PROCEEDING AISELT
https://jurnal.untirta.ac.id/index.php/aiselt
<p align="justify"><strong>PROCEEDING AISELT (Annual International Seminar on English Language Teaching)</strong> published by Department of English Education, Faculty of Teacher Training and Education, Universitas Sultan Ageng Tirtayasa with e-ISSN: 2597-4955 and p-ISSN 2597-4947.</p><p align="justify"><strong>PROCEEDING AISELT (Annual International Seminar on English Language Teaching)</strong> welcomes researchers, educators, practitioners as well as professionals of related fields to submit abstracts, full papers or posters. Accepted papers will be published online in the seminar proceedings each September. The topics may cover, but not limited to: (1) Applied Linguistics, (2) English for Young Learners (EYL), (3) Language Skills, (4) Curriculum Evaluation, (5) Translation, (6) ICT in the Classroom, (7) Literature, (8) Critical Discourse Analysis (CDA), (9) Systemic Functional Linguistics (SFL)</p>English Department, Universitas Sultan Ageng Tirtayasaen-USPROCEEDING AISELT2597-4947A Study of Indonesian Students’ Culture Shock and Adaptation to The Malaysian Education System
https://jurnal.untirta.ac.id/index.php/aiselt/article/view/22235
<p>This research aims to determine Indonesian students’ culture shock toward the Malaysian Education System while studying at Universiti Sains Malaysia (USM). The researcher used qualitative methods and employed participant observation, and semi-structured interviews. The subject of this research was Indonesian students at Universiti Sains Malaysia. More than 20 Indonesian students studied at USM, but only selected participants whom being observed by the researcher. Based on observation and interviews, it appears that students are experiencing culture shock, especially in education. There are several differences between the education systems in Indonesia and Malaysia, which led to this situation. One of them is the tutorial class, which is different from Indonesia. While experiencing cultural shock, students can adapt to the new environment by hanging out with friends and asking their friends or locals to help them deal with their problems, making student life easier. Thus, the researcher concludes that Indonesian students have experienced culture shock at Universiti Sains Malaysia but have managed to cope.<strong></strong></p>Aini Nabila IkhwanudinMasrupi MasrupiEri Rahmawati2023-10-012023-10-018110.30870/aiselt.v8i1.22235The Effect of Task-Based Learning towards Students Speaking Skill at the Eighth Grade of SMPN 1 Sindang Jaya Kabupaten Tangerang
https://jurnal.untirta.ac.id/index.php/aiselt/article/view/22236
<p>This research has been inspired by the difficulties of eighth-grade students experience when learning how to speak. These problems include students' difficulties with speaking because of their limited vocabulary, lack of confidence in front of the class, and lack of interest in speaking. Therefore, researchers evaluated a task-based learning strategy in eighth grade. The research method used is a quasi-experimental with a quantitative approach. The phases of the research were divided into several steps, namely the pre-test, giving treatment, and giving the post test. Students in classes VIII 7 and VIII 8 at SMPN 1 Sindang Jaya Tangerang were the subject of this research. The result showed that the mean result of the experimental class increased after getting task-based learning treatment. The mean score on the pre-test was 56.07, whereas the mean score on the post-test was 81.93. This indicates that the experimental class students' speaking abilities improved significantly. While the mean score on the pre-test was 56.50, whereas the mean score on the post-test was 66.33. This study's findings indicate that the sig (2-tailed) value is p (0.00). In the meantime, it is possible to conclude that the value of alpha or (a) is less than 0.05. In other words, 0.00 < 0.05. for the effect size results to support the findings of this research. The result of the effect size calculation was 1.21, that indicated a high level of influence or significance. This indicated that task-based learning techniques have proven affected for enhancing the speaking skills of eighth-grade students at SMPN 1 Sindang Jaya in the 2021-2022 academic year.</p>Siti Robiatul AdawiyahNurhaeda GaileaEri Rahmawati2023-10-012023-10-018110.30870/aiselt.v8i1.22236Text Analysis of Plane Crash News in the Jakarta Post Article: A Study of Critical Discourse Analysis
