Articles
<![CDATA[THE ROLE OF CLASSROOM INTERACTION IN STUDENTSâ SPEAKING SKILL (A Case Study Research In Senior High School) ]]>
<![CDATA[Larasaty, Gina]]>;
<![CDATA[Yutinih, Yutinih]]>
<![CDATA[ EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol 2, No 2 (2018) ]]>
Publisher : <![CDATA[Islamic University of Indragiri ]]>
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<![CDATA[This study is aimed at finding out how the role of classroom interaction in studentsâ speaking skill by showing the role of student-student interaction and student-teacher interaction inside classroom. While, the students often found some problems in learning speaking; one of the problem that they faced was lack of interaction in classroom. According to Warda (2015:2) âlack of interaction in EFL classes, could be the first lead to studentâs oral poor productions.â Allwright (1984:156) defined interaction as the fundamental fact of classroom pedagogy- the fact that everything that happens in the classroom happens through a process of live-person-to-person interaction. Classroom interaction then is the one of facilitator to start conversation, as Nunan (1991:50) argued in two-way tasks (conversational interaction), all participants have a piece of informational known only to them which must be contributed to the small group discussion for the task to be completed successfully. The writer used qualitative research design and took one of the kinds of qualitative research method, which is a case study. The data obtained from the triangulation instruments. The first instrument was observation, this instrument helped the writer to find out the real situation in classroom especially the studentsâ interaction in speaking class, the second instrument was questionnaire, this instrument was to classify and determine how frequently interaction in classroom, the third instrument was the data transcript from interview. The results show that 92% of the students are aware about the important of classroom interaction in their speaking skill and 56% of them need their teacher to be guider as well as motivator with the number 24% to encourage them to interact and speak in the classroom. And students really need the teacher to provide more opportunities to interact with her, which according to their responses 68% of them prefer student-teacher interaction the most. In fact, students seem to know one of good studentsâ qualities is speaking and interacting in classroom, since refraining classroom interaction and showing no interest will naturally affect their speaking ability. Keywords: interaction, classroom interaction, and speaking skill]]>
<![CDATA[THE LOW MOTIVATED FACTORS IN EXTENSIVE READING ACHIEVEMENT ]]>
<![CDATA[Nurhadi, Kardi]]>;
<![CDATA[Larasaty, Gina]]>
<![CDATA[ Research And Innovation In Language Learning (RILL) Vol 1, No 3 (2018) ]]>
Publisher : <![CDATA[Lembaga Penelitian Universitas Swadaya Gunung Djati Cirebon, Indonesia ]]>
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DOI: 10.33603/rill.v1i3.1433
<![CDATA[The purpose of this study is to explain what are low motivated factors in extensive reading achievement. It is based on the problems that some students had a low motivation in extensive reading, and they had a problem with their motivation. The bad effect of that problems the students are lazy to read in or out of the classroom. To achieve the purpose of study, the writer used case study with the design descriptive case study. The research participants took from the students from the second semester who took the extensive reading class at English Department University of Wiralodra Indramayu. To get the data, the writer used questionnaire, observation and interview. The findings showed that there was an equal percentage 21 % who said that reading ability and attitudes toward reading as the factors made them low motivated in extensive reading. In line the findings, Day and Bamford (1998: 29) revealed that low level reading abilities would normally lower expectations of success and thus lower motivation to read. And then,26 % of students said that sociocultural environment made them low motivate in extensive reading. The last, the highest percentage was 32 % who said that materials made the students low motivated in extensive reading. Regarding the research findings, the lecturer should create an interesting and meaningful materials to increase students motivation and achievement in extensive reading.]]>
<![CDATA[THE EFFECTIVENESS OF CONTENT-BASED INSTRUCTION TO TEACH WRITING SKILL FOR JUNIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Larasaty, Gina]]>;
<![CDATA[Wulandari, Linda]]>
<![CDATA[ Jurnal Bahasa Inggris Vol 2 No 2 (2019) ]]>
Publisher : <![CDATA[LPPM Universitas Pancasakti Tegal ]]>
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DOI: 10.24905/efj.v2i2.52
