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An Analysis Of Language Learning Strategies Use Dina Rachmawati
International Conference on Education and Language (ICEL) Vol 1 (2013): 1st ICEL 2013
Publisher : Bandar Lampung University (UBL)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (655.102 KB)

The way people learn a language may be different from one person to another. The success of the students’ learning may be affected by the strategies which are employed by them. Moreover, in English department of Universitas Sultan Ageng Tirtayasa Serang Banten where the students are divided into two types of classes, regular and non-regular, it seems that the regular students perform higher academic achievement than the non-regular students. Therefore, attracted by the problem, this paper is aimed to investigate Language Learning Strategies (LLS) employ by the students. Strategy Inventory of Language Learning Strategies from Oxford (1990) was adopted as the main theory of the study.The subject of the research are second year students: regular and non-regular classes of English Department of UNTIRTA Serang Banten. It deals with how the students employ Language Learning Strategies in their study and the most frequently strategy used by the students. To collect the data, Questionnaire of SILL (Strategy Inventory of Langage Leearning) of Oxford (1990) was administered to the participants. The questionnaire consist of fifty statements which reflect the way language learners approach their language learning. Moreover, the stataments were classified into two major categories: cognitive and meta cognitive strategies. The questionnaire employed five Likert scale was used to show the tendency or the preference of LLS employed by the language learners.The study found that, firsly, generally the students employed Language Learning Strategies in Learning English. The students of regular class performed higher use of Language Learning Strategies than the non-regular students. Secondly, meta cognitive strategies, were frequently used the students, either the regular or the non-regular students. The study concludes that, all stundents regardless the level of their languge proficiency emloyed learning strategies. Moreover, academic performance seemed to be affected by the learning strategies employed by the students.

An Analysis of the Violations of Cooperative Principle in the Weekly Humor (Humor Pekan ini ) in Pikiran Rakyat News Paper Dina Rachmawati
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 2, No 1 (2014): Volume 2, Issue 1, April 2014
Publisher : STKIP Siliwangi

Jokes are CP-violating Text, and at least violate one maxim of Grice’s Cooperative Principle. This study found that maxim of Manner and maxim of Quality are the most common places for the violation. Jokes violated the CP by giving obscure expression, unnecessary prolixity, and by giving false evidence/fact. The study concludes that the first, violations are manipulated to provoke laughter and amusement. Second, both jokes producer and readers share the same common knowledge. Keywords: Gricean Principle, Cooperative Principle, Jokes

A CORRELATION ANALYSIS OF STUDENTS’ LANGUAGE LEARNING STRATEGIES USE AND THEIR ACADEMIC PERFORMANCE Dina Rachmawati
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 1, No 1 (2013): Volume 1, Issue 1, October 2013
Publisher : STKIP Siliwangi

The way people learn a foreign language may be different from one person toanother. The success of students’ learning may be affected by the strategieswhich are employed by them. Therefore, attracted by the problem, this paper isaimed to investigate Language Learning Strategies (LLS) employed by thestudents and its relationship with their academic performance. StrategyInventory of Language Learning Strategies from Oxford (1990) was adopted asthe main theory of the study. The subjects of the research were 30 second yearstudents of English Department of UNTIRTA (Universitas Sultan AgengTirtayasa) Serang, Banten Province. To collect the data of students’ LLS,Questionnaire of Strategy Inventory of Language Learning, (Oxford, 1990) wasadopted. Moreover, students’ academic performance was measured from theirGrade Point of Average (GPA).The study finds that, there is relationshipbetween students’ language learning strategies use and their academicperformance. It is shown by the value of r, which is 0,776, while the criticalvalue with df of 28 is 0.32 It means that the correlation is marked andsignificant. Thus, it suggess that the more a student employs language learningstrategies the better her/his academic performance is. KEYWORDS: LLS (Language Learning Strategies), SILL (Strategy Inventory ofLanguage Learning)

AN ANALYSIS OF EFL AUTONOMOUS LEARNERS IN LEARNING ENGLISH ERICA FAJAR INDAH; DINA RACHMAWATI; SUTRIS SADJI EVENDDY
LINGUISTICA Vol 10, No 4 (2021): Vol. 10, No. 4 (2021): OCT-DEC 2021
Publisher : State University of Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jalu.v10i4.31286