https://jurnal.untirta.ac.id/index.php/aiselt/article/view/22240
<p>This study investigates the text analysis of representation, relation, and identity elements from a plane crash news article published in The Jakarta Post. Using a qualitative descriptive method, this study uses Fairclough’s critical discourse analysis model (1995) to analyze the data. The text analysis model is categorized into representation, relation, and identity. The data are taken from the Jakarta Post news article dated November 4, 2022, entitled "Sriwijaya Air 2021 crashes due to mechanical problems, the final probe report says". The data retrieved consist of 26 comprising 20 representations, 3 relations, and 4 identities. This study found representation is in the use of complex clauses and compound-complex clauses and vocabulary level using some aviation terms to refer to pilot’s committing task errors. In the representation of a combination of clauses, it is found that there are more extension forms in the form of contrast. In the representation of the intensity of the series, it was found that the news series focused on pilot and mechanical errors. The result of the research in regards to relation and identity reveal that the chief investigator is the source person, and the author places himself more as a reporter or writer of the news.</p>Sherra GinorsaRisna SaswatiAmelia Iswandari2023-10-012023-10-018110.30870/aiselt.v8i1.22240Challenges in Using Digital Multimodality to Teach Grammar
https://jurnal.untirta.ac.id/index.php/aiselt/article/view/22241
<p>The integration of digital multimodality in grammar education brings forth a progressive approach aimed at enhancing instructional engagement and understanding. This article investigates the intricate challenges associated with this endeavour. While digital tools and resources amplify grammar instruction through interactive experiences, obstacles emerge. These challenges encompass limited technology access and resource availability, inadequate teacher preparation, and curriculum time constraints. Additionally, addressing diverse learning needs, cultural nuances, and ensuring pedagogical continuity present further complexities. By recognizing these challenges as pivotal points for development, this study underscores the importance of research and ongoing professional growth to surmount obstacles. Amidst these challenges, the potential for innovative pedagogical insights and customized strategies emerges, emphasizing the need for a comprehensive approach to overcome these hurdles and achieve effective grammar education through digital multimodality.</p>Ledy Nurlely2023-10-102023-10-108110.30870/aiselt.v8i1.22241The Effect of Using Educational Games as the Features in Rumah Belajar toward Student’s Vocabulary Mastery at the Seventh Grade of SMPN 1 Pasarkemis
https://jurnal.untirta.ac.id/index.php/aiselt/article/view/22242
<p>This research is aimed to find out any significance effect of Educational Games as the features in <em>Rumah Belajar</em> toward student’s vocabulary mastery at the seventh grade of SMPN 1 Pasarkemis. This research is a quantitative research method by implementing a quasi-experimental design. This study involved 78 students as the sample, consisted of 39 students in the experiment class and 39 students in the control class. Pre-test was given to both classes at the first meeting and then the post-test at the last meeting. To find the effect, the post-test was provided to both classes. The hypothesis testing was computed using the independent sample t-test through SPSS 25.0. The result demonstrated the positive effect of Educational Games in <em>Rumah Belajar</em> toward students' vocabulary mastery at the seventh grade of SMPN 1 Pasarkemis. The result of Sig. (2-tailed) of Independent T-test at 0.000, which was lower than 0.05 (0.000<0.05). Therefore, this demonstrates that the alternative hypothesis is accepted. It means using educational games increase students’ vocabulary skills. Therefore, it can be concluded that there is any significant effect of using educational games in <em>Rumah Belajar</em> toward student’s vocabulary mastery at the seventh grade of SMPN 1 Pasarkemis.</p>Helga Merilla Zafirah WidadJohn PahamzahEzis Japar Sidik2023-10-012023-10-018110.30870/aiselt.v8i1.22242The Effect of Spotify Application on Students' Speaking Ability
