˈlɒsəpə/, /θ/ in word
faith /feɪθ/ and thousand /ˈθaʊzənd/
they pronounce it /feɪt/ and /ˈtaʊsənd/.
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2
During the treatments, it is found that
actually the students are familiar with
the words and their meanings.
However, they are not familiar with the
correct pronunciation. As well as they
are not used to pronounce the words
with correct pronunciation. Therefore,
in the pretest they make many improper
pronunciations. However, the students
improve their pronunciation ability
during the treatments.
As the result, the scores of both control
and experimental group in the posttest
are improved. Table 4.1 shows that the
total score of control group in posttest
is 1,592. It improves 272 points from
the pretest score. In posttest each
student of control group gets 4 to 14
points higher than in pretest. It means
that they can only pronounce two to
seven new pronunciation correctly.
Meanwhile, the total score of
experimental group in posttest is 2,188.
It improves 858 points from the pretest
score. In posttest each student of
control group gets 16 to 36 points
higher than in pretest. It means that
they can pronounce eight to eighteen
new pronunciation correctly.
Those results shows that the
experimental group scores increase
significantly higher than control group.
It is more than 500 points higher than
control group score in posttest. So, we
can conclude that students who are
given treatments by using TED Talks
have higher score than those given
treatments by traditional teaching.
After learning pronunciation using TED
Talks in three meetings, students
achieve better pronunciation. They can
minimize or even omit the errors in
both pronouncing the sounds and
putting the stress. Based on the result of
experimental group in posttest, the
students improve their pronunciation in
5
vowel sounds such as /ə/ as in words
people and novel, /ʌ/ as in trust, stuck,
and country, /i/ as in envision, /ɒ/ as in
problem and conversation, /i/ as in
envision, /æ/ happiness and practice, /e/
as in change, diphthong sounds such
as /au/ as in flower and montain, /əu/
over and vocabulary, /ei/ as in faith,
mania, and waiting, /ai/ as in write,
scientist, and giant, and consonant
sounds such /f/ as in philosopher, /∫/ as
in mention, emotion, and
conversation, /k/ as in country,
incredible, vocabulary and
conversation, /ʧ/ as in picture, /ʤ/ as in
giant.
The result analysis of independent sample
t-test shows that the experimental and
control group mean scores in pretest are
not significantly different. Table 4.7
shows that t-count is lower than t-table
(0.229 < 2,002). It also shows that the sig.
2-tailed value is higher than sig. level
(0.820 > 0.05). Then, the t-test analysis of
the mean score of experimental and
control group in posttest shows that the
mean score of experimental group is
higher than the mean score of control
group. Table 4.10 shows that t-count is
higher than t-table (10,706 > 2,002). It
also shows that the sig. 2-tailed value is
lower than sig. level (0.000 < 0.05).
Therefore, the null hypothesis (Ho) is
rejected and the alternative hypothesis
(Ha) is accepted. It means that there is
improvement on students’ pronunciation
achievements by using TED Talks as
media than those who are taught by using
traditional teaching.
5. CONCLUSION
After analyzing the result of the study,
there are some facts to be summarized.
First, the students’ score of both control
and experimental group are quite low in
the pretest. the pretest, most students
make many errors in pronouncing some
vowel, diphthong, and consonant
sounds. Second, during the treatments
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2

the students improve their /english-language/the-

pronunciation ability. As the result, in importance-ofpronunciation-
the posttest their score are improved. forenglish-students-englishlangu
Third, the result of independent sample age-essay.php?cr ef=1
t-test shows that the students’ mean
score of experimental and control group Gilakjani, A.P. (2012). "A Study of
in pretest are not significantly different. Factors Affecting EFL Learners'
So, it means that the two groups have English Pronunciation Learning
the same level of Pronunciation ability and the Strategies for
before the treatments. Fourth, the result Instruction". International
of independent sample t-test in the Journal of Humanities and Social
posttest shows that the students’ mean Science, 2 (3), 119-128. Retrieved
score of experimental and control group from http://www.ijhssnet.com
in the posttest are significantly /journals/Vol_2_No_3_February_
different. It shows that t-count is higher 2012/17.pdf
than t-table (10,7062,002). It also
shows that the sig. 2-tailed value is Kelly, G. (2000). How to teach
lower than sig. Level (0.000 > 0.05). pronunciation. Harlow: Longman.
Therefore, the null hypothesis (Ho) is
rejected and the alternative hypothesis Nelson, J. (2013). TED Talks – What
(Ha) is accepted. are they and why are they so
good? Retrieved from
From the facts above, we can conclude http://blogs.cites.
that TED Talks is a good media to illinois.edu/citesats/20
improve students’ pronunciation. It is 13/03/07/ted-talks-what-are-they-
proved by the analysis result of students’ and-why-are-they-so-good/
mean score in the posttest which is
showed the rejection of the null hypothesis Nordquist, R. (2016). Definition and
(Ho) and the acceptace of alternative examples of consonant clusters.
hypothesis (Ha). It means that there is Retrieved from
effective impact of using TED Talks http://grammar.about.com/od/c/g/
towads students’ pronunciation. Therefore, Cons onant-Cluster-Cc.htm
TED Talks is effective to improve
students’ pronunciation at the twelfth Nordquist, R. (2016). Definition and
garde students of SMK Muhammadiyah examples of English
Way Sulan. pronunciation. Retrieved from
http://grammar.about.com/od/pq/
6. REFERENCES g/pro nunciaterm.htm
Burns, A. (2003). Clearly speaking:
pronunciation in action for Pal, S. (2013). Mother Tongue
teachers. National Center for Influence on Spoken English. In
English Language Teaching and Conference proceedings. ICT for
Research. Macquaire Universaity. language learning (p. 454).
Sydney NSW 2109. libreriauniversitaria. It Edizioni.

