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All Journal Jurnal Lingko : Jurnal Kebahasaan dan Kesastraan Journal of Language Education, Literature, and Culture
Ortalisje, Dethan Erniani
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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STRATEGI PEMELAJARAN KOSAKATA BAHASA INGGRIS PADA MAHASISWA PROGRAM STUDI BAHASA INGGRIS English Vocabulary Learning Strategy in Students of English Study Program Ortalisje, Dethan Erniani
Jurnal Lingko : Jurnal Kebahasaan dan Kesastraan Vol 2, No 1 (2020): Juni 2020
Publisher : Kantor Bahasa NTT

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/jl.v2i1.45

Abstract

Penelitian penelitian terdahulu menunjukkan bahwa strategi pembelajaran kosakata yang digunakan oleh pembelajar turut mempengaruhi pembelajaran bahasa kedua. Penelitian ini memiliki tiga pertanyaan: 1) strategi pembelajaran kosakata apa saja yang digunakan oleh para pembelajar Bahasa Inggris?, 2) Strategi pembelajaran kosakata apa yang paling sering digunakan oleh pembelajar?, dan 3) staretegi pembelajaran kosakata apa yang paling sedikit dipakai oleh pembelajar? Penelitian ini melibatkan 58 mahasiswa program studi pendidikan Bahasa Inggris di UKAW sebagai partisipan. Instrumen yang dipakai adalah kuesioner yang diadaptasi dari taksonomi Schmitt (1997). Hasil penelitian menunjukkan bahwa strategi pembelajaran kosakata Bahasa Inggris yang digunakan adalah strategi Penemuan dan Konsolidasi. Dalam strategi Penemuan, strategi sosial merupakan strategi yang paling sering digunakan, sedangkan strategi Determinasi merupakan strategi yang paling sedikit dipakai. Strategi Memori merupakan strategi yang paling sering sekaligus paling sedikit dipakai  dalam kategori strategi Konsolidasi.
A DESCRIPTIVE STUDY ON FIGURATIVE LANGUAGE IN TIMORESE SONGS Riwu, Ririn; Dethan, Erniani O; Tlonaen, Zuvyati
Journal of Language, Education, Literature, and Culture Vol. 1 No. 1 (2023): Journal of Language, Education, Literature and Culture
Publisher : English Education Study Program - Artha Wacana Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33323/l.v1i1.10

Abstract

Songs are written in artistic language. The artistic language is called figurative language in literature. This study is a descriptive study of figurative language in traditional Timorese songs. Timorese songs have figurative meanings hidden in the lyrics. Finding out figurative language's types and meanings is exciting and challenging. Therefore, the research objectives are to identify the types of figurative language and their meanings. This study was a documentary study using the qualitative method. The data was collected by reviewing 11 Timorese songs. The research procedures were downloading the songs (videos) from YouTube, transcribing and translating the data, identifying the figurative language, classifying them into types, analyzing and interpreting the meanings, and concluding. Data analysis used Miles and Huberman's data analysis; data reduction, data display, and data conclusion or verification. The research found seven types of figurative language; 1) simile (four sentences), 2) metaphor (three sentences), 3) allegory (four sentences), 4) personification (four sentences), 5) antonomasia (one sentence), and 6) epithet (three sentences). Figurative language in Timorese songs is a description the songwriter uses to explain meaning through unusual comparisons to attract attention and make something more straightforward. Future research on figurative language in traditional songs can be done to find more types and meanings. 
The Use of Speed Reading to Improve EFL Learners’ Reading Comprehension Ortalisje, Dethan Erniani
Journal of Language, Education, Literature, and Culture Vol. 3 No. 2 (2025): Journal of Language, Education, Literature and Culture
Publisher : English Education Study Program - Artha Wacana Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33323/l.v3i2.122

Abstract

The present study aimed to examine whether (a) students who participated in a speed reading course improved their reading speed more than those who did not, and (b) whether these students also achieved better comprehension. Thirty participants were divided into two groups: an experimental group and a control group. Data were collected using a test instrument. The experimental group received speed reading instruction, while the control group did not undergo any such intervention. The findings revealed that students who engaged in speed reading activities increased their average reading speed by 28 words per minute (23%) and improved their comprehension by 3.2 points. Additionally, the experimental group showed a significant improvement from pretest to posttest, whereas the control group demonstrated no notable difference between the two tests.
Co-Authors Riwu, Ririn Tlonaen, Zuvyati