https://jurnal.untirta.ac.id/index.php/aiselt/article/view/22243
<p class="Default">Spotify is a digital music streaming and podcast service that gives listeners access to millions of songs and other content from artists around the world. Spotify as a medium can certainly help teachers in facilitating student speaking learning activities.This study aims to determine whether or not using the Spotify application has a significant effect on students' speaking abilities.This study used a quasi-experimental research method (Quasi Experimental Design) or a pretest-posttest control group design involving two control classes and one experimental class. The control class was not given treatment in the form of learning speaking using Spotify media, while the experimental class was given treatment in the form of learning speaking using Spotify media.One class consists of 25 students who take speaking courses. Based on the data analysis, the researcher concludes that giving treatment using Spotify media has a positive and significant impact on students' speaking abilities. This can be interpreted that the use of the Spotify application as a learning medium or speaking practice can improve students' speaking skills effectively. This is evidenced by the significance value (p-value) which is lower than 0.05 (0.00 <0.05) and the t-statistic value (t-value) which is greater than the t-table value (4.915 > 2.0106). These results indicate that the use of the Spotify application as a learning medium provides significant benefits in improving students' speaking skills.</p>Dian ShafwatiFeni MunifatullahNovita Nurdiana2023-09-302023-09-308110.30870/aiselt.v8i1.22243Students’ Perception toward the Use of Schoology as an Online Assessment in English Language Classroom
https://jurnal.untirta.ac.id/index.php/aiselt/article/view/22244
<p>This study is aimed to find out students’ perceptions toward the use of Schoology as an online assessment in English language classrooms, as well as its challenges in the eleventh grade of science at SMAN 4 Kota Tangerang. The researcher used a qualitative research method with a case study design. The instruments used included questionnaires and interviews. The subject for this study was XI Science 1 which consisted of 34 students. The researcher discovered that students’ perception toward the use of Schoology as an English online assessment brought positive perception though they also faced some challenges when doing English assessment. Moreover, students felt the use of Schoology made the assessment process more efficient because it was easier and more convenient rather using the paper-based. Besides, the features of Schoology were really useful and helpful for the students to do the English assessment, but there were still challenges because of the internet connection and the student being rushed in doing the assessment. The researcher concluded that students’ perceptions toward the use of Schoology tend to be positive even though students faced some challenges when doing the English assessment.</p>Nurul Rifa MutiaJohn PahamzahEzis Japar Sidik2023-10-012023-10-018110.30870/aiselt.v8i1.22244An Analysis of Cohesion and Coherence in Analytical Exposition Texts Generated by AI Chatbot Auto-generative System
https://jurnal.untirta.ac.id/index.php/aiselt/article/view/22245
<p><span lang="EN-ID">The advancement of technology can either nurture the learning or bring setbacks to the education. One of the results of the technology advances is the development of Artificial Intelligence (AI) in which it is used world-widely to help learners answer their learning problem through an auto-generative system known as ChatGPT. This study was aimed at investigating the quality of cohesion and coherence in analytical exposition texts made by AI Chatbot Auto-generative System. Cohesion and coherence play a significant role in the clarity and the comprehensibility of a written text and this study evaluated the cohesive device and coherence of the texts it generates. As many as nine texts produced by AI Chatbot were employed in this qualitative case study. To determine the coherence and cohesion of the texts, the analysis of the texts employed systemic functional linguistics (SFL), with a particular emphasis on the schematic structure and linguistic features focused on elements that contribute to the