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All Journal Jurnal Celtic IJEE (Indonesian Journal of English Education) Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya
Hasti Rahmaningtyas
Universitas Negeri Malang
Education Languange, Linguistic, Communication & Media

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Increasing EFL Students’ Writing Skill Using Jigsaw and Online Searching Strategy Yofita Christy Isgiarno; Bambang Yudi Cahyono; Hasti Rahmaningtyas
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 7 | NO.1 | 2020
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v7i1.16383

Abstract

ABSTRACTWriting is the practice of reaching out to one's mind and exploring it creatively. In writing activity, the writer should have accurate information, strong arguments, and good knowledge of organization and mechanics before delivering their ideas. However, in schools, writing is commonly considered as the most difficult skill to learn by the students of English as a foreign language (EFL). The problems of EFL students’ writing could refer to the five aspects of writing: content, organization, language use, vocabulary, and mechanics. This research aimed to increase the quality of the teaching and learning process in the classroom in order to improve EFL students’ writing skills by using the Jigsaw and Online Searching Strategy (JOSS). It used Action Research as the research design and was conducted in the tenth grade of Ilmu Bahasa dan Budaya (Language and Culture) class of Public Senior High School (SMA Negeri) 2 in Malang, East Java, Indonesia, which consisted of 22 students. The result showed that all of the students have passed the criteria of success and given good responses to the implementation of JOSS. Therefore, it is suggested that English teachers consider using JOSS as a teaching strategy to improve tenth-grade students’ writing skills.ABSTRAKMenulis merupakan aktivitas menjangkau pikiran seseorang dan menyampaikannya secara kreatif. Di dalam aktivitas menulis, penulis perlu mempunyai informasi yang akurat, argumen yang kuat, serta pengetahuan yang baik mengenai struktur teks dan mekanik dalam menulis sebelum menyampaikan ide-idenya. Namun, di sekolah-sekolah, menulis dipandang sebagai kemampuan yang paling sulit untuk dikuasai oleh para siswa yang mempelajari bahasa Inggris sebagai bahasa asing. Masalah dalam menulis dapat ditemukan dalam lima aspek tulisan yaitu isi, struktur teks, tata bahasa, kosakata, dan mekanik dalam menulis. Penelitian ini bertujuan untuk meningkatkan kualitas dalam proses pengajaran dan pembelajaran dalam kelas untuk meningkatkan kemampuan menulis siswa dalam belajar bahasa Inggris dengan menggunakan jigsaw dan pencarian informasi secara daring. Penelitian ini adalah Penelitian Tindakan. Penelitian ini dilakukan di SMA Negeri 2 Malang, Jawa Timur, Indonesia, pada kelas sepuluh Ilmu Bahasa dan Budaya yang terdiri atas 22 siswa. Hasil penelitian ini menunjukkan bahwa semua siswa telah mencapai kriteria kesuksesan dan memberikan respon yang baik mengenai penerapan strategi jigsaw dan pencarian informasi secara daring. Oleh sebab itu, guru bahasa Inggris disarankan untuk menggunakan strategi tersebut sebagai salah satu upaya untuk meningkatkan kemampuan menulis siswa kelas sepuluh. How to Cite: Isgiarno, Y. C., Cahyono, B.Y., Rahmaningtyas, H. (2020). Increasing EFL Students’ Writing Skill Using Jigsaw and Online Searching Strategy. IJEE (Indonesian Journal of English Education), 7(1), 95-108. doi:10.15408/ijee.v7i1.16383
INTEGRATING VOA LEARNING ENGLISH INTO AN ENGLISH LISTENING CLASSROOM Hasti Rahmaningtyas; Salma Al Mardhiyyah
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol 48, No 2 (2020)
Publisher : Fakultas Sastra Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (2864.651 KB) | DOI: 10.17977/um015v48i22020p091