Essays, UK. (2013). The importance of Pell, C. (2015). 10 ted talks every
pronunciation for English English student should watch.
students English language essay. Retrieved from
Retrieved from http://ieltsadvantage.
https://www.ukessays.com/essays
84
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2

com/2015/04/26/ted-talks-
english-students/

Ruyattman, A. (2014). Bahasa

indonesia: apa yang tertulis=apa
yang terucap? Retrieved from
http://www.kompasiana.com/albe
rtotheman/bahasaindon esia-apa-
yang-tertulis-apa-yang
terucap_5530259f6ea834a4368b4
5c4
Tennant, A. (2007). Sound foundations:
learning and teaching
pronunciation; sound reasons for
teaching pronunciation. Retrieved
from Macmillan Publishers Ltd:
http://www.one
stopenglish.com/skills/pronunciati
on

5
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2

EFFECT OF USING CUE CARDS TO IMPROVE STUDENTS’

SKILLS IN WRITING DESCRIPTIVE TEXTS AT THE TENTH
GRADE STUDENTS OF MA MA’ARIF 06 PASIR SAKTI

Siti Ulfa Khusniyah1, Deri Sis Nanda2

1
English Education Study Program, Bandar Lampung University, Indonesia,
2
English Education Study Program, Bandar Lampung University, Indonesia

Abstract

The objective of this research is to find whether there is effect or not of using cue cards to improve students’
skills in writing descriptive texts for the tenth grade students of MA Ma’arif 06 Pasir Sakti. The research
method was experimental class which conducted between the students of X IPS 1 and X IPS 2 as the subject.
The tenth grade of IPS 1 was taught using cue cards while the tenth grade of IPS 2 was taught without using
cue cards. Based on the result of data analysis, the research findings are: (1) The cue cards is more
effective for teaching writing descriptive text than without using cue cards for tenth grade students of MA
Ma’arif 06 Pasir Sakti; (2) The students’ writing was improving after cue cards was applied. It can be
concluded that cue cards is an effective media used to improve the writing skill of the tenth grade students of
MA Ma’arif 06 Pasir Sakti.

