Articles
<![CDATA[THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS ]]>
<![CDATA[yulianawati, ida]]>
<![CDATA[ Wiralodra English Journal Vol 2 No 2 (2018): Wiralodra English Journal ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/wej.v2i2.35
<![CDATA[The paper concerns with investigating classroom interaction especially the classroom language used by teacher and students in teaching learning process in one Junior High School in Indramayu. Teacher?s talk signals the classroom language that is used by the teacher in the classroom throughout the class periods. Meanwhile, students? talk signal classroom language that is used by the students. The study employs qualitative interaction analysis method involving fifty nine students and two teachers in two different classrooms. The data are gathered through non-participant observation and video recording. Classroom observations were conducted to gain the data concerning classroom interaction in teaching learning process. The data collecting was separated into twelve categories and analyzed using Flint (Foreign Language Interaction analysis) system adopted from Moscowitz that is widely used to investigate classroom interaction. The findings of this study showed that there are various verbal interactions used in classroom interaction. The data showed that the use of classroom language motivate students to speak and encourage the students to share their idea. But the data also showed that there are many obstacles in using classroom language. So it needs more effort from teachers and students to make classroom language familiar in the classroom.]]>
<![CDATA[THE EFFECT OF ESTAFET WRITING TECHNIQUE TO IMPROVE STUDENTS’ ABILITY IN WRITING PROCEDURE TEXT ]]>
<![CDATA[yulianawati, ida]]>
<![CDATA[ Wiralodra English Journal Vol 3 No 1 (2019): Wiralodra English Journal ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/wej.v3i1.46
<![CDATA[This study aimed to know the effect of estafet writing to improve students?s ability in writing procedur text. Writing is one of the most important skill that should be mastered by students. But, sometimes the students have difficulties to express their writing because of many factors. The problem that faced by the students in writing are the students have problem in spelling, grammar, punctuation, uninterested media, do not have enough vocabulary so the students repeating the same words, and they often made grammatical errors. Estafet Writing is one of the active learning technique and also an innovative learning model in which one the students starts writing which is continued again one after another. It?s one of the techniques that is easy to learn and can be effective way to teach writing procedure text. To achieve the aim of the study, one class of a junior high school in Indramayu with 33 students was taken as the sample of the research. To help students to write procedur texts, estafet writing was used in the classroom. The data were obtained from pre-test and post-test. The result of this research showed that the students? mean score in the pre test is 61.93 and the students? mean score in post test is 81.78. This study shows that there is improvement of students? ability in writing procedure text and the students give positive responses after being taught by using Estafet Writing Technique.]]>
<![CDATA[THE CONTRIBUTION OF CREATIVE WRITING ACTIVITY TOWARD STUDENT’S ENGAGEMENT IN POETRY CLASS ]]>
<![CDATA[Larasaty, Gina]]>;
<![CDATA[Yulianawati, Ida]]>
<![CDATA[ Wiralodra English Journal Vol 3 No 2 (2019): Wiralodra English Journal ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
Show Abstract
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Full PDF (342.843 KB)
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DOI: 10.31943/wej.v3i2.66
<![CDATA[Consider the Creative writing is very popular rightnow, the researcher tried to investigated the Students? engagement through Creative writing activities. This study investigated how far the creative writing will engage the students? in learning poetry. The participant of this study was students in fourth semester of English Department in Wiralodra University. Therefore, this qulitative study sets out to investigate the students? engagement in doing Creative writing activities in poetry Class.The findings suggest that Creative writing activities is able to engage students in poetry classroom. Then emotional engagement ( M= 32,63) is dominated followed by behavioral engagement ( M= 17.24) and cognitive engagement (M = 15,24 ). So it means Emotional engagement from their perspective has more to do with the pleasant and unpleasant emotions students connect to the activity and behavioral engagement focused on their effort but as cognotively not. In other words, they have effort to simply do the work but cannot focused on understanding and mastery. However this result showed that emotional engagement dominated in students engagement in poetry class, cognitive and behavioural still showed the positive engagement in poetry class.]]>
<![CDATA[EXPLORING MOBILE APPLICATION AND THEIR USAGE IN ENGLISH LANGUAGE LEARNING ]]>
<![CDATA[Anggrarini, Natalia]]>;
<![CDATA[Yulianawati, Ida]]>
<![CDATA[ Wiralodra English Journal Vol 4 No 2 (2020): Wiralodra English Journal ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/wej.v4i2.112
<![CDATA[The digital era is undeniable. Communication all over the world runs with the involvement of digital devices. For widespread information, mobile phones such as smartphones play an essential role in learning media, especially in learning English. In learning English as a foreign language, smartphones provide a variety of features to support the learning process. These potential features benefit the students so they can help themselves in improving their ability, especially in the English language. This study explored the kind of mobile application suggested by the teachers to help their students learn English. By conducting a case study, this study covered a variety of mobile applications and their use in the learning activity. About eight teachers from different senior high schools in Indramayu participated in this study. A questionnaire were distributed to the participants to collect the data; then, it was analyzed qualitatively.]]>