cohesion of the texts, including Theme progression and cohesive devices. The findings of this study indicate that the AI Chatbot has the ability to produce analytical exposition texts through various themes in terms of cohesion and coherence. It is also found five cohesive devices that contribute to producing cohesive text such as reference, lexical, conjunction, substitution, and ellipsis. To create coherence especially at the sentence level, the texts that it produced also employ two types of themes namely topical and textual themes, and thematic development consistency that involve the constant and zigzag patterns. Based on the findings, it can be said that AI Chatbot such as ChatGPT can be used as the learning model in creating the written texts especially the analytical exposition texts for the EFL classroom context.</span></p>Istihari IstihariVivi SofiahYanwar Abidin2023-10-012023-10-018110.30870/aiselt.v8i1.22245Examining Technology Integration in Language Assessment
https://jurnal.untirta.ac.id/index.php/aiselt/article/view/22246
<p>In today's interconnected world, the convergence of technology and English language evaluation has arisen as a transformational force, influencing how we assess language proficiency. This article examines the impact of technology on language assessment, including both its possible benefits and drawbacks. The article begins by discussing standard evaluation methods and the need for more adaptive methodologies. It then goes through technological integration, such as automated scoring systems, speech recognition software, natural language processing tools, and online competence assessments. While technology improves objectivity, provides faster feedback, allows for tailored learning routes, and increases security, it also introduces new obstacles. Among the issues raised include biases in automated systems, discrepancies in technology access, the legitimacy of responses, and maintaining a balance between technology and human engagement. Case Studies Using Duolingo</p>Sutrisno Sadji EvenddyWelliam Hamer2023-10-012023-10-018110.30870/aiselt.v8i1.22246Investigating the Subtitle Errors Available on LayarKaca 21 Based on FAR Model
https://jurnal.untirta.ac.id/index.php/aiselt/article/view/22247
<p>This research aimed to investigate the subtitle error types in <em>Layar Kaca 21</em> (LK21), a unofficial movie streaming website. The method applied in this research was qualitative case study. The data were taken from the subtitles of <em>Sherlock </em>series’ 1<sup>st</sup> episode<em> </em>and collected using data reduction. The data were then compared to Amazon Prime’s version and analyzed by using content analysis. The types of errors were categorized and analyzed by using Pedersen’s FAR Model (2017). The types of errors include functional equivalence errors consisting of semantic errors and stylistic errors; acceptability errors which contains grammar errors, spelling errors, and idiomaticity; and readability errors which contains segmentation and spotting, reading speed and line length, and punctuation and graphics. The total of errors found were 293 containing 180 functional equivalence, 97 acceptability, and 16 readability errors. The finding showed that the errors made in LK21 were mainly functional equivalence which definitely would disrupt the viewers’ comprehension to the messages conveyed in the movies or series they were watching.</p>Iqbal Vega AdikusumaIka Kartika Amilia2023-10-012023-10-018110.30870/aiselt.v8i1.22247Examining the Perceptions of Translanguaging by Pre-service Teachers in Indonesian EFL Higher Education Classrooms
https://jurnal.untirta.ac.id/index.php/aiselt/article/view/22248
<p>This study explores pre-service teachers' perceptions of translanguaging practices in teaching English as a foreign language (EFL) in multilingual Indonesia. Through a qualitative research approach, the research involved three pre-service teachers who were attending university courses. The results showed that these pre-service teachers perceived translanguaging as an effective, flexible, and inclusive learning tool. They saw the benefits of translanguaging in improving pre-service teachers’ engagement, learning motivation, comprehension, and language skills. However, major obstacles emerged in the implementation of translanguaging, mainly related to the lack of curriculum policy support, which resulted in