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All Journal ELTIN Journal: Journal of English Language Teaching in Indonesia English Review: Journal of English Education Indonesian EFL Journal ABDIMAS SILIWANGI PROJECT (Professional Journal of English Education) JOURNAL OF LANGUAGE
Ningtyas Orilina Argawati
IKIP SILIWANGI
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences

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NURTURING STUDENTS' WRITING NARRATIVE INTEREST THROUGH MIND MAPPING AND COOPERATIVE INTEGRATED READING AND WRITING Ratih Inayah; Ningtyas Orilina Argawati
Indonesian EFL Journal Vol 5, No 2 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v5i2.1781

Abstract

This study aims to investigate the motivation of senior high school students at 11st grade in reading and writing English texts, especially narrative text.  The study also explores the insight toward the use of mind mapping and cooperative integrated reading and writing in nurturing students’ interest and motivation in writing narrative text. The study used qualitative case study to learn and pay attention to phenomena that the students’ motivation in reading and writing narrative text are needed to be nurtured. There were 36 students of 11st grade in senior high school in Bandung were involved in this study. Questionnaire and interview were given to the students. The results show that the students who show positive view toward reading and writing narrative texts are 74% students. They interest and willingness in making mind mapping of the narrative, because they know that narratives texts are full of information and moral value. While only 26% students who seem force to read and write narratives text to compose mind mapping. Eventually, integrating reading and composition in the classroom can nurture their reading interest and increase their willingness to read narrative text. Since, many students can understand the moral value of the narrative text through discussing with their friends at the class and making a mind mapping through cooperative learning about the narrative text is very useful to develop their mind.
PROJECT-BASED LEARNING IN TEACHING WRITING: THE IMPLEMENTATION AND STUDENTS’ OPINION Ningtyas Orilina Argawati; Lilis Suryani
English Review: Journal of English Education Vol 8 No 2 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v8i2.2120

Abstract

Writing becomes the most challenging skill for the students as it needs more time to develop and tend to raise problem to students. Therefore, project based learning is offered to solve the problems in writing. Some experts believe that project based learning (PBL) can provoke the students to get new knowledge through their own project. This research reports on the implementation of project based learning in teaching writing. The objectives of the research are to know the implementation of project based learning in elevating the students’ ability on writing and to know the students’ opinion of the implementation of project based learning in teaching writing. Qualitative was used as a research method and classroom action research as a research design. The participants of the research were fourth semester students in one university in Cimahi, West Java. The collected data were obtained through observation, writing test and interview. Then, data were analysed based on triangulation. As result, it was found that the implementation of project based learning in teaching writing worked well. It could be seen from the students’ responses during the implementation of this method as they gave positive opinion toward the method used; they actively involved in learning process. PBL was proved on helping the students wrote well. Besides, the project given engaged the students in solving a real problem and answering it. In other word, this project could develop the students’ critical thinking and it could be a meaningful project for them.
RISK-TAKING AND STUDENTS’ SPEAKING ABILITY: DO THEY CORRELATE? Lilis Suryani; Ningtyas Orilina Argawati
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 6, No 1 (2018): Volume 6, Issue 1, April 2018
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (653.428 KB) | DOI: 10.22460/eltin.v6i1.p34-45

Abstract

The students’ speaking ability somehow depends on some psychological issues such as motivation, self-esteem, or risk-taking. This research aims at examining the correlation of students’ speaking skill especially with their level of risk-taking. The method used in this research is a quantitative research method with the correlational design. The Null hypothesis was “there is no correlation between Risk-taking and Speaking Ability”.The researchers used the speaking test and questionnaire about risk-taking as the instruments to gather the data. Before examining the correlation between those two variables, the normality test was conducted. The result showed that the data were in normal distribution so that the analysis was statistically continued using Pearson Product Moment. From the calculation, sig. 2-tailed of both risk-taking and speaking were 0.000 which was lower than the level of significance (0.05). It means that the Null hypothesis is rejected and the final result told that there is a correlation between Risk-Taking and Speaking Ability. While the Pearson correlation reached the point of 0.685 which means that the correlation between those two was large. Finally, we could conclude that risk-taking can be an issue to take into account choosing some methods of teaching speaking. 
THE USE OF ANAGRAM TECHNIQUE IN TEACHING VOCABULARY AT SENIOR HIGH SCHOOL IN CIMAHI Elin Erma Susanti; Ningtyas Orilina Argawati
PROJECT (Professional Journal of English Education) Vol 5, No 1 (2022): VOLUME 5 NUMBER 1, JANUARY 2022
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v5i1.p71-74