Keywords: Cue card, Writing skill and Descriptive text

1. INTRODUCTION you move on to some really interesting

In today’s world writing becomes one of
skills that are very significant (Weigle,
2002: 1). It is usually used as a Principle
in communicating. Therefore writing also
becomes one of skills to communicate in
daily life that much needed in this modern
era as. Taylor (2009: 2) said that writing is
the seed, the fruit and the pickle of our
understanding. It means that writing is
highly complex for English language
learners because the learners should find
their ideas, elaborate, record on their
brain, and keep. When writing, the
learners have the same difficulty such as;
they do not know what should they write
and do not have any ideas or they have
ideas but do not know how to elaborate.
The learners also have some difficulties in
some aspects, such as they should pay
attention in higher level skills of spelling,
word choice, punctuation, and so on.
According to Grenville (2001) Writing
sounds simple—you start with an
attention-grabbing first sentence, then
86
stuff in the middle, and then you bring
it all together at the end. The trouble
is, how do you think up that attention-
grabbing first sentence? Where do you
go to find that really interesting stuff?
What do you do if your mind is as
blank as the paper you’re staring at? In
other words, writing is a skill that is very
difficult because in writing we need more
imaginations or ideas. If the students are
lack knowledge of grammar and
vocabulary, they will feel that writing is
very difficult and so hard because in
writing there is also need logical thinking
and express ideas. The students feel
difficulty when they should generate their
ideas. They still do not know how to
elaborate their ideas in writing. From
which idea they should start writing.
Writing is not only writing or combining
word with other word but in writing there
should be logical thinking and express
ideas. It also needs to pay attention on
content, format, sentence structure,
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2
vocabulary, punctuation spelling, etc.
Because of those problems, writing
becomes one of the important subjects in
English language curriculum. The students
also do not have enough motivation to
study English because some students are
not ready when the class was about to
begin, they lack of vocabulary, grammar,
etc.
There are some types of writing such as;
descriptive, narrative, recount, report,
expository, procedure, reports, news item,
and anecdote. For the research, the writer
chooses the descriptive text because
descriptive text is one of texts that should
be learn by the tenth grade students of
senior high school. The writer also wants
to know students ability in writing
descriptive before and after cue cards
applied in the class. Zahara (2014: 3) said
that descriptive text is a kind of text which
describes person, place, thing, animal, or
others as the reader can feel, see, hear or
touch it. In other word in descriptive text
students should elaborate their ideas into
sentences. Besides that descriptive text
consists of identification and description.
Identification is the part of paragraph
that introduces the character, and
description is the part of paragraph that
describes the character. In writing
descriptive text, the students often find
some difficulties. The difficulty is in
organizing the ideas. They do not clearly
understand what descriptive text is. They
lack knowledge of grammar, spelling and
vocabulary. So they were passive and feel
bored in writing learning process,
especially to write descriptive text. They
usually write the sentences in Bahasa first,
and then they would translate in English.
Therefore, the professional teachers are
demanded to be more creative in teaching
in order to make students enthusiastic in
studying English especially English
writing so that the students will not think
that to learn English is difficult.
2. LITERATURE REVIEW
5
Writing is one of four language skills that
is very important in the teaching learning
process. Since writing can help students
learn a foreign language and it can be used
for communication into written or
readable text. Commonly students get
difficulties in finding, organizing, and
generating ideas; they feel confused to
start their writing. Moreover the students
have low motivation, lack of vocabulary,
grammar and seem uninterested in writing.
Writing, as part of communication, is an
important subject which needs to express
and share their ideas, knowledge, feeling
and information (Novia, 2015: 1). When
begin to write, learners need to get and
organize the ideas, write the paragraph,
revise and write again into good
composition and also readable text.
According to Harmer (2001: 79) writing is
as a skill: by far the most important reason
for teaching writing, of course, is that it is
a basic language skill, just as important as
speaking, listening, and reading. Most of
the students consider that writing is the
hardest skill to master, because the ability
to write in foreign language is more
complicated than the ability to speak, read,
or listen. It means that writing is very
important to be learned.
There are four categories of written
performance as Brown (2004: 220) states.
The first is imitative. In this type of
writing the students must achieve skills in
the fundamental tasks of writing letters,
correctly spelling words, punctuation
marks, and constructing very brief
sentences. The second is intensive
(controlled). The students must achieve
skills in producing appropriate vocabulary
within a context, collocations and idioms,
and correct grammatical features up to the
length of a sentence. The third is
Responsive. The students must achieve
skills in responding the pedagogical
directives, lists of criteria, outlines, and
other guidelines, demonstrating the ability
to connect sentences into paragraph and
creating a logically connected sequence of
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2
two or three paragraphs. The last is
extensive. The students must achieve a
purpose, organizing and developing ideas
logically, using details to support or
illustrate ideas, demonstrate syntactic and
lexical variety, and engaging in the
process of multiple drafts to achieve a
final product up to the length of essay,
term paper, major research project report,
or thesis.
Brown (2004:226) states that a variety of
cue cards controlled tasks have been used
in English classrooms around the world.
The main advantage in this media is in
detaching almost ubiquitous reading and
writing connection and offering instead a
nonverbal means to stimulate written
responses. They state that cue cards are
simple, easy to procedure, and able to use
many times. Even though cue cards are
simple Medias, it still appropriates in the
class especially in students at the tenth
grade of senior high school. Cue cards are
the media used during the learning process
in the class. The objective of using this
kind of media is to help in elaborating
their ideas in writing. It can be used in
some different ways: individually, pair
work, and group work. It can also be used
as small cards that contain of pictures or
photos completed by words as the clues.
By giving cue cards to students, it will
help students to elaborate their ideas.
When the students can understand cue
cards, they will be able to elaborate
ideas by themselves in writing.
Diannita (2015:15) states that descriptive
text is a text which is describing a
particular person, place; or thing in such
way. In other words, it can expand our
experience because in descriptive text
would describe about person, place, or
thing. It can be conclude that descriptive
text is a text for describing person, place
or a thing by visual experience that the
reader can visualize the topic and enter
into the writer experience because in
writing descriptive someone needs any
visual experiences. The generic structure
88
of descriptive text consists of
identification and description.
Identification: Identifies phenomenon to
be described. This part consist of
identification of a particular thing that
being describe. This part identifies what is
the topic about and what is the text about.
Description: Describes parts, qualities,
characteristics, etc.This part describes the
characteristic of thing that being
described. The writer must have a good
imagination about that thing that will be
describe (Masitoh and Suprijadi, 2015:
41). There are also some features in
descriptive text; the first, descriptive text
usually use verb in the present tense, Use
of Simple Past Tense if Extinct. The
second, Although present tense may be
used in literary description, it is past
tense that tends to dominate. The third,
relational verbs are used when classifying
and describing appearance/qualities and
parts/function of phenomenon. The fourth,
it also uses action verbs 'Material
Processes' (It eats grass, It runs fast). It is
used when describing behaviors/ users.
The fifth, mental verbs are used when
describing feeling in literary descriptions.
The last, it also uses descriptive adjectives
(strong legs, white fangs), etc. (Masitoh
and Suprijadi, 2015: 41).
3. METHODOLOGY
In this study, the researcher used an
experiment research design. This research
is about improving students’ English
writing skill using cue cards. The
researcher started from the problems that
the students got. After the research done,
the researcher hoped that the problems can
be solved. For those reasons, the
researcher applied experiment research.
Fraenkel and Wallen (2009: 261) state that
experimental research is unique in two
very important respects: It is the only type
of research that directly attempts to
influence a particular variable, and
when properly applied, it is the best
type for testing hypotheses about cause
and effect relationships. In an
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2
experimental study, researchers look at the
effect(s) of at least one independent
variable on one or more dependent
variables. The independent variable in
experimental research is also frequently
referred to as the experimental, or
treatment, variable. The dependent
variable, also known as the criterion, or
outcome, variable, refers to the results or
outcomes of the study. So in experimental
research the researcher would give any
tests such as pre test, treatment and post
test whether to know the influence of
teaching use cue cards in class or teaching
without cue cards. In this research,
Independent variable (X) was cue cards
used in writing descriptive text at the tenth
grade students of MA MA’ARIF 06 Pasir
Sakti and dependent variable (Y) was
students` ability in writing descriptive text
at the tenth grade students of MA
MA’ARIF 06 Pasir Sakti.
The samples of this research were X IPS 1
as experimental class, which consisted of
25 students and X IPS 2 as control class,
which consisted of 25 students. It was 50
% of the populations. It was chosen as the
subject of the research because the
students experienced some problems in
learning English and they were less
motivation in learning English.
The research instrument was a writing
test.The writer made it first before the test
and treatment were conducted.The pre test
and the post test were the instruments in
getting the data and treatment was given
both for experimental and control group.
The aim of this research was to know
whether there was an improvement of
students’ writing skill or not. There are
two kinds of test. Those are pre-test and
post-test. The pre-test is used before the
cue cards were applied in the class
whether to know the students’ writing skill
at that time. The post-test is used after cue
cards are applied in the class whether to
know the result of students’ writing skill.
5
Collecting the data is the most important
activity in the research in collecting data.
It is held to find out the improvement of
students’ writing ability using cue cards as
the media to help them in elaborating and
organizing their ideas in writing. The
result of pre-test and post-test will be
collected to support the analyzing data.
The data will be analyzed by students’
writing test. The researcher uses
analytical scoring rubric adapted from
Weigle (2002: 116).There are five
components presented in the analytical
scoring rubric for writing, i.e., content,
organization, vocabulary, language use,
and mechanics. In this study, the writer
combined vocabulary and grammar.
4. DISCUSSION
In this research, the writer chose the
sample at grade tenth at MA Ma’arif 06
Pasir Sakti Lampung Timur; they were
two classes (IPS1 and IPS 2). Class IPS 1
is as the experimental class and class IPS
2 is as control class. Pre-tests and post-
tests were conducted for both
experimental and control classes.
Treatment was conducted for both after
the writer gave the pre-test. Experimental
class taught by using cue cards while
control class taught without using cue
cards. After that, the writer analyzed
students’ worksheet of both classes and
found the total of right answer to be
calculated into the score and then
compared the result of the students’ pre-
test and post test score. The writer gave
pre-test first to the students before doing a
treatment for experimental class. It
conducted in order to know the students’
writing ability before given treatments.
The result of mean score of pre-test in
experimental class was 54.72. After cue
cards was applied in the class for three
meetings, the result of post-test was
different from pre-test. The result of mean
score of post-test in experimental class
was 76.8. Those number showed that the
calculation of post-test is higher than the
calculation of pre-test. It means that there
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2
was a significance difference of students’
achievement in pre-test and post-test after
the writer conducted the treatment by
using cue cards in experimental class. The
students` ability taught by using cue cards
was improving. The cue cards arised the
student` motivation to get ideas, think,
feel, and express them into written. By
using cue cards, students could express
their ideas or imagination freely. It was
clearly seen that there was an
improvement in students’ writing ability
of experimental class, it was happened
because the experimental class had been
given the treatments by using cue cards.
Therefore it can be summarized that
teaching writing descriptive text by using
cue cards in experimental class was
successful.
While in the control class the writer also
gave pre-test before the treatments the
same as experimental class. The result of
mean score of pre-test was 50, 08. After
the pre-test was conducted to control class,
she did treatments in control class without
using cue cards for three meetings. The
result of mean score of post-test in control
class was 56, 2. After she gave them
treatment without using cue cards, the
result of the post-test was different from
pre-test but students’ ability in writing did
not really improve. Therefore it can be
summarized that the lowest score and
the highest score in the post-test is
higher than in the pre-test but students’
ability still did not really improve. It
meant that teaching writing descriptive
text without using cue cards in control
class was not successful. It was clearly
seen that there was an improvement in
students’ writing ability of experimental
class, it was happened because the
experimental class had been given the
treatments by using cue cards.
The writer found that teaching writing
descriptive text by using cue cards better
than without using cue cards. It means that
the students were more interested to write
using cue cards rather than without using
90
cue cards. By using cue cards students
could develop their writing achievement
because they used cue cards that
containing same clues, the clues in the cue
cards would help student to elaborate the
ideas and also they would be more
interested in learning writing.
5. CONCLUSION
The objective of this research is to find out
whether there is effect or not of using cue
cards to improve students’ skills in writing
descriptive texts for the tenth grade
students of MA Ma’arif 06 Pasir Sakti.
After conducting the research, researcher
is able to clarify that the using of cue cards
is able to improved students’ skill in
writing descriptive texts. Based on the
data which is obtained from the research
finding previously, it can be concluded
that the mean score of students who were
taught writing descriptive text by using
cue cards was 76.8. Therefore, taught
writing descriptive text by using cue cards
for students improved their ability in
writing descriptive text. For mean score of
the students who were taught writing
descriptive text without using cue cards
was 56.2. Therefore the students`
achievements that were taught writing
descriptive text without using cue cards
did not really improve while the mean
score of pre test was 50.08. And for t-test
level significant 0.01 or 1% and 0.05 or 5
% showed that t- obtained value was 5.16
and P-value were 2.4066 and 1.6772, so
there was a significant difference in the
students` achievement between those who
were taught writing descriptive text by
using cue cards and those who were taught
writing descriptive text without using cue
cards. It meant that using cue cards in
teaching writing descriptive text to the
tenth grade students of MA MA’ARIF 06
Pasir Sakti in the academic year
2016/2017 was effective.
6. REFERENCES
Brown, H.D. 2004. Language assessment
principles and Classroom and
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2