This research aimed to find out the factors affecting the autonomous learners in learning English and how these factors can influence the autonomous learners in learning English. This research employed qualitative narrative research. Narrative research was deemed to be relevant for this research since it deals with the specific phenomenon of the autonomous learner which analyzed life experience from the participants in learning English. The research subjects were two identified of autonomous learners. The data was taken by conducted interviews. In analyzing the data, the researcher used some procedures; data condensation, data display, and drawing conclusion/verification. The research revealed a finding related to the research question indicating that (1) internal and external factors were the factors affecting autonomous learners in learning English. From internal factors, it was argued that self- motivation (passion and willingness) was the biggest factor effecting autonomous learners eager to learn English. In addition, they also mentioned several external factors such as the family environment, school environment, and teachers as other factors that affected them in learning English (2) from several factors affecting autonomous learners in learning English, the participants also explained how these factors could encourage them in learning English, because of there were self-initiation, self-direction, and self-realization in themselves that stimulate them to become autonomous in learning. From these findings, it can be inferred that teachers or lecturers could play a role to promote students learning autonomy in order to stimulate students’ others positive psychological behavior, English proficiency and academic achievement.

The Investigation of Indonesian EFL Learnersâ€™ Perception and Understanding on Equality Values in â€œJane Eyreâ€ Novel: A Gender Perspective Rahman Hakim; Siti Suharsih; Rosmania Rima; Dhafid Wahyu Utomo; Dina Rachmawati
Journal of English Language Studies Vol 6, No 1 (2021): Available Online in March 2021
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v6i1.10519

This research investigated the Indonesian EFL Learnersâ€™ perception and understanding of gender equality values in one of the greatest novels, Jane Eyre, written by Charlotte Bronte in 1847 as the picture of women emancipation at the time. To this aim, 100 Indonesian pre-intermediate EFL learners were selected from among 125 students at one of the public universities in Banten. They were given a questionnaire and it was analyzed descriptively to explore the content of the story, equality values and the connection with the value of life. The analysis of the data revealed that first, there is still gender inequality between men and women. Second, self-expression, employment, and education were dominant themes found in the issues of gender inequality in the novel.Â Third, the gender values in the novel â€œJane Eyreâ€ are still related to the current reality or the environment. Moreover, extensive reading activities were impactful in rising studentsâ€™ interest in reading and awareness of social issues. Therefore, this study suggests that the values of gender equality can be brought to be a good discussion in the class through extensive reading activities.

Self-concept of EFL preservice teachers as reflected in their teaching performance Dina Rachmawati
Indonesian Journal of Applied Linguistics Vol 12, No 1 (2022): Vol. 12, No. 1, May 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v12i1.46533

A number of studies discussing the significant role of self-concept in the educational field are evident. However, research investigating the self-concept of English as a Foreign Language (EFL) preservice teachers and how the self-concept is reflected in the teaching performance is limited. Thus, this study was aimed at investigating the portrait of the self-concept of English preservice teachers in the Indonesian context and how the self-concept is reflected in their teaching performance. A qualitative research paradigm, especially an explanatory case study design was employed to figure them out. The study found that first, diverse portraits of self-concept i.e. highly positive, moderate, and low or negative self-concept were captured in the participants’ academic self-concept (pedagogic and professional self-concept) with the inclination of higher portrayal in the non-academic sub-aspects of self-concept (social and emotional self-concept). Second, the congruent and incongruent reflection of self-concept were identified. The findings imply that academic aspects of self-concept (pedagogic and professional competence) seem to be contributing factors to the participants’ negative self-perception of their self-concept. Moreover, reflexivity, internal and external frames of reference, and emotion regulation strategies seem to be contributing factors to the construction of the participants’ self-concept. This study concludes that the construction of the participants’ self-concept dynamic during the practicum and its manifestation in the teaching performance is affected by internal and external factors.

ENGLISH LANGUAGE LEARNING MOTIVATION OF THAI STUDENTS OF LANTARATPRACHAUTIT SCHOOL Fuji Puspita Damayanti; Dina Rachmawati
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 10, No 1 (2022): VOLUME 10, ISSUE 1, APRIL 2022
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v10i1.p80-87

Various factors influence students' motivation to learn a foreign language. As a country that has never been invaded by other countries and in which Thai is the official language and English is the only foreign language taught in schools, the study of students' motivation to learn English is worthwhile researching. The goal of this study was to find out what motivated students to learn English and how that desire manifested in classroom activities. Qualitative case study was employed in this study. Three data gathering procedures were used to acquire data i.e. questionnaire, observation, and semi-structured interview. To determine their motivation, 17 fifth-grade pupils at Lantaratprachautit School in Thailand were recruited to fill out a closed-ended questionnaire which was adapted from Gardner's Attitude/Motivation Test Battery (AMTB). Three students with varying levels of motivation were observed in order to determine how motivation was reflected in the English classroom. In addition, to triangulate the data in this study, a semi-structured interview was undertaken. The majority of the participants were assessed as having poor motivation, which was consistent with their classroom engagement. Finally, students' interest and participation in classroom activities in the English teaching-learning process represented their motivation in English language learning.

