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All Journal Jurnal Ilmiah Universitas Batanghari Jambi The Journal of English Language Teaching, Literature, and Applied Linguistics (JELA) English Journal Literacy Utama Jurnal Aksara Raga

Kusumayanthi, Susie

STKIP Pasundan

Author-ID : 1246202

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Articles

Title

High Achievers Susie Kusumayanthi
English Journal Literacy Utama Vol. 3 No. 2 (2019): English Journal Literacy UTama
Publisher : Universitas Widyatama

This paper reports on language learning strategies to develop speaking skill employed by university students categorized as high achiever students. It also focuses on the reasons why they employed those strategies. The study focuses on the above topics because the research concerning language learning strategies to develop speaking skill still receives a little attention in Indonesian EFL context. Some researchers, such as Chamot (1993), affirm that language learning strategy has primarily benefit for developing speaking skill. Two university students were participating in this study. They were studying in the eighth semester at a university in Bandung. They were taking a three-month English for Job Seekers Program supported by the university. In selecting the participants, this study made use of purposeful sampling to gain the important information from the participants (Alwasilah, 2002: 146). The instruments used were questionnaires and interviews. The questionnaires were adapted from Strategy Inventory for Language Learning (SILL) Version7.0 as well as Background Questionnaire developed by Oxford (1990). The interview was an open-ended interview. The study then revealed several findings, among others, is that the high achiever students employed meta-cognitive strategies the most. Concerning the reasons why they employed those strategies were presented in this research.

An Analysis of Translation Method Used by College Students in Translating An Article Susie Kusumayanthi; Tiara Fitria
English Journal Literacy Utama Vol. 4 No. 1 (2020): English Journal Literacy UTama
Publisher : Universitas Widyatama

The aim of the study is to find out the type of translation method that the college students use most in translating a text from English into Indonesia, and challenges that the college students face in translating the material. The subject of this research takes place in one College in Cimahi. The participants of this study are 10 college students who will translate a text from English into Indonesian. The college students translation method in translating a text from English into Indonesian are the research object. The data collection techniques used in this study involved doing the test, and interview. This research reveals that (1) the students use Literal translation as the method in translating a descriptive text as the most used translation method is Literal Translation that reached 69.4% as there are 125 sentences that are indicated as the Literal Translation Method out of 180 sentences of total. (2) The challenges of students that face in translating a descriptive text goes to the lack of vocabulary.

HOW BILINGUAL PROGRAM HELPS STUDENTS IMPROVE THEIR COMMUNICATIVE COMPETENCE Susie Kusumayanthi; Sisca Debora Stevanie
English Journal Literacy Utama Vol. 5 No. 2 (2021): English Journal Literacy UTama
Publisher : Universitas Widyatama

Bilingual program is a program that combines two languages, in this context are English-Indonesian, into a learning program in school. This bilingual program includes not only theory-based learning but also practice-based learning. Bilingual program can influence students in many ways, including in their communicative competence. The aim of this research is to find out that whether bilingual program can help students improve their communicative competence and how the students deal with it. Qualitative descriptive as the method of research and with observation, interviews, and document analysis/data analysis as the data collection techniques. This research shows that it is true that bilingual program can influence the students in their communicative competence. Based on this result, it can be concluded that bilingual program can help students improve their communicative competence with the programs held by school.

STUDENTS’ ENGAGEMENT IN LEARNING ENGLISH VOCABULARY VIA GAMES IN KAHOOT! Susie Kusumayanthi; Mia Rusmiyati
English Journal Literacy Utama Vol. 6 No. 1 (2021): English Journal Literacy UTama
Publisher : Universitas Widyatama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (182.173 KB)

This study deals with how students are involved in the use of Kahoot in learning English. The aims of this study are to investigate the students’ engagement about vocabulary using Kahoot and their interests when Kahoot! is implemented in their English classes. Kahoot! in this research is an online gamification method applied by teachers in the classroom used by students. This research employs a descriptive qualitative research. The data obtained through two main instruments, namely class observations and questionnaires. Class Observations show that Kahoot! helps students to be actively involved in learning vocabularies in English. Therefore, the use of Kahoot! in learning English is beneficial for students because it helps the student learning in variety of ways. The results of the questionnaire show that the students are interested in learning English vocabulary using Kahoot! because they do feel the benefits of using Kahoot! in their learning English as it helps them to learn better.