confusion in the guidelines for its use. The lack of resources and materials that support translanguaging is also a challenge. Some pre-service teachers also faced disapproval or incomprehension from others regarding the use of translanguaging. This research underscores the need for policy changes and further support to effectively utilize translanguaging in English language learning in Indonesia. Better training and awareness of translanguaging are also needed among English language educators. The results of this study provide an important foundation for the development of more effective translanguaging practices in English language learning in Indonesia. To achieve this, collaboration between educators, curriculum developers, and policy makers was identified as an important step towards creating an educational environment that supports successful translanguaging practices.</p>Ika Yasyinta Nindy YolandanaEndang SetyaningsihNur Arifah Drajati2023-10-012023-10-018110.30870/aiselt.v8i1.22248An Analysis of Pre-Service Teacher’s Questioning Strategies during the ELT Classroom Interaction
https://jurnal.untirta.ac.id/index.php/aiselt/article/view/22263
<p>This research aimed to analyze pre-service teacher questioning strategies during the ELT classroom interaction, especially the types of questions and strategies that were used. The research was conducted at a senior high school in Jember. This research applied descriptive qualitative research. The subject of this research was the pre-service teacher. The data were collected through observation and interviews. The data were analyzed through six steps, the steps were preparing and organizing the data analysis, exploring the data, coding the data, representing the data, interpreting the data, and validating the accuracy of the findings. The findings of this research revealed that the pre-service teacher used 10 types of questions, to be precise prompting, probing, punishment, rhetorical, compliance, knowledge, comprehension, application, analysis, and synthesis questions. Then, the researcher also found that the pre-service teacher used the questioning strategies, such as clarity of the questions, prompting, probing, pausing, directing, punishment, distributing, rhetorical, compliance, and cognitive questions levels. Both of the questions and strategies were used very well by a pre-service teacher, even though there were some aspects which were not used during the questioning process. The further researches are also presented in this study.</p>Faiqoh Izzati SalwaI Putu SukmaantaraAreta Puspa2023-10-012023-10-018110.30870/aiselt.v8i1.22263Developing Articulate Storyline Application in Teaching Speaking at Tenth Grade of SMAN 24 Kabupaten Tangerang
https://jurnal.untirta.ac.id/index.php/aiselt/article/view/22264
The research aims to find out the process of developing an Articulate Storyline to teach speaking and to find out the feasibility and the opinion of students, teachers, and the validator about the media. The researcher used a mixed method with a research and development approach and used ADDIE as the development model to develop an Articulate Storyline. The participants in this research were 34 students from class 10 IPS 6 at SMAN 24 Kabupaten Tangerang. There are five stages in the ADDIE development model, the Analysis stage, the Design stage, the Development stage, the Implementation stage, and the Evaluation stage. To obtain the data the researcher used documentation, a questionnaire, and interview sheets. The results of the research stated that the Articulate Storyline application that has been developed was valid for use, this can be seen from the validation results by material experts who got 98,4% which is very valid. While the average percentage of media experts is 78,5% which is valid. While the average percentage of students from each aspect is considered good where the students’ perception of learning media aspect gets 82,7% the aspect of students understanding of speaking material gets 77,5% and students learning interest aspect gets 76,4%. The total score from all aspects is 79,3 % which is good.Lanina Benita Indah PutriNurhaeda GaileaLedy Nurlely2023-10-012023-10-018110.30870/aiselt.v8i1.22264Students’ Perception on The Implementation of Massive Open Online Course (MOOC) in English for Academic Purpose
https://jurnal.untirta.ac.id/index.php/aiselt/article/view/22265
