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All Journal Journal of English and Education JELLT (Journal of English Language and Language Teaching) JOURNAL SPORT AREA JELL (Journal of English Language Learning) Wiralodra English Journal (WEJ) EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Research and Innovation in Language Learning English Focus: Journal of English Language Education BERNAS: Jurnal Pengabdian Kepada Masyarakat Room of Civil Society Development EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Room of Civil Social Development
Larasaty, Gina
Universitas Wiralodra
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Journal : JELLT (Journal of English Language and Language Teaching)

 1 
STUDENTS' PERCEPTION OF FIRST LANGUAGE USAGE IN EFL CLASSROOM: A CASE OF SENIOR HIGH SCHOOL STUDENTS Gina Larasaty; Atikah Wati; Roudlah Roudlah
JELLT (Journal of English Language and Language Teaching) Vol 5 No 1 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v5i1.10025

Abstract

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.
EXPLORING THE STUDENTS’ PERCEPTION OF TRANSLATION ACTIVITY IN POETRY CLASS Gina Larasaty; Indra Yoga Prawiro
JELLT (Journal of English Language and Language Teaching) Vol 5 No 2 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v5i2.11425

Abstract

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
THE EFFECTIVENESS OF MINDLY IN TEACHING READING COMPREHENSION Gina Larasaty; Putri Fitriyani
JELLT (Journal of English Language and Language Teaching) Vol 6 No 1 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v6i1.12037

Abstract

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
Perceptions of Undergraduate Students on the Implementation of Oral Peer-feedback in Microteaching Classroom Gina Larasaty; Nasir; Mochamad Reza
JELLT (Journal of English Language and Language Teaching) Vol 6 No 2 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v6i2.12820

Abstract

In teaching and learning, oral peer feedback has been used as an alternative learning strategy. Involving the students in the teaching and learning process can hopefully improve their skills, especially in improving their critical thinking. Studying this subject was challenging. This study purposed to find out the students’ perception of oral peer feedback in a microteaching classroom. This qualitative study was conducted in a descriptive case study design. 15 undergraduate students participated in this study. All of them were in the 7th semester of the English Education Department for the 2020/2021 academic year, Wiralodra University, Indramayu. To obtain the undergraduate students’ perceptions, the questionnaire was used to get data. The result of the research revealed that knowing what to do before conducting oral peer feedback helps a lot in peer commenting; providing oral peer feedback to my peers gives me new knowledge. Then, the students feel interested and challenged to conduct oral peer feedback. Moreover, the undergraduate students perceived oral peer feedback as having many benefits, such as increasing their teaching skills, helping them manage the class and time, and also helping them how to communicate with students. This study can also be used as a guide for oral peer- feedback in the Micro teaching classroom.
Co-Authors Adilah, Salma Zafira Agi Ginanjar Anggrarini, Natalia Atikah Wati Atikah Wati, Atikah Ayu Sulastri Burgueño, Rafael Citrahati, Tiara Pradhini Efendi, Nasori Fakruddin , Afief Fathinurrahmah, Siti Kardi Nurhadi Linda Wulandari, Linda Mochamad Reza Nasir Nasori Efendi Prasetyo, Anggitia Niken Prawiro, Indra Yoga Putri Fitriyani Ramadhan, Riki Roudlah Roudlah Sukendar, Sylmina Cahya Wulandari, Hana Yoga Prawiro, Indra Yulianawati, Ida Yutinih, Yutinih