USING KWL (KNOW, WANT, LEARNED) TECHNIQUE IN TEACHINGREADING COMPREHENSION Susie Kusumayanthi; Ramles Volberson Silalahi
English Journal Literacy Utama Vol. 6 No. 2 (2022): English Journal Literacy UTama
Publisher : Universitas Widyatama

The research is entitled “Using KWL (Know, Want, Learned) Technique in Teaching Reading Comprehension”. The aims of the research are to figure out how the teachers implement Know, Want, Learned (KWL) technique in teaching reading comprehension and the problems that raise when applying Know, Want, Learned (KWL) technique in teaching reading comprehension. This research uses descriptive qualitative method. The respondents of this study are two English teachers in one of the Vocational High Schools in Padalarang. The instruments used to collect data are interview and classroom observation. The results of data analysis showed that the teacher implemented all the steps of KWL (Know, Want, Learned) systematically during classroom activities based on what had been listed in the theory including (1) write a chart on the blackboard, (2) give topic about descriptive text and narrative text, (3) ask students to fill what they already know about the topic in column K, (4) asked students to fill what they want to know aboutthe topic in column W, (5) asked students to fill what they have learned about the topic in column L, and (6) make conclusions from the topic. The research finding also showed that the teachers faced some problems in implementing KWL (Know,Want, Learned) technique in teaching reading comprehension including students lack of background knowledge and students lack of vocabularies. This research is held based on the fact that although KWL has been found to help overcome problems encountered by teachers in getting the students to be more active to participate in the process of learning, but a vast amount of research about KWL in Indonesia, especially in vocational high school, has not been conducted, and there is still a great deal that is not known about the implementation of KWL in vocational high schools.

The Effect Of Peer Feedbacks On Students' Speech Susie Kusumayanthi; Inti Lestari
English Journal Literacy Utama Vol. 7 No. 1 (2022): English Journal Literacy UTama
Publisher : Universitas Widyatama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33197/ejlutama.v7i1.183

In speaking English, students still find many difficulties especially when students make speeches, and unfortunately in giving speeches students are rarely given feedback so they don't know where their mistakes are. Feedback can be given by teachers or their peer. In fact, transactional peer feedback is believed to be able to foster students’ participation as well as communicative competence in compared with the feedback from the teacher (Liu & Carless, 2006). In this paper, the researcher intends to find out how peer feedback is implemented, the focus especially discusses the types of feedback used by the participants in this study, and the effect of conducting peer feedback on students' speech. This study makes use of descriptive qualitative method. Involving 6 participants. The data sources of this research are observations, student speech scores, and interviews. Observations were conducted in 3 weeks, the students' speech scores from the assessments of their peers before and after peer feedback, and interviews. From the observation, the researchers identified the types of feedback that were often used by participants, namely corrective feedback, reinforcing feedback, and didactic feedback. From the interview, the researcher perceived that the students found it beneficial from given feedback. In addition, peer-feedback techniques also have a positive effect on participants. Peer feedback can improve student speech, student confidence, and fun learning activities. Even though it was revealed that peer feedback has a lot of benefits, but most of participants agree that peer feedback activities should be followed by feedback from the teacher. Because they believe the feedback from their teacher is more reliable.

Co-Authors Agus Widyantoro Alviaderi Novianti Alviaderi Novianti Amiruddin Abdul Malik Dani Rahmadani Dina Fitriana Emma Malia Emma Malia Fitria, Tiara Iis Suryani Herdiah Iis Suryani Herdiah INDRA SUDRAJAT Inti Lestari Lia Riyani Nuroniah Maman Suryaman Margana Margana Martina Mulyani Mia Rusmiyati Mulyati, Santi Ramles Volberson Silalahi Retno Wiyati Ridha Mardiani Sely Mariam Maulidi Sisca Debora Stevanie Suminto A. Sayuti Suryani Herdiah, Iis Tiara Fitria Wawa Puja Prabawa

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