<![CDATA[The aim of this study was to know the effectiveness of Content-Based Instruction approach in teaching writing skills. Pre-test and post-test are used in this study to get the data. The samples of this study consisted of 39 students, they are Class VIII H as an experimental group and class VIII I as a control group. The data were analyzed by statistical analysis. Then, The statistical calculation showed the value of T-obs was 14.206, while the value of T-table was 2.021, meaning that T-obs is higher than T-table. In conclusion, therefore, it means that the Alternative Hypothesis (Ha) is accepted while the Null Hypothesis (Ho) is rejected. It means that the implementation of Content-Based Instruction is effective to teach writing skills for Junior High School Students. ]]>
<![CDATA[HEADLINE’S MEANING IN ON-LINE FOOTBALL SPORT NEWS ]]>
<![CDATA[Larasaty, Gina]]>
<![CDATA[ Wiralodra English Journal Vol 2 No 1 (2018): Wiralodra English Journal ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/wej.v2i1.20
<![CDATA[The title of this study is Headline?s meaning in On-Line Football Sport News. The aims of this study are to describe the real meaning meaning contained in headline of on-line football sport news and to find out whether the meanings that appears in that headline and choice of words in the headline can represent the contents of the news, view from semantics study study. The data are taken and collected from headline of on-line football sport news from website Goal.com. In my study, the writer collected 20 data and analyzed it. The research method used in this study is descriptive method. The result shows that from 20 headlines, all of them can represent the content of the news and the words are used in the headline has conceptual and associative meaning that set in situational context. Based on the data, We can assume that headline always uses an unusual diction and has an implicit meaning to attract the attention of the reader. To attract the reader, Headline News use an unusual diction (figurative language, make it simple and direct). Then, based on this study, we can assume that from the headline we can know the contet or what the news is talking about.]]>
<![CDATA[THE TRANSLATION PROCEDURE IN CHILDREN NOVEL – SPIDERWICK CHRONICLE ]]>
<![CDATA[Larasaty, Gina]]>
<![CDATA[ Wiralodra English Journal Vol 3 No 1 (2019): Wiralodra English Journal ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/wej.v3i1.40
<![CDATA[This research aims to find translation procedures from English to Indonesian which are used in translating Spiderwick Chronicles novel. The translator translates from source language (English) to target language (Indonesia). The researcher used the descriptive qualitative method to analyze the data, relates to the aim of this research is to find out the categories of translation procedure in Spiderwick Chronicle Novel. The researcher used the translation procedure (Newmark, 1988:82-91) framework by Peter Newmark for examining the data. Based on the result from the analysis showed that the total number Newmark?s translation procedure applied in Spiderwick Novel is 59 . The most translation procedure applied is shift or transposition with 20 (33,9%), and the least of translation procedure applied are Cultural equivalent , synonymy and functional equivalent with the total frequency 1 (1,7%). The translator used modulations as the second most translation procedure applied in the Spiderwick novel with 14 (23,7%). .]]>
<![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 ]]>
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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[AN INVESTIGATION OF ANXIETY MANIFESTATION AND COPING MECHANISM USED BY THE UNIVERSITY STUDENTS IN SPEAKING EFL CLASSROOM ]]>
<![CDATA[wati, atikah]]>;
<![CDATA[larasaty, gina]]>
<![CDATA[ Wiralodra English Journal Vol 4 No 2 (2020): Wiralodra English Journal ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/wej.v4i2.113
<![CDATA[This study focuses on the manifestation of speaking anxiety and the coping mechanism that used by the second semester of university students. Young (1991) claimed that anxiety may affect the quality of an individual’s communication or willingness to communicate. Students with anxiety show a passive attitude in their studies such as low motivation in learning and poor in performances and examination. Thus, this study used a descriptive qualitative approach, the data collection was carried out through observation and interview adopted from (Hadziosmanovic, 2012). There were 6 students who are belong to different levels of anxiety participated in this study. The result showed that students experienced hearth racing, dry throat and mouth, muscle twisted, trembling hands, embarrassed, and nervous feeling which belong to physiological manifestation, 3 students experienced lost the words and could not find the right vocabularies in English that leads to switched the language use which belong to linguistic manifestation. In coping mechanism, reminiscence, relearning, and remediation were used by the students. However, only 2 students learn to re-experiencing their previous experiences for the successful performances. Future researches may considered the anxiety manifestation and its coping mechanism in online learning.]]>
