THE EFFECT OF TEACHING STRATEGY ON STUDENTS’ ACHIEVEMENT IN LEARNING PHONOLOGY

Authors

  • Yani Lubis Universitas Islam Negeri Sumatera Utara Medan

DOI:

https://doi.org/10.30829/vis.v15i1.463

Abstract

English Phonology is very difficult to study. Cause, there are many elements that have to master in studying it. Cooperative learning is a successful teaching strategy in which small teams, each with students or different levels of ability, use a variety of learning activities to improve their understanding of the subject. By applying Strategy that is hoped can progress the students’ achievement in learning English Phonology is the main points underlining in this study. The aims of this research are: (1) to know the students’ difficulties in learning Phonology, and (2) to know if there is effect of cooperative learning strategy on the students’ achievement in learning Phonology or not. Population is all members of well defined class of people, events or objects. the sample of the research are 57 students of Educational English Department 2017/2018. The students’ achievement in learning Phonology who taught by using cooperative learning strategy have higher score than the students’ achievement in learning Phonology who taught by using other strategy (conventional strategy). Event, the effect is not significant.

Downloads

Published

2019-07-31

Issue

Vol. 15 No. 1 (2019): VISION

Section

Articles

License

Authors who publish with VISION agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.

  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.

  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.