<p>The goal of this study is to pinpoint and evaluate the crucial success factors for Sultan Ageng Tirtayasa University's Massive Open Online Courses (MOOC) on English for Academic Purpose. The data is based on the responses to the questions on the completed questionnaire after the learning session. There are five categories of questions in the questionnaire. The course structure, learning materials and design, online lectures and instructors, course infrastructure, and services support are among the crucial success criteria, according to the research. One hundred and thirty respondents were among the participants drawn from the MOOC learning session. The study reveals that participants believe that learning infrastructure is the most crucial determinant of success, followed by the lecturer/instructor factor in second. While the course material and learning design is perceived by the participants as the factor that has the least influence on the successful implementation of the MOOC.</p><p><em>Keywords</em>: MOOC; English for Academic Purpose; learning design.</p>Rosmania RimaRahman Hakim2023-10-012023-10-018110.30870/aiselt.v8i1.22265The Analysis of Students’ Learning Style in Study English
https://jurnal.untirta.ac.id/index.php/aiselt/article/view/22266
<p>This study aims to investigate what are the learning style of the students at the 8<sup>th</sup> grade of SMP Islam Pariskian Ciracas. The objectives of the research are; 1) to investigate the students’ learning styles by describing their learning styles in the process of learning English subject, 2) to find out the most dominated students’ learning styles, and 3) to find out the least dominated students’ learning styles in the process of learning English subject. The research method used was case study. The researcher did observation, interview, and questionnaire for this study as the instruments. The result of the research showed that, from the total of 24 students of the class 8-C SMP Islam Pariskian Ciracas, the class was dominated by visual learners, followed by auditory learners, and kinesthetics learners was the least dominated learning style preferred by the students. The students in the English class at 8-C SMP Islam Pariskian Ciracas utilized a variety of learning styles. The teacher must employ the appropriate teaching strategy that makes use of visuals as a medium in order to enhance the quality of the teaching and learning process because the visual learning style is the one that students use the most frequently. To learn English more effectively, students should concentrate on their learning styles. Future researchers may develop this topic by investigating deeper about promoting certain learning method and strategies toward students’ learning style.<strong></strong></p>Mohamad Arip NofariyansyahSiti AisahIka Handayani2023-10-012023-10-018110.30870/aiselt.v8i1.22266An Analysis of Students’ Speaking Learning Strategies in Seventh Grade at SMPN 2 Kota Cilegon
https://jurnal.untirta.ac.id/index.php/aiselt/article/view/22267
<p>This research aimed to find out the speaking learning strategies commonly used and the difficulties of students speaking learning strategies by students of 7<sup>th</sup> grade in SMPN 2 Kota Cilegon. This research used a qualitative method, particularly a case study. This research was conducted at SMPN 2 Kota Cilegon Academic year 2022/2023 the participants were 32 students. To collect the data, the researcher used a questionnaire, interview, and documentation. It was found that the commonly used speaking learning strategies among students in class 7D of SMPN 2 Kota Cilegon are metacognitive strategies from indirect strategies, with an average percentage of 27%, while memory strategies are the least used in learning speaking, with an average percentage of 8%. The difficulties of speaking learning strategies in speaking activities in the classroom were identified such as memorizing new vocabulary, pronunciation, constructing sentences, lack of confidence, and feeling embarrassed when speaking in front of others. Those statements were based on interview data. This indicates differences in the difficulties faced and the strategies used by students when learning to speak.</p>Niken Sekar CahyaningrumMurti Ayu WijayantiRosmania Rima2023-10-012023-10-018110.30870/aiselt.v8i1.22267How Effective is the Leadership Project Course for Future Professional English Teachers?