Practices. Longman, United States based approach (gba) at the eighth

of America. grade students of SMP Islam
Terpadu Fitrah Insani. ELTIN
Diannita, A. 2015. The effective of Journal, 3(1), 40.
clustering technique toward
students’ writing skill of Novia, F. 2014. Promoting picture word
descriptive text. Unpublished inductive model (PWIM) to
Thesis. Syarif Hidayatullah State develop students’ writing skill.
Islamic University Jakarta. Premise Journal, 4(1), 1.

Fraenkel. J.R., Wallen, N.E. 2009. How Taylor, G. 2009. A Student’s Writing
to Design and Evaluate Research Guide. Cambridge University
in Education. McGraw-Hill, New Press, New York.
York.
Weigle, S.C. 2002. Assesing Writing. UK:
Grenville, K. 2001. Writing from Start to Cambridge University Press,
Finish a Six-Step Guide. Allen & Cambridge.
Unwin, Australia.
Zahara, S. 2014. The Effectiveness of
Harmer, J. 2001. How to teach English. Teaching Descriptive Text Using
Person Longman. Malaysia. Picture Media on Student Ability.
Unpublished Thesis. Syarif
Masitoh, S., Suprijadi, D. 2015. Hidayatullah State Islamic
Improving students’ ability in University Jakarta.
writing descriptive text using genre

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 Jurnal Linguistika, Oktober 2016, Volume 7, No 2

THE APPLICATION OF KAHOOT! TO IMPROVE

CLASSROOM DYNAMICS AND LEARNING PROCESS IN
ENGLISH STRUCTURE CLASS

Thea Marisca Marbun B.N1, Harpain2

1
English Education Study Program, Bandar Lampung University, Indonesia,
2
English Education Study Program, Bandar Lampung University, Indonesia

Abstract

There were problems that the researcher found in the teaching and learning process of English Structure class
of Bandar Lampung University related to the learners’ assumption, method, and medium used. Based on the
problems found in English Structure class of Bandar Lampung University, the writer chose the media using
Kahoot! as a solution. Kahoot! is one of techniques that can can be applied to the learners which is expected to
affect the classroom dynamics and facilitate the learning process. The objectives of this research are to know
how aplication of kahoot! Affect classroom dynamics and facilitating learning prices. The research method
used in this research was classroom action research. One of the functions of classroom action research is to find
the learners’ main problem and give solution for the problem. The research was carried out in two cycles.
Every cycle include plan, action, observation, and reflection. The data of the research were qualitative. The
qualitative data obtained by observing the teaching and learning process and interviewing the learners of
Structure I class. The data were also obtained by giving questionnaire to support the data. Based on the
observation in the classroom and interview the learners, they showed a great enthusiasm even though some
problems appeared because of the capacity of internet connection. When observation was carried out, the
learners enjoyed their activities using Kahoot! in the classroom. The atmosphere in the classroom was positive
where they felt comfortable and relaxed to communicate with other learners and also with the researcher. It also
can be seen from the result of the questionnaire. The result of the research showed that the application of
Kahoot! affected the classroom dynamics and facilitated the learning process in the teaching and learning
activity. The researcher also expects that Kahoot! can assist English teacher in preparing interesting learning
material and making it as alternative in creative learning.

Keywords: Game-based learning, Kahoot!