Abstract

Vocabulary is one of the essentials needs for language learning. Likewise, in learning English lack of vocabulary is a problem still faced in learning the English language. The purpose of this research is to describe the use of anagram technique in learning vocabulary. This research was conducted by using descriptive qualitative research methods. The subject of this research consisting of first grade students of Vocational High School at SMK Pusdikhub, consisted of thirty-one male students and two female students during the second semester of the academic year 2019/2020. The researcher collected the data from observation and questionnaire. The implementation of this technique follows the main steps of anagram technique there were (1) Finding the spesific material (2) Getting a words that can be formed to produce new word (3) Using the new words for learning vocabulary. Based on the observation and the questionnaire, the researcher found a positive effect in learning vocabulary using the anagram technique. The students became more enthusiastic and enjoyable in learning vocabulary and increase of students’ participation in the class. Additionally, the anagram technique can help to motivate the students to enrich vobabulary. Keywords:  Anagram, Vocabulary
THE USE OF TOTAL PHYSICAL RESPONSE METHOD IN TEACHING VOCABULARY AT JUNIOR HIGH SCHOOL IN CIMAHI Atin Atin Supriyatin; Ningtyas Orilina Argawati
PROJECT (Professional Journal of English Education) Vol 4, No 4 (2021): VOLUME 4 NUMBER 4, JULY 2021
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v4i4.p548-553

Abstract

This study aims to improve Vocabulary mastery skills using Total Physical Response Method,the low Vocabulary mastery of eight grade in junior high school is caused by two factors,namely run short of understanding of the significancy of Vocabulary by reason of slight of Vocabulary that is owned,then the difficulty of students speaking in English,because of the scant of Vocabulary they have so they are confused when speaking.this study uses descrivtipe qualitative method. the responden of the study is the eight graders of SMP in Cimahi, the total of 33 students with specifications male 21 students and female 12 students. the author pick sampling jenuh on probability sampling.the instruments used were observation sheet,questionnaire,interview and test.data gain out of the instruments that have been used are interview ,observation sheet,questionnaire and tests.the results showed that the Total Physical Response Method was effectively applied in studying Vocabulary because after applied the Total Physical Response Method in the learning process there was an increase in understanding of the signifiance of Vocabulary as well as an increase in student motivation and creativity in following the learning process, and the test outcome of the tests given were satisfactory because the average get a minimum score of 80 and a maximum of 97 with KKM 75.with the accomplishment of these values could be said the use of the Total Physical Response Method can help improve students’ Vocabulary mastery.Keywords: Vocabulary, Total Physical Response Method 
SOSIALISASI PENERAPAN LESSON STUDY ACTIVITY (LSA) SEBAGAI UPAYA DALAM MENINGKATKAN KEMAMPUAN GRAMMAR SISWA PADA GURU BAHASA INGGRIS DI SMK PGRI 2 KOTA CIMAHI Ningtyas Orilina Argawati; Ratih Inayah
Abdimas Siliwangi Vol 3, No 2: Juli 2020
Publisher : IKIP SILIWANGI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/as.v3i2p%p.3599

Abstract

The socialization of the application of Learning in schools that aims to improve the quality and teaching and learning activities in schools in order to increase the ability in the material about English grammar that is expected to foster creativity, increase intelligence, and increase the effectiveness for each individual. In applying these lessons, the role of the servant is to provide socialization including jigsaw techniques that are applied as attractive cooperative learning techniques to be applied in the classroom. Implementation of Lesson Study This activity is carried out in 3 cycles, where each cycle consists of planning (planning), implementation (doing), and reflection (see). The results of devotion show a significant development in student learning where the motivation that appears can be overcome properly. In the end, after successfully the need for Lesson Study is implemented, teachers in schools can practice Lesson Study in the process of learning English at school.
THE IMPLEMENTATION OF LESSON STUDY TO PROMOTE LECTURERS’ SKILL IN TEACHING ACADEMIC WRITING Lilis Suryani; Ningtyas Orilina Argawati
JOURNAL OF LANGUAGE Vol 5, No 1: May 2023
Publisher : Universitas Islam Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/jol.v5i1.6888

Abstract

Lecturers find it challenging to teach writing especially academic writing, since students face difficulties in learning during the study process. This situation may happen because of the inappropriate way of lecturers in covering the material; of all the lecturers should have a good mastery of the materials to be given.  Lesson study seems to fit the lecturers' method of practice teaching to improve the skill of teaching writing skills. The study aims to describe the implementation of lesson study by five lecturers to promote the skill of teaching writing. A descriptive qualitative research design was employed with observation and interviews, which were used as the instruments to gather the data. Five lecturers joined the lesson study along with the 45 students in the class. The result shows that using lesson study can promote the lecturers' skill in teaching academic writing by guiding the students in learning, explaining the material of academic writing and varying teaching methods.
ANALYSIS CODE-SWITCHING IN ZHAFIRA AQYLA’S VLOG Gina Oktaviani; Ningtyas Orilina Argawati; Evi Kareviati
PROJECT (Professional Journal of English Education) Vol. 7 No. 4 (2024): VOLUME 7 NUMBER 4, JULY 2024
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Indonesia is happening in switching language and language style communication. There are many different types of media that we can use to see how code switching works, and one of them is Vlog. The purposes of this research, researchers to analyze the types of code-switching Zhafira Aqyla’s vlog and to identify the most dominant types of code-switching. This research used by using descriptive qulitative method. Based theory of  (Wiley, 2019), the first step to start this research is to collect information through watching the videos. The second is researchers analyzed of available data. Then, the third compiles the results by categories the tyes of code-switching based on Poplack theory.
Co-Authors Atin Atin Supriyatin Elin Erma Susanti Evi Kareviati Gina Oktaviani Lilis Suryani Ratih Inayah Ratih Inayah