Designing Bantenese EFL listening media to develop senior high school students local cultural awareness Dina Rachmawati; Oktania Cinanti Murti
Research And Innovation In Language Learning (RILL) Vol 4, No 1 (2021)
Publisher : Lembaga Penelitian Universitas Swadaya Gunung Djati Cirebon, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/rill.v4i1.4262

This research was carried out to develop a prototype of a local content-based audio media for teaching listening in English as a Foreign Language (EFL) for senior high school level. The research was conducted under two research questions i.e. What are the learning needs of Senior High Schools students for EFL listening media? How was the Bantenese local content-based media for listening developed? Design based Research was employed to conduct the study. Semi-structure interview and open-ended questionnaire were conducted to collect information about the students needs for listening in EFL teaching and learning activities. To figure out how the process of media development was done, an open-ended questionnaire was administered to students and to teachers in order to assess the quality of the media. Additionally, material and media expert validations were done. Data analysis revealed that first; the students needed Bantense folk tales local content-based audio media for listening materials in EFL classrooms in order to build their local cultural awareness. Second, the audio media was developed by adopting bottom-up approach undergoing iterative processes i.e. the phases of analysis of practical problem, the phases of media development, and testing and refinement phase, and reflection phase. The development processes yielded three products i.e. teacher handbook, student handbook, and MP3 listening materials which accommodates Bantenese folk tales. In conclusion, developing a local-content based learning media aiming at developing students awareness of their local culture and identity could be done through developing a teaching and learning media that addresses the students learning needs and be in accordance with English current curriculum adopted at schools.

AN ANALYSIS OF EFL STUDENTS’ SPEAKING ANXIETY (A CASE STUDY AT PABUARAN 1 JUNIOR HIGH SCHOOL IN BANTEN) SULISTYANINGSIH SULISTYANINGSIH; YUDI JUNIARDI; DINA RACHMAWATI
LINGUISTICA Vol 13, No 3 (2024): JULI 2024
Publisher : State University of Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jalu.v13i3.62119

Studies show that speaking anxiety is a common challenge for many students of English as a Foreign Language (EFL). Therefore, this research was conducted to explore levels of speaking anxiety, factors contributing to students' anxiety, and coping strategies. Utilizing a qualitative approach with a case study design focuses on 36 eighth-grade students at SMPN 1 Pabuaran. Instruments include a close-ended questionnaire, semi-structured interview, and observational sheet, complemented by data-collecting techniques such as questionnaires, interviews, observations, and documentation. The finding reveals that 3 participants (8%) indicated high anxiety, 16 participants (45%) indicated moderate anxiety, and 17 participants (47%) indicated low anxiety. Factors contributing to anxiety include personal and interpersonal anxieties, and classroom procedures. Students employ coping strategies such as preparation, relaxation, and positive thinking. It can be inferred that students are experiencing low levels of speaking anxiety, with two main factors including personal and interpersonal anxieties and classroom procedures. The strategies employed can serve as a reference for other students in managing their anxiety and improving their speaking skills.

THE EFFECT OF PARTNER READING STRATEGY TOWARD STUDENTS’ READING COMPREHENSION GLADIS ZHELIN; SITI SUHARSIH; DINA RACHMAWATI
LINGUISTICA Vol 13, No 1 (2024): JANUARY 2024
Publisher : State University of Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jalu.v13i1.56474

Reading is very important; therefore, a good and interesting teaching reading strategy is necessary. The objective of this study was to find out the effect of the use of partner-reading strategy toward students' reading comprehension. The study used quantitative research with quasi-experimental non-equivalent group design. This study used the tenth-grade students of SMKN 1 Kragilan as the population. The groups were put into control and experimental groups; each group consisted of 30 students. The reading test was used as the instrument of this research (pre-test and post-test). The data were analyzed using normality, homogeneity, and hypothesis tests (t-test). Data analysis revealed that the calculated t was higher than the value of t-table from 0.05 level of significance and degree freedom (df) 58 of two-tailed test. That was 3,87 ≥ 2,00. It means that the null hypothesis (H0) was rejected and the alternative hypothesis (Ha) was accepted. It indicated that there was an effect of the use of partner-reading strategy toward students' reading comprehension. From these findings, it can be concluded that partner-reading strategy can be one of reading strategies that can be implemented by the teacher to help students to improve their reading comprehension.

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