1. INTRODUCTION It is quite clear that English has become a

It is believed that in every step of our life,
the importance of technology is seen and
enjoyed these days. Our life is highly
affected by the era of information
technology. In other words, we cannot be
separated from the existence of technology
because it plays a very important role.
Currently, most countries implement
technology in their economy, business,
information, education and other fields.
Education is one example that implements
technology in Primary and Secondary
Education, Higher Education, and
Distance Learning. It is necessary to take
the benefits of the technological facilities
in developing the educational system.
92
necessity today. It is shown by the fact
that English has become a compulsory
subject in every school in Indonesia.
Learners with good command of English
can communicate with other people
around the world and find more job
opportunities. According to Nomass
(2013, p. 111) learners who learn English
as a second language need further
language support in order to develop their
experience and skills. It means that they
are in need of using various tools which
can help them learn the language easily
and effectively by using technology.
English learning achieves a lot of benefits
by the help of technology. In the present
time, many software and their applications
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2
have been created to facilitate teaching
and learning English. One of the examples
is the use of internet communication tools
such as m-learning, e-mail, blogs, and
chat. Learning language by using internet
opens up vistas of expansion in the field
through facilitating learners’ engagement
in active communication which in turn
"facilitates the development of second
language competence" in Peterson (2005,
p. 35) as cited in Amiri (2012, p. 104). It
can be suggested that going through
internet is an alternative way to study
English. Moreover, learning and teaching
through technology makes the learning
process more attractive to the learners and
provide more interactions.
Nowadays, in this technology driven
world Bring Your Own Device (BYOD)
opens new ways of teaching in the
classroom. Wang (2015) states the
progress of BYOD in schools makes the
classrooms fully interactive – enabling
learners to interact with the teacher and
learn subjects in new ways. Caldwell
(2007) as cited in Wang (2015, p. 217),
the classical way of providing classroom
interaction has been offered through
Student Response Systems (SRS)
providing the learners with handheld
devices commonly called “clickers”, “key-
pads”, “handsets” or “zappers”. These
devices are like a TV-remote where
learners can use their own device to
respond. Wang (2015, p. 217-218) states
that the main advantage from BYOD in
schools is to remove the costs and effort to
get special devices, as well providing
interactive classroom tools that provide
better user experiences.
This paper focuses on Kahoot! It is a
game-based student response system
(GSRS) that changes a classroom into a
game show. Malone’s theory lists (1980)
three categories that make things fun to
learn: Challenge (goals with uncertain
outcomes), Fantasy (captivate through
intrinsic or extrinsic fantasy), and
Curiosity (sensor curiosity through
5
graphics and audio and cognitive
curiosity.
Based on the researcher’s experience in
her internship, learners were so excited to
play games even the class had ended they
were still enthusiastic to continue.
Learning through games makes learners so
involved and motivated that they really
learn even though they are not aware of it.
Kahoot! consists of multiple choice
questions as a quiz, discussion or survey
for any topic, language and ability. The
role of teacher is as a game show host and
the learners are the competitors. The
teacher’s computer connected to a large
screen or projector that shows questions
and answers, and the learners give their
answers as fast and correct as possible on
their own mobile phones. A chart appears
when the learners answer each question.
The chart is useful for the teacher to get
feedback on how much the class knows
about a topic and explain better the parts
where the learners lack knowledge. At the
end of the game a winner is announced.
Game-based learning Kahoot! provides an
opportunity to give benefits for higher
level of English learning. Here, the
researcher want to know how the
application of Kahoot! Affecting
classroom dynamics and learning process.
2. LITERATURE REVIEW
Hashmi (2016, p. 202) states that
Computer Assisted Language Learning
(CALL) in language teaching involves the
use of computer technology to help in the
process of presenting, reinforcing, and
assessing learning materials that places
emphasis on interactive elements. He also
states CALL involves the use of
Information and Communication
Technologies (ICT) in learning and
teaching a second or foreign language. It
is used to facilitate learning through
teaching materials and is focused on
learning rather than teaching.
CALL has made its way into the
mainstream teaching of L2 nationally and
internationally, and the future of CALL is
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2
directly related to language teaching
(Hubbard, 2008). The use of technology
has the possibility to enrich the L2
teaching and learning by keeping the
quality of instruction with a minimum
amount of teacher-student contact and not
affecting negatively the learning
objectives (Hoopingarner, 2009).
The national curriculum in foreign
languages in Iceland talks about the
importance of keeping teaching methods
diverse in order to light and sustain
interest amongst students (Sigríður Dögg
Sigurðardóttir, 2010, p. 7). Teachers can
help sustain diversity in a variety of ways,
for example by using activities that require
learners to be creative in thinking and by
emphasizing individual learning and
cooperative learning equally. According to
the national curriculum in Iceland, games
can be a good teaching method such as
role playing games, imitation games,
theatrical expression and problem solving
activities are especially fitting for all
stages of language learning in
Aðalnámskrá grunnskóla & Erlend mál
(2007, p. 12) as cited in Sigríður Dögg
Sigurðardóttir (2010, p. 7). There are so
many reasons that games deserve a place
in the language classroom (Sigríður Dögg
Sigurðardóttir, 2010, p. 7-8). One of the
games is Kahoot! Kahoot! represents a
new generation of GSRS that has a main
focus on learner motivation and
engagement through gamification. The
tool is a result of the research project
Lecture Quiz that started in 2006 (Wang,
Øfsdal et al. 2007), where results from
experimentation of early prototypes
showed positive results in terms of
increased engagement, motivation and
perceived learning (Wang, Øfsdal et al,
2008, Wu, Wang et al, 2011).
Kahoot can also help learners participate
in quizzes, discussions, and reviews. The
applications allow a broad range of
knowledge management and virtual
learning features. Nixon and Helms (1997,
p. 349 - 353) suggest that virtual learning
and distance education is of considerable
94
interest to trainers and educators. Online
learning and virtual classrooms help
students learn through interactive and
multimedia presentations, and students to
learn by themselves, rather than being
taught (Nixon and Helms, 1997, p.349-
353). This program is an excellent tool for
teachers to use for differentiated
instruction. It also allows teachers the
opportunity to assess the strengths and
weaknesses of students based on the
results of tests.
3. METHODOLOGY
This was a qualitative research.
Qualitative research put emphasis on the
qualities of entities and on processes and
meanings that were not experimentally
examined or measured in terms of
quantity, amount, intensity, or frequency.
In this study, the researcher used four
fundamentals steps in the classroom; they
were planning, action, observation, and
reflection (Kemmis and McTaggart, 1988,
p. 10). It could be seen in figure 3.1
Figure 3.1 the Classroom Action Research
Spiral (Kemmis and McTaggart, 1988)
Planning was the first step in doing
classroom action research. In planning, the
researcher tried to find problems in the
classroom and offer solutions. After
finding the problems, the solutions applied
in the action. In the action, the researcher
taught the learners. According to Kemmis
and McTaggart (1988, p. 12), action is
guided by planning in the sense that it
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2
looks back to planning for its background.
The next step is observation. This part was
different from action, even though
observation was conducted simultaneously
with the action. The observation aims at
collecting evidence about the action in
order to be able to evaluate it thoroughly
(Kemmis & McTaggart, 1988, p. 12).
Then the last step is reflection. According
to Kemis and McTaggart (1988),
reflection recalls action as it has been
recorded in observation. The learning last
step was expected to give solution to apply
in the second cycle and the next cycle if
needed. Therefore, by doing this step, the
improvement of better learning for
students would be achieved.
The population of this research was
English Education Study Program learners
of the first semester taking Structure I.
They have been studying English for at
least than 6 years, from Junior High
Schools until Senior High Schools. This
quite long duration of their English study
in the high schools gave them some
understanding of basic structure and
vocabulary.
Data collection was conducted through
observation, interview, and questionnaire.
The data through the observation was
conducted to discover classroom dynamics
by using Kahoot! The questionnaires were
filled in by the learners to find out their
responses to learn with Kahoot! The
interviews to some learners were carried
out to find out their opinion about the
learning process. There were some steps in
analyzing the data. First, the researcher
analyzed the data from the interview to see
problems occurring in their teaching and
learning English and also their suggestions
for the improvement of English language
in classroom. Second, the researcher
analyzed the observation to know the
learners’ response on their English
language learning activities after the
implementation of Kahoot! Third, the
researcher analyzed the questionnaires.
The researcher read the questionnaire
5
carefully then continued to calculate the
proportional percentage of each response.