<![CDATA[THE STUDY OF TEACHER TALK AND STUDENT TALK IN SPEAKING CLASS ]]>
<![CDATA[ida yulianawati]]>
<![CDATA[ Wiralodra English Journal Vol. 2 No. 2 (2018): Wiralodra English Journal ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
Show Abstract
|
Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.31943/wej.v2i2.35
<![CDATA[The paper concerns with investigating classroom interaction especially the classroom language used by teacher and students in teaching learning process in one Junior High School in Indramayu. Teacher’s talk signals the classroom language that is used by the teacher in the classroom throughout the class periods. Meanwhile, students’ talk signal classroom language that is used by the students. The study employs qualitative interaction analysis method involving fifty nine students and two teachers in two different classrooms. The data are gathered through non-participant observation and video recording. Classroom observations were conducted to gain the data concerning classroom interaction in teaching learning process. The data collecting was separated into twelve categories and analyzed using Flint (Foreign Language Interaction analysis) system adopted from Moscowitz that is widely used to investigate classroom interaction. The findings of this study showed that there are various verbal interactions used in classroom interaction. The data showed that the use of classroom language motivate students to speak and encourage the students to share their idea. But the data also showed that there are many obstacles in using classroom language. So it needs more effort from teachers and students to make classroom language familiar in the classroom.]]>
<![CDATA[THE EFFECT OF ESTAFET WRITING TECHNIQUE TO IMPROVE STUDENTS’ ABILITY IN WRITING PROCEDURE TEXT ]]>
<![CDATA[ida yulianawati]]>
<![CDATA[ Wiralodra English Journal Vol. 3 No. 1 (2019): Wiralodra English Journal ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31943/wej.v3i1.46
<![CDATA[This study aimed to know the effect of estafet writing to improve students’s ability in writing procedur text. Writing is one of the most important skill that should be mastered by students. But, sometimes the students have difficulties to express their writing because of many factors. The problem that faced by the students in writing are the students have problem in spelling, grammar, punctuation, uninterested media, do not have enough vocabulary so the students repeating the same words, and they often made grammatical errors. Estafet Writing is one of the active learning technique and also an innovative learning model in which one the students starts writing which is continued again one after another. It’s one of the techniques that is easy to learn and can be effective way to teach writing procedure text. To achieve the aim of the study, one class of a junior high school in Indramayu with 33 students was taken as the sample of the research. To help students to write procedur texts, estafet writing was used in the classroom. The data were obtained from pre-test and post-test. The result of this research showed that the students’ mean score in the pre test is 61.93 and the students’ mean score in post test is 81.78. This study shows that there is improvement of students’ ability in writing procedure text and the students give positive responses after being taught by using Estafet Writing Technique.]]>
<![CDATA[THE CONTRIBUTION OF CREATIVE WRITING ACTIVITY TOWARD STUDENT’S ENGAGEMENT IN POETRY CLASS ]]>
<![CDATA[Gina Larasaty]]>;
<![CDATA[Ida Yulianawati]]>
<![CDATA[ Wiralodra English Journal Vol. 3 No. 2 (2019): Wiralodra English Journal ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31943/wej.v3i2.66
<![CDATA[Consider the Creative writing is very popular rightnow, the researcher tried to investigated the Students’ engagement through Creative writing activities. This study investigated how far the creative writing will engage the students’ in learning poetry. The participant of this study was students in fourth semester of English Department in Wiralodra University. Therefore, this qulitative study sets out to investigate the students’ engagement in doing Creative writing activities in poetry Class.The findings suggest that Creative writing activities is able to engage students in poetry classroom. Then emotional engagement ( M= 32,63) is dominated followed by behavioral engagement ( M= 17.24) and cognitive engagement (M = 15,24 ). So it means Emotional engagement from their perspective has more to do with the pleasant and unpleasant emotions students connect to the activity and behavioral engagement focused on their effort but as cognotively not. In other words, they have effort to simply do the work but cannot focused on understanding and mastery. However this result showed that emotional engagement dominated in students engagement in poetry class, cognitive and behavioural still showed the positive engagement in poetry class.]]>
<![CDATA[EXPLORING MOBILE APPLICATION AND THEIR USAGE IN ENGLISH LANGUAGE LEARNING ]]>
<![CDATA[Natalia Anggrarini]]>;
<![CDATA[Ida Yulianawati]]>
<![CDATA[ Wiralodra English Journal Vol. 4 No. 2 (2020): Wiralodra English Journal ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.31943/wej.v4i2.112
<![CDATA[The digital era is undeniable. Communication all over the world runs with the involvement of digital devices. For widespread information, mobile phones such as smartphones play an essential role in learning media, especially in learning English. In learning English as a foreign language, smartphones provide a variety of features to support the learning process. These potential features benefit the students so they can help themselves in improving their ability, especially in the English language. This study explored the kind of mobile application suggested by the teachers to help their students learn English. By conducting a case study, this study covered a variety of mobile applications and their use in the learning activity. About eight teachers from different senior high schools in Indramayu participated in this study. A questionnaire were distributed to the participants to collect the data; then, it was analyzed qualitatively.]]>