Abstract

INTEGRATING VOA LEARNING ENGLISH INTO AN ENGLISH LISTENING CLASSROOMAbstract: Extensive listening is crucial for language development, especially when students’ exposure to the target language is not adequate. This study presents how VOA Learning English website is integrated into an English listening classroom as a listening activity outside the class. Data were collected through questionnaires and learners' extensive listening journal weekly entries, seeking to examine students’ learning experiences and views on experiencing the website. Thirty undergraduate students participated in this study for 14 weeks. Results indicated that learners were satisfied with their learning experience as they had the chance to select materials that they found suitable and appropriate to their proficiency level and interests. Although the students did not enjoy writing the weekly journal assigned after extensive listening, they discovered that learning from VOA Learning English is convenient and useful in enriching their vocabularies and widening their knowledge of the world.Keywords: Extensive listening, VOA Learning English, Listening journalMENGINTEGRASIKAN VOA LEARNING ENGLISH KE DALAM PEMBELAJARAN DI KELASAbstrak: Extensive listening sangat penting dalam pengembangan bahasa, terutama ketika paparan siswa terhadap bahasa target tidak memadai. Penelitian ini menyajikan bagaimana situs web VOA Learning English diintegrasikan ke dalam sebuah kelas Bahasa Inggris sebagai kegiatan menyimak di luar kelas. Data diperoleh melalui penggunaan kuesioner dan jurnal mingguan extensive listening, yang bertujuan untuk memeriksa pengalaman belajar siswa serta pandangan mereka dalam menggunakan situs web tersebut. Tiga puluh mahasiswa program S1 telah berpartisipasi dalam penelitian ini selama 14 minggu. Hasil penelitian menunjukkan bahwa peserta didik puas dengan pengalaman belajar mereka karena mereka memiliki kesempatan untuk memilih sendiri materi yang mereka anggap sesuai dengan tingkat keahlian dan minat mereka. Walaupun siswa tidak benar-benar menyukai kegiatan menulis jurnal mingguan setelah melakukan kegiatan extensive listening yang ditugaskan, mereka mendapati bahwa belajar dari VOA Learning English tidak hanya nyaman tetapi juga berguna dalam memperkaya kosakata mereka dan memperluas pengetahuan mereka tentang dunia.Kata kunci: Extensive listening, VOA Learning English, Jurnal simakan Permalink/DOI: dx.doi.org/10.17977/um015v48i22020p091
EXAMINING STUDENTS’ ORAL CORRECTIVE FEEDBACK PREFERENCES FOR IMPROVING SPEAKING PROFICIENCY Nurjanah, Lailatul; Rahmaningtyas, Hasti; Yaniafari, Rahmati Putri
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 11 No. 1 (2024): June 2024
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v11i1.29020

Abstract

This article examined the fundamental OFC types that students prefer for oral corrective feedback to improve their speaking ability in speaking class. It aims to give a clearer understanding of beliefs alignment between teachers and students, thus enabling them to choose appropriate OCF techniques that will enhance students’ performance. This study also contributes to the comprehension of OCF use in the educational context of Indonesia which is aimed at evidencing data-based learning. This research was carried out at Universitas Negeri Malang specifically in the Department of English and used descriptive quantitative design through surveys where respondents were 116. The instrument of this study was a questionnaire. The result indicates that when providing OCF, student emotions and preferences should be considered since these directly affect both the kind of feedback to be given and its effectiveness. In terms of the “delivery” of the feedback, students prefer metalinguistic and recast feedback types. However, there are some discrepancies in terms of their perceived effectiveness among students. Notably, metalinguistic, repetition, as well as recast OCF types, proved most advantageous concerning proficiency development. Furthermore, indirect OCF is more favored than direct administration timing. This research implies that metalinguistic, repetition, and recast feedback are types of OCF that are suitable for use in speaking classes with the aim of improving speaking performance. Since this research has not provided a data-based explanation of how students' preferred OCF helps improve their performance, future research is expected to conduct an in-depth exploration of its successful use.
Co-Authors Al Mardhiyyah, Salma Bambang Yudi Cahyono Nurjanah, Lailatul Salma Al Mardhiyyah Yaniafari, Rahmati Putri Yofita Christy Isgiarno