4. DISCUSSION
In the implementation of Kahoot, the
researcher presents the result of the
research in two cycles. Every cycle
includes plan, action, observation, and
reflection. Before doing the research, the
researcher carried out an observation. The
researcher observed the real situation of
the Structure class of English Education
Study Program. The researcher conducted
observation and interview to find out the
learners’ problem in their learning
activities in the classroom. After knowing
the problem, the researcher identified the
problems faced of the learners.
Observing the classroom and interviewing
the learners were chosen as the techniques
in order to identify the problems of each
cycle. First step was an observation. It was
done by observing learners’ activity in the
classroom using Kahoot! and also their
activities while the researcher was
teaching them. Second step was an
interview. It was done by interviewing the
learners informally. The interview aimed
to get the opinion of the learners in the
research about the teaching and learning
process happened in the classroom.
The researcher had taught Structure I class
in January 2017. The problems were seen
since the researcher taught them. Based on
the observation and interview, there were
some problems related to the learners’
assumption, method, and medium used.
The first was related to the learner’s
assumption. They had an assumption that
learning grammar was difficult. Some of
them still had difficulties and low
understanding in learning grammar. The
second was related to the teaching method
that the lecturer used in the teaching and
learning process. The third was related to
the medium used. Teaching grammar in
English Education Study program was
mostly dominated with doing tasks in
paper assignment at home or campus. It
could be seen from learners’ answers
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2
when the researcher asked them in the
interview. Some of them said that they felt
unmotivated to follow the lesson in the
classroom. The lecturer also rarely used
media especially games. They were not
active and bored during the teaching and
learning process.
According to Malone (1880), there are
three categories that make things fun to
learn: challenge, fantasy, curiosity. In this
research, online learning media especially
Kahoot! was chosen because it was
considered as fun, interesting, and
enjoyable. The researcher as the teacher
prepared the learning design with the
lecturer for every class meeting. After the
researcher formulated the action to solve
the problems in the teaching and learning
process faced by the first semester learners
of English Education Study Program, the
researcher implemented it. The
implementation of action was done in two
cycles: cycle I and cycle II. There were
plan, action, observation, and reflection. In
this research, plan was designed before
implementing the action. Then, the
researcher had action to apply the plan that
had been designed. When implementing
the action, the researcher also observed the
progress of the learners through Kahoot! It
included their result and activities from
the given task. Their responses could be a
consideration for the researcher in order to
reflect the progress of English teaching
and learning process using Kahoot!
The implementation was conducted in
January, 2017. There were 20 learners
joining the teaching learning process.
There were four meetings and each
meeting was conducted in 60 minutes. The
discussion of the data would be explained
in each part of the cycle containing plan,
action, observation, and reflection.There
were two cycles conducted by the
researcher in order to implement Kahoot!
and to observe the class:
The implementation of Cycle 1 was
briefly explained in Figure 4.2
PLAN
96
The reseacher explained to the learners
that there would be four meetings.
The researcher prepared the teaching and
learning materials and observation sheets.
The researcher explained the aims and
rules of using Kahoot!
The researcher gave instruction to the
learners.
ACTION
The researcher explained the materials of
WH-Question.
The researcher provided the formula of
WH-Question.
The researcher asked learners’
understanding about the materials.
The researcher offered learners to ask
questions.
The researcher gave instruction of using
Kahoot! and implemented it to the
learners.
The researcher gave the learners a quiz
based on the instruction and example.
OBSERVATION
The learners were very happy and
enthusiastic to have online learning media.
The learners were very active to try the
quiz and ask some questions.
The learners felt comfortable and relaxed
to communicate with other learners and
with the researcher because of the
conducive classroom atmosphere.
Some learners still had problems because
of the internet connection during the
implementation of the quiz.
REFLECTION
Some learners who sat in the back row did
not really pay attention.
Some learners who sat in the front row of
the class were very enthusiastic.
The learners sometimes lost the internet
connection because of the capacity of Wi-
Fi.
The researcher divided the learners into 3
groups due to limited capacity connection
where 1 group used one smartphone.
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2
The implementation of Cycle 2 was
briefly explained in Figure 4.4
PLAN
The researcher prepared the teaching and
learning materials and observation sheets.
The researcher explained the aims and
rules of using Kahoot!
The researcher gave instruction to the
learners.
ACTION
The researcher explained the materials
deeply.
The researcher provided the formula of
WH-Question.
The researcher asked some questions to the
learners because there was no question.
The researcher divided learners into 3
groups.
The researcher gave the learners a quiz
based on the instruction and example.
OBSERVATION
The learners did the quiz well because they
had an experience of using it before.
The activity was more active than before.
Each group gave their best performance to
be a winner.
The learners were more active to discuss
the quiz with their friends in groups.
The learners enjoyed the teaching and
learning process.
REFLECTION
The learners showed some improvement.
Most of the learners could do the activity
well.
The learners were easier to be controlled
than before because the researcher divided
them into 3 groups.
The learners enjoyed the lesson with
Kahoot! and they were enthusiastic to play
it in the learning process.
The Effects of Using Kahoot! Based on
the Instruments
In this part the researcher showed whether
Kahoot! affected classroom dynamics
based on the instruments -observation,
5
questionnaire, interview- used in the
research. Based on the observation of the
classroom, it was clear that Kahoot! gave
significant progress on the learners
learning achievement. It could be seen
from two cycles conducted by the
researcher in order to implement Kahoot!
and to observe the class: plan, action,
observation, and reflection. In the teaching
and learning process, they showed a great
enthusiasm about using Kahoot! in the
class. They were very interested and also
motivated to study more grammar by
using Kahoot!.
5. CONCLUSION
Based on the research conducted by the
researcher, the application of Kahoot!
affected classroom dynamics and learning
process in the teaching and learning
activity. Based on the observation in the
classroom and interview of the learners,
they followed the procedure of Kahoot!
even though some problems appeared
because of the internet connection. When
observation was being carried out, the
learners enjoyed their activities using
Kahoot! that created a positive atmosphere
in the classroom. The result of Kahoot!
was to develop a game concept: challenge,
fantasy, and curiosity (Malone’s theory,
1980). First, the challenge was to answer
questions and compete against other
players. Second, the fantasy was the
classroom temporarily changed to a game
show where the researcher was the game
host and the learners were the competitors.
Third, the curiosity was provided through
pictures and audio visual. It is supported
by Wright et al (2006, p. 1) who stated
that game means “an activity which is
entertaining and engaging, often
challenging, and an activity in which
learners play and usually interact with
others”.
The improvement done by the learners is
relevant with the theories used in this
research. Therefore, the researcher can
conclude that the application of Kahoot!
affects the classroom dynamics and
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2
facilitates the learning process of Structure
I class of English Education Study
Program, Bandar Lampung University.
6. REFERENCES
Amiri, E. (2012). A Study of The
Application of Digital
Technologies in Teaching And
Learning English Language And
Literature. International Journal
of Scientific and Technology
Research, 1, 104-107.
Hashmi, N. A. (2016). Computer-Assisted
Language Learning (CALL) in the
EFL Classroom and its Impact on
Effective Teaching-learning
Process in Saudi Arabia.
International Journal of Applied
Linguistics & English Literature,
5(2), 202-206.
Hoopingarner, D. (2009). Best practices in
technology and language teaching.
Language and Linguistics
Compass, 3(1), 222-235.
Hubbard, P. (2008). CALL and the future
of language teacher education.
CALICO Journal, 25(2), 175-188.
Kemmis, S., and McTaggart, R. (1988).
The Action Research Planner.
Melbourne: Deakin University
Press.
98
Malone, T. W. (1980). What Makes
Things Fun To Learn? A Study of
Intrinsically Motivating Computer
Games. Palo Alto Research Center.
Nixon, C., and Helms, M. M. (1997).
Developing the "virtual"
classroom: A business school
example. Education + Training,
39(6), 349 – 353.
Nomass, B. B. (2013). The Impact of
Using Technology in Teaching
English as a Second Language.
English Language and Literature
Studies, 3(1), 111-116.
Sigurðardóttir, S. D. (2010). The Use of
Games in The Language
Classroom. Sigillum Universitatis
Islandiae.
Wang, T. L., and Tseng, Y. F. (2011).
Learning Effect for Students with
Game Based Learning on Meta-
Analysis. Computer Science &
Education (ICCSE) 6th
International Conference on.
IEEE. 1291–1295.
Wang, A. I. (2015). The Wear Out Effect
of A Game-Based Student
Response System. Computer and
Education, 82, 217-227.
Wright, A., Betteridge, D., and Buckby,
M. (2006). Games for Language
Learning (3rd ed.). New York:
Cambridge University Press
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2