<![CDATA[STUDENTS' PERCEPTION OF FIRST LANGUAGE USAGE IN EFL CLASSROOM: A CASE OF SENIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Gina Larasaty]]>;
<![CDATA[Atikah Wati]]>;
<![CDATA[Roudlah Roudlah]]>
<![CDATA[ JELLT (Journal of English Language and Language Teaching) Vol 5 No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.36597/jellt.v5i1.10025
<![CDATA[This study investigated students' perceptions, students' attitudes, and students' main reasons for supporting first language use in the EFL classroom. A qualitative approach with a holistic-single case study design was applied, and the instruments were a Questionnaire and interview session. The participants were 22 students of grade XI from the Social Program at the MAN 1 Indramayu. The participants answered questions administered through 29 questionnaire statements and eight interview questions. The result showed that (1) the students rarely speak English during English learning in the EFL classroom, (2) The students strongly agree if the teacher uses First Language (L1) when explaining something complicated, like grammar or unfamiliar vocabulary. (3) The students' main reason that the students did not understand and still have doubts about some vocabulary. The interview result indicated that first Language (L1) is still needed in the EFL classroom.]]>
<![CDATA[EXPLORING THE STUDENTS’ PERCEPTION OF TRANSLATION ACTIVITY IN POETRY CLASS ]]>
<![CDATA[Gina Larasaty]]>;
<![CDATA[Indra Yoga Prawiro]]>
<![CDATA[ JELLT (Journal of English Language and Language Teaching) Vol 5 No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.36597/jellt.v5i2.11425
<![CDATA[Abstract Students’ perception of language learning has been an interesting topic for the researcher. The present study aims to investigate the students’ perception of translation activity in the Poetry classroom. The students’ perception was collected through questionnaire. The questionnaires contain 5 items that cover the students’ opinion about translation activity, students’ experience in Translation activity, students’ perception about the usefulness of translation activity, students’ preference about classroom interaction and students’ willingness of course length. Based on the result shows than Students has positive perception relate to Translation activity. They think that translation activity is important to be applied in the poetry classroom and can help them understand the poetry text. Students feel that translation activity is important, that is why they like it when they get assignments and working in group to translate. In Translating, they also prefer to use machine translation. Keywords: Perception, Translation Activity, Poetry Class]]>
<![CDATA[THE EFFECTIVENESS OF MINDLY IN TEACHING READING COMPREHENSION ]]>
<![CDATA[Gina Larasaty]]>;
<![CDATA[Putri Fitriyani]]>
<![CDATA[ JELLT (Journal of English Language and Language Teaching) Vol 6 No 1 (2022) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.36597/jellt.v6i1.12037
<![CDATA[Coronavirus has forced schools to teach online, where learning uses a variety of applications, one of which is Mindly. Therefore, the writer is interested in conducting research to find out the effectiveness of Mindly in teaching reading comprehension. Grounded in quasi-experiment method with the design pre-test and post-test, this research is conducted on the 26 students from 2 class at SMPN 1 LOHBENER. The result of the pre-test students score in control class showed that the average was 42,77 and the pre-test students score in experiment class showed the average was 47,08. The post-test total scores in control class showed the average was 60,62. And the result of post-test the total scores in experiment class showed the average was 59,08. Then, the statistical analysis showed that the value tobs was 0,9999 while the value of ttable 0,6 which means that the value of tob higher than ttable 0,9999 > 0,6 (tobs > ttable). From the result of statistical analysis, it can be concluded that tobs was higher than ttable (tobs > ttable) it means that Alternative Hypothesis (Ha) was accepted while Null Hypothesis (Ho) was rejected. It means that using Mindly does not give positive effect to students’ reading comprehension]]>