https://jurnal.untirta.ac.id/index.php/aiselt/article/view/22268
<p>The Leadership Project is one of the courses that must be taken by all PPG students to complete the program. There are two types of Leadership Projects (Project I and Project II). Project I is available in the first semester which focuses on the theory of the Leadership Project. Then Project II is a follow-up to the first project which focuses on the implementation of projects that were planned previously in the first phase of the project. The purpose of this study is to describe how Leadership Project II in the Pre-service PPG Program can help students become professional teachers. What project is it? Does the project provide sufficient knowledge and skills for them. How was the project implemented and how was it assessed? And what are the students' perceptions and reflection of the projects they have? What do they expect from this and what learning reflections can we get from students? All questions will be discussed here in this study.</p>Ildi Kurniawan2023-10-012023-10-018110.30870/aiselt.v8i1.22268Utilizing Mobile Phone in EFL Classroom
https://jurnal.untirta.ac.id/index.php/aiselt/article/view/22269
This research aims to determine and describe the application of Mobile Phone-based learning in English Phonetics and phonology courses. This course is included in the group of language science (linguistics) courses which aim to provide a conceptual and practical understanding of the sound system in English. This course also directly introduces English pronunciation. Based on previous research on students' pronunciation abilities, it shows that in general students' abilities are still in the weak category, especially in words that contain sounds that are not found in Indonesian. This research tries to apply a teaching method using the MALL approach to improve students' pronunciation skills. The research method used is descriptive qualitative to describe the application of the MALL method in the <em>English Phonetics and Phonology </em>course. The population of this study were odd semester students (3<sup>rd</sup> semester) who took English Phonetics and Phonology courses. After implementing the MALL method, students' understanding and ability to pronounce English vocabulary increased. This can be seen from the results of student learning evaluations. These results show that the MALL method can significantly improve students' understanding and ability to pronounce English vocabulary well in the English Phonetics and Phonology course. Apart from that, the pandemic period which does not allow for face-to-face learning makes the application of the MALL method very helpful for both teachers and studentsMei HardiahIndah Damayanti2023-10-012023-10-018110.30870/aiselt.v8i1.22269The Influence of Using Graphic Organizer Towards Students’ Reading Comprehension at The Eighth Grade of MTsN 1 Kota Serang
https://jurnal.untirta.ac.id/index.php/aiselt/article/view/22270
This study aimed to find out whether or not there was any influence of using graphic organizer towards students reading comprehension at the eighth grade of Mtsn 1 Kota Serang. The researcher used quantitative research in the form of quasi experiment design. There were two classes as research samples, namely class VIII-I as the experimental class and class VIII-J as the control class. Experimental class consisted of 32 students and control class consisted of 33 students. The data were collected by try out, pre-test, and post-test. Then the data were analyzed by SPSS. The results from post-test indicated a significant improvement in the experimental group’s scores with mean 90.50 and Standard deviation 5.400. Compared to the control group with mean 82.06 and Standard Deviation 7.591. Moreover, the results of hypothesis test with Sig 0.000 and α= 0.05. It means to the rejection of the null hypothesis (H0) and accept the alternative hypothesis (Ha) because 0.000 > 0.05. It is lower than 0.05. These results explain that there was a significant influence of using graphic organizer. The results of this study can be used as recommendations for innovative learning models in teaching reading in the classroom.Tata Regita PutriSiti AisahEzis Japar Sidik2023-10-012023-10-018110.30870/aiselt.v8i1.22270The Influence of TikTok as Social Media toward Students’ Speaking Skills at Eight Grade of SMPN 2 Balaraja
https://jurnal.untirta.ac.id/index.php/aiselt/article/view/22271
<p>The students’ difficulties on speaking skills should be overcome through an appropriate teaching media, such as Tik Tok. The researcher conducted research at SMPN 2 Balaraja with Eight-Grade students. Then, the purpose was to find out whether TikTok as teaching media influence the students’ speaking skills or not by applying non-equivalent control group design. The researcher picked the sample by using purposive sampling technique, whereas the teacher recommended VIII J as experimental class, and VIII I as control class. In collecting the data, the researcher used pre-test and post-test that were done orally. The result of hypothesis test using t-test formula showed that the alternative hypothesis was accepted because the t<sub>count</sub> ≤ t<sub>table</sub> or 8.04 ≥ 2.00 with the significance level of 0.05 (5%). So, it can be concluded that Tik Tok as Social Media influenced the students’ speaking skills at Eight-Grade of SMPN 2 Balaraja. Eventually, the researcher hopes that future researchers will conduct research related to Tik Tok in teaching speaking and given suggest focus on delivering speech for using Tik Tok for listening comprehension.</p>Novianingsih NovianingsihMurti Ayu WijayantiIka Handayani2023-10-012023-10-018110.30870/aiselt.v8i1.22271The Correlation Between Oral Reading Fluency and Reading Comprehension of Junior High School