THE INFLUENCE OF HOMEWORK ON STUDENTS’ READING

SKILL AT THE ELEVENTH GRADE STUDENTS OF SMA AL AZHAR
3 BANDAR LAMPUNG

Desi Ike Sari1, Susanto2

1
English Education Study Program, Bandar Lampung University, Indonesia,
2
English Education Study Program, Bandar Lampung University, Indonesia

Abstract

The objective of this research is to find out the influence of homework on students’ reading skill at the eleventh
grade students of SMA Al Azhar 3 Bandar Lampung Academic year 2016/2017. Homework was used to help
students understanding in Reading skill. By giving homework to the students, they will have more time in
understanding the text. The data were collected by giving two pre-test and post-test to experimental and control
group. The treatment was giving homework in reading text in every meeting for experimental group while in
control group students just doing class work. Data analysis was attempted by using T-test for two-group design.
The result indicate that p-value 0.05 = 1.9944, 0.01 = 2.6479 and t-value = 3.09. It means that p-value is
smaller than t-value. Therefore, hypothesis testing showed that null hypothesis (Ho) was rejected and
alternative hypothesis (Ha) was accepted. Thus, the students achievement of giving homework are higher that
the students’ achievement of doing class work. It can be concluded that giving homework to the students was
influence their reading skill. By giving homework to the students’ reading skill, they have more time in
understanding the text. In the other hand, the teacher should have coordination in giving homework, so the
students will not feel frustrated because usually they have a lot of home work every night.

Keywords: Influence, Homework, Reading skill, Reading, Homework.

1. INTRODUCTION When we read something, we need a long

Homework is often become a hot-button
issue for schools and its frequent to be a
topic of educational research (Carr 2013).
Homework defined by Cooper (1989) as
cited by Cooper (2006) it is any task
assigned by schoolteachers intended for
students to carry out during nonschool
hours. Homework is a good way for
students because they will not only learn
in the school but also review the lesson
outside the lesson time or in their home.
By giving homework, students can
improve their skill not only in the school
but also they can practice to improve it in
non-school hours. They will have self-
discipline in the school and the teacher
will know students’ understanding through
homework. homework has a lot of
advantages for the students. Either their
friends or their family can help them to do
the homework. They can ask their friend
through mobile phone and have some
discussion.
time to understand it so we will not get
wrong information. It is the same thing
when students try to understand the text
that is given by their teacher. Students
need more time to understand it.
Therefore, the teacher should know
whether or not giving homework will
affect their reading skill. The objective of
this research is to know the influence of
homework on students’ reading skill. It is
to find out the best result whether
homework or just working in the
classroom that can influence much on
students’ understanding and achievement
in reading skill.
I expect that this research can give either
theoretical benefits or practical benefits.
For theoretical benefit, it is to know the
best way whether homework or just
enough with studying in the classroom
that should be given to the students
especially in their reading skill.

5
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2
For practical benefits are, students will
have a good understanding why their
teacher gives them homework especially
in their reading skill. From the result of
this research, teacher will know how
influence homework on students’ reading
skill. He will know the best way to
improve students’ reading skill to give
additional time by giving homework or
just enough in class work understanding.
This research focuses on quantitative
study. This study measures students’
scores in understanding text in reading. It
also investigate the more effective way
whether giving them homework or not for
their reading skill. It will be conducted to
the eleventh grade students in SMA Al
Azhar 3 Bandar Lampung.
2. LITERATURE REVIEW
Homework refers to practice problems that
are given by the teacher to the students
that should be done outside of the
classroom and they may use any resources
to do this work (DuBois 2011).
Homework also has tight between home
and school (Cooper et al. 2006). By giving
homework, students will not only study in
the school but also in their home. They
can use or find any tools and resources to
do their homework in their home. They
also can have discussion with their
environment such as their family.
Assigning homework to the students can
be interpreted as an attempt to increase
student effort (Falch and Rønning 2011).
Homework will give more time, more
effort and more resources to the students
to gain their understanding. When the
students read a text they will need more
time, more effort, and more sources to
understand it. If the teacher gives reading
homework to the students definitely it has
good purposes for students. Improving and
evaluating students' reading
comprehension is not enough if only done
in school because they need more time to
comprehend a text.
Besides that, homework also has some
negative effects. Cooper et al., (2006) find
100
that there are some conflicts between
parents and teacher. Parents complaint that
homework is too difficult or too easy, too
short or too long, while teacher complaints
about lack of support and time from
parents to help their children. Besides that,
students complaint about the time in doing
the homework and some of them consider
homework is one of problem that make
them stress. In line with this, Carr (2013)
states that homework is often a
contentious issue for students, parents, and
teachers, but it can be valuable tool if they
can utilize it properly.
Daymond (2015) states that homework
tasks could include investigations,
interviews, essay writing, research,
practical work, reading, drafting, drawing,
making a short film or animation, problem
solving, watching clips, reviewing
television or radio programmed, listening,
report writing, simple experiments,
practicing a skill, attending a club, use of
ICT Projects, memorizing, calculations or
numeracy, designing or making, revision.
There are many types of homework that
we can give to the students, but we should
adjust what types of homework that can be
suitable for the students. For example high
school students may have homework from
reading, writing, listening, or memorizing.
High school students will have different
homework with students in university.
Copper (2006) stated that variations in
homework can be classified according to
its amount, skill area, purpose, degree of
choices for the student, completion
deadline, degree of individualization, and
social context.
In this investigation, I used homework to
measure students’ understanding in
reading. As mention before homework is a
practice problems that teachers give to the
students to do outside the lesson time
while, reading is a process for getting
information. In reading we should know
the information that we need in it need
long process, so reading as a homework
will help students in getting information.
Topping (1985) as cited by Hassan et al.
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2
(2011) states that parental involvement in
children reading can be regarded as a
vehicle for the realization of a number of
aims to do with children’s learning in
particular, and with home-school relations
in general. Therefore, when students have
a reading as their homework, their family
will help them. It can be relationship
between home and school that make
students not only learn in the school but
also review the lesson in their home.
3. METHODOLOGY
This research was quantitative research
and this research used experimental
research for two group design.
Experimental research tried to find the
result by applying some treatments.
Therefore, in this research l gave them
pre-test before doing some treatments to
know the result of post-test. Treatment
was given to the students in 3 meetings,
excluded pre-test and post-test. One group
was given homework for every meeting
and another group just doing class work.
The post-test was given after the last
treatment to know the effect of homework
on students understanding and
achievement. The specific skill that was
measured by giving homework was
students’ reading skill.
The population of this research was all
grade-eleven students of SMA AL
AZHAR 3 Bandar Lampung. The numbers
of population were approximately 367
students of 9 classes. (XI IPA 1, XI IPA 2,
XI IPA 3, XI IPA 4, XI IPA 5, XI IPA 6,
XI IPS 1, XI IPS 2, XI IPS 3). Two
classes were taken to be the experimental
and control group. I used cluster random
sampling in this research because I took
the sample in a group. Two classes of
grade-eleven as the research sample which
consisted of 36 students. One class would
be experimental group and the other
would be control group.
Then in choosing which class was
experimental and control class, I put the
name of every class into a glass then
shacked it. I found the Experimental group
5
was Science I and Control group was
Science II. Science I as the experimental
group was given treatment by giving them
homework for every meeting and Science
II as the students of the control group was
taught by only studying in the classroom
without giving homework.
4. DISCUSSION AND FINDINGS
In this research, I took the sample at the
eleventh grade students of SMA AL
AZHAR 3 Bandar Lampung, they
consisted of 72 students from XI IPA 1
and XI IPA 2, the experimental group
consisted of 36 students and the control
group consisted of 36 students. Two pre-
tests and two post-tests were administered
for experimental group and control group.
Treatment was conducted both for
experimental group and control group
while experimental group was taught by
giving them homework for every meeting
and control group just doing class work
without giving homework. After that, I
checked two pre-tests and two post-tests
which consist of 40 questions about
reading comprehension in multiple
choices. Afterwards, I calculated the right
answer of 40 questions times 100 and
divide by 40 to get the total score of two
pre-test and two post-tests, After gaining
the total score of two pre-test and two
post-tests I calculated them and analyzed
statistically by using t-Test formula of two
groups design to find out the influence of
homework on students’ reading skill.
It was found that some students did the
homework outside the lesson time and
some of them still did the homework in
the classroom. Their reasons were that
they had a lot of homework given by the
other teachers, so they forgot to read and
comprehend the text. When they did the
homework in the classroom, some of them
just copied from their friends’ work in the
rush condition. However, there are some
students’ score which was not improved
significantly in their pre-test and post-test.
It was increased from 60 – 70, 60 – 67.5,
67.5 – 70, 70 – 75, and 72.5 – 75. There
 Jurnal Linguistika, Oktober 2016, Volume 7, No 2
were around ten students that got those
scores. It was just increase around 2 – 4
points in the post-test. They had almost
the same scores as the control group class
while, the others can get scores around 80-
95 which was increased around 5 – 16
points in the post-test. However, most of
them did their homework outside lesson
time so their scores were increase.
In the control group class, there were
some of students had high scores in their
post-test. From the calculation above the
highest score was 92.5. There were around
eleven students who had good
improvement in their reading score
without giving homework to them. They
are increased much in post-test, the scores
were from 65 – 77.5, 70 – 77, 55 – 75, 60
– 85, 60– 90, 70 – 80, 60 – 90, 65 – 90
and 60 – 92.5. It was increasedaround 4 –
14 points in the post-test. However, most
of them only increased around 1-4 points
in the post-test.
Furthermore, from the calculation above
the higher score of pre-test in
experimental group was 75 and the lowest
score was 50.There were two students who
got the highest score, and there were three
students who got the lowest. While in
post-test of experimental group the highest
score was 95 and the lowest score were
67.5. There were 2 students who got the
highest score, and there was one student
who got the lowest.
Related to the fact that the experimental
class had the highest score, and most of
their scores were increased in the post test.
It was also supported by the result of p-
value 0.05 = 1.9944, 0.01 = 2.6479 and t-
Test value (t-Count)= 3.06. It means that
null hypothesis (Ho) as there is no impact
of giving homework to the students in
their reading skill was rejected and
alternative hypothesis (Ha) as there is
impact of giving homework to the students
in their reading skill was accepted.
Therefore, I argued that there was an
influence in giving homework for students
in reading skill.
102
Based on the result of the research, the
researcher concludes that there is an effect
of the application of Three-step Interview
in students’ speaking skill towards
eleventh grade students of SMA Al-Azhar
3 Bandar Lampung. It can be seen from
the result of the mean score of
experimental class is higher than control
class. By using three-step interview, the
mean score of students’ speaking skill in
experimental class is 74,3 and the mean
score of students’ speaking skill in control
class which was taught by using
traditional teaching is 60. It means that
three-step interview can be applied as one
of the effective technique in teaching
English especially speaking. The score of
T-test is also higher than T-table (7,763>
2,0032), so the alternative hypothesis (Ha)
is accepted and null hypothesis (Ho) is
rejected. It can be concluded that there is
improvement on students’ speaking skill
which was taught by using three-step
interview.
5. CONCLUSION
After conducting the research, I can
conclude that giving homework to the
students especially for improving reading
skill is very helpful. It is supported by the
fact that their scores of post-test are
greater than those of pre-test. It indicates
that each treatment has given
improvement to the students especially in
giving them homework. Furthermore, the
finding of the t-test provides evidence that
the improvement is significant (p-value
0.05 = 1.9944, 0.01 = 2.6479 and t-Test
value (t-Count) = 3.06). The result of
mean score in post test for control group
was 74.36 and for experimental group was
81.59. So, null hypothesis (Ho) as there is
no impact of giving homework to the
students in their reading skill is rejected. It
means that there is significant impact of
homework on students’ reading skill.
6. REFERENCES
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 Jurnal Linguistika, Oktober 2016, Volume 7, No 2
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