https://jurnal.untirta.ac.id/index.php/aiselt/article/view/22272
The objective of the study is to find out the significant correlation between oral reading fluency and reading comprehension of junior high school student of SMPN 8 Bandar Lampung. The method used was descriptive quantitative method through correlation study. The data were collected by using a text in assessing students’ oral reading fluency and some question items for reading comprehension test. Twenty-three students of second grade of SMPN 8 Bandar Lampung were involved in the study and the data from both instruments were analyzed by using Pearson Product Moment Correlation. The result showed that there was a significant correlation between students’ oral reading fluency and their comprehension since the significant correlation coefficient was 0.000 and the r-value was 0.779, which indicates strong correlation. In other words, better students' oral reading fluency is, the better their reading comprehension will be.Mirda Maradona SaputraEndang KomariahFajar Riyantika2023-10-012023-10-018110.30870/aiselt.v8i1.22272Visual Communication and Multimodal Literacy: An Analysis of the 'Dancing for Justice' Image
https://jurnal.untirta.ac.id/index.php/aiselt/article/view/22273
<p>The image has the language to be conveyed. Multimodal is a term that refers to understanding and investigating how to communicate using visuals. The purpose of this study is to investigate the multimodal analysis of the image 'Dancing for Justice'. The methodology in this study uses a subjective strategy with a clear technique the reason is that the researcher examines the information from the images and the results for clarification. Using the spellbinding technique is a strategy that is complemented by investigating the information that has been gathered in the form of words, pictures, and not numbers. In the picture we not only see it in a textual sense, but also contextually. Recovering sources of information in images from electronic media. The image in this resource is of a woman carrying the scales to stand against equality. The result of the multimodal analysis in the picture 'Dancing for Justice' is the struggle of a woman who wants to get justice as seen in the image of the woman's right hand holding a scale. Carrying the words 'Dance for Justice'. Wearing red clothes combined with black means that a woman is brave, but full of things that are hidden by her.</p>Yulian DinihariZainal RafliEndry Boeriswati2023-10-012023-10-018110.30870/aiselt.v8i1.22273Teaching English Vocabulary by Using Mobile Application “Drops” For Senior High School
https://jurnal.untirta.ac.id/index.php/aiselt/article/view/22810
<p>The use of ICT in teaching and learning the English language is inevitable. Lots of the ICT learning media are already used by English teachers for instance mobile apps, computer-based learning modules, etc. This research explored the use of the DROPS mobile app for teaching English vocabulary to senior high school students and how they respond to it. This research was done in a public senior high school in Cikeusal. Design-Based Research (DBR) was employed to address the research questions. The participant observation, semi-structured interview, and documentation were used to answer how the teaching vocabulary by using DROPS Apps was carried out. The questionnaire was used to answer how the students responded to the teaching vocabulary by using DROPS. Data analysis of the observation, interview, and documentation revealed that first, it took two phases two to carry out DROPS in the vocabulary teaching in the classroom i.e. preparation and execution phases. The preparation covers identifying the required Competence Base (KD), selecting the Indicators of Achievement of Competence (IPK), and developing the Lesson Plan. The execution phase includes the pre-teaching phase, whilst teaching, and post-teaching. Second, the DROPS Apps could be integrated into the discovery learning method in the stimulation phase, which was intended to make the student ready and motivated to learn. Moreover, data analysis of the Questionnaire from the students showed that 92% of the respondents stated that teaching using the DROPS app was well-received and beneficial for vocabulary learning. 8% of respondents stated that the DROPS app was still improper to use. It implied that teaching and learning vocabulary by using the DROPS app indicates a positive trend and the effectiveness of smartphone-based applications for students’ vocabulary enhancement. In Conclusion, teaching using DROPS apps could be an alternative to teaching English vocabulary.</p>Muhammad Gilang RahmandikaDina RachmawatiRosmania Rima2023-10-012023-10-018110.30870/aiselt.v8i1.22810