Articles
<![CDATA[The Correlation between Internet Literacy and Passive Vocabulary Size ]]>
<![CDATA[Weganofa, Riza]]>;
<![CDATA[Lutviana, Rizky]]>
<![CDATA[ Lingua Cultura Vol 12, No 4 (2018): Lingua Cultura vol. 12 No. 4 ]]>
Publisher : <![CDATA[Bina Nusantara University ]]>
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DOI: 10.21512/lc.v12i4.4113
<![CDATA[This research aimed at describing the correlation between students’ internet literacy and their passive vocabulary size. The findings of this research were expected to predict how much the two variables correlate. This research was beneficial as inter internet users in Indonesia were growing in numbers (55 billion users in 2011), and most of them were students. Their intensity in using internet would affect on education, later. Thus, it was important to see whether there was a strong positive correlation between students’ internet literacy and their passive vocabulary size. Passive vocabulary became the limitation of this research as it could explain how big students’ ‘vocabulary reservoir,’ and thus, it could predict the active vocabulary size.This was a correlational research involving randomly 81 senior students of English Education Department. The instruments used were a set of vocabulary test, and a questionnaire on internet literacy. Using two-tailed significant level, it is found that the result of rho is -0,001 with 0,993 of significant level. Therefore, there is no correlation between students’ internet literacy and their passive vocabulary size. It can be concluded that there are other factors which affect students’ passive vocabulary.]]>
<![CDATA[An Analysis of Textual Organization and Content of US Abstract Dissertations ]]>
<![CDATA[rizky lutviana]]>
<![CDATA[ JURNAL ILMIAH BAHASA DAN SASTRA Vol. 1 No. 2 (2014): Jurnal Ilmiah Bahasa dan Sastra ]]>
Publisher : <![CDATA[Fakultas Bahasa dan Sastra Universitas Kanjuruhan Malang ]]>
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<![CDATA[This study attempts to investigating the textual organization and content of US dissertations. The 30 dissertations written by native speaker in the area of teaching are chosen randomly. To come to the conclusion, three steps in analyzing the data are implemented: (1) completing the checklist to identify the content and the order of abstract, (2) calculating the percentage of each abstract element; (3) classifying the finding into three big categorizations, and (4) analyzing the finding. We discover the following findings: (1) the organization of US dissertation abstract follow the linear order of thinking though the content is varied, and (2) there is the essential, less essential, and the non essential components in US abstract dissertation.]]>
<![CDATA[SPEECH CONTEST TO IMPROVE STUDENTS’ FLUENCY IN SPEAKING ]]>
<![CDATA[Rizky Lutviana]]>
<![CDATA[ JURNAL ILMIAH BAHASA DAN SASTRA Vol. 3 No. 2 (2016): Jurnal Ilmiah Bahasa dan Sastra ]]>
Publisher : <![CDATA[Fakultas Bahasa dan Sastra Universitas Kanjuruhan Malang ]]>
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<![CDATA[This study is aimed at implementing speech contest to improve students’ fluency in speaking. The subject of this research was 15 students of intermediate level of speaking class. The preliminary study indicated that fluency was students’ problem in speaking since they tended to produce incomplete sentences with many pauses in performing speaking task. The instruments used to collect the data were test, questionnaire and interview. This technique was a real world speaking task in which it required students to deliver speech on a stage in front of audiences individually. The analytical scoring rubric with four criteria, including fluency, accuracy, content, and method of delivery, was used by three raters to determine students’ score. This technique was successfully done in 1 cycle since it met the criteria of success, that was 80% students (12 students), got score 80 or above and 84% students (13 students) showed positive response toward speech contest. Speech contest helped students to show their potential and directed students to work hard eliminating their negative feelings that might hinder their confidence to speak fluently.]]>
<![CDATA[The Correlation between Internet Literacy and Passive Vocabulary Size ]]>
<![CDATA[Riza Weganofa]]>;
<![CDATA[Rizky Lutviana]]>
<![CDATA[ Lingua Cultura Vol. 12 No. 4 (2018): Lingua Cultura vol. 12 No. 4 ]]>
Publisher : <![CDATA[Bina Nusantara University ]]>
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DOI: 10.21512/lc.v12i4.4113
<![CDATA[This research aimed at describing the correlation between students’ internet literacy and their passive vocabulary size. The findings of this research were expected to predict how much the two variables correlate. This research was beneficial as inter internet users in Indonesia were growing in numbers (55 billion users in 2011), and most of them were students. Their intensity in using internet would affect on education, later. Thus, it was important to see whether there was a strong positive correlation between students’ internet literacy and their passive vocabulary size. Passive vocabulary became the limitation of this research as it could explain how big students’ ‘vocabulary reservoir,’ and thus, it could predict the active vocabulary size.This was a correlational research involving randomly 81 senior students of English Education Department. The instruments used were a set of vocabulary test, and a questionnaire on internet literacy. Using two-tailed significant level, it is found that the result of rho is -0,001 with 0,993 of significant level. Therefore, there is no correlation between students’ internet literacy and their passive vocabulary size. It can be concluded that there are other factors which affect students’ passive vocabulary.]]>
<![CDATA[The use of slang words in online learning context of EFL class ]]>
<![CDATA[Rizky Lutviana]]>;
<![CDATA[Siti Mafulah]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 6, No 1 (2021): July 2021 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v6i1.6118
<![CDATA[Abstract During Covid-19 pandemic teachers and students in Indonesia adapt to continue learning by implementing online learning. Online learning creates a new way of communication between teacher and students in online classroom context. This way of communication makes both teacher and students employ new strategy in communication, one of which is by using slang words in online class. This study aimed at investigating the use of slang words by 34 EFL students in Translation online class during 1 semester. This study employed descriptive qualitative in which the source of data is the transcript of students’ chat in WhatsApp Group (WAG) during 6 months. Additionally, questionnaire was used to collect the data about students’ attitudes toward the use of slang words. It is found that students used 32 slang words from both English and Indonesian, most slang words used were influenced by popular slang words used in social media. Students mostly used slang words when (1) chatting with friends in discussing informal topic such as holiday, make up class, and connection problem; (2) expressing feeling; (3) addressing their friends’ names; (4) discussing lesson; (5) responding teacher’s question, and (6) greeting the teacher. Students’ attitude toward the use of slang was positive, they explained that they used slang words in online class to make learning atmosphere more alive and relaxed and those make them easier to understand the lesson. However, students limit the use of slang words when chatting with teacher, most students consider impolite to use slang words as freely as when they chatted with their classmates.online learning, slang words, EFL class]]>
<![CDATA[The Use of Video and TPR to Improve Students’ Vocabulary Mastery ]]>
<![CDATA[Rizky Lutviana]]>;
<![CDATA[Siti Mafulah]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 2, No 2 (2017): December 2017 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v2i2.1970
<![CDATA[Teaching Junior High School students required fun and interactive activities, yet current practice in teaching them mostly focused on drilling activities, which are monotonous. This study employed Classroom Action Research (CAR), which is aimed at implementing video and TPR (Total Physical Response) teaching technique to improve students’ vocabulary mastery. The subject of this research was 31 first grades of Junior High School students in English vocabulary class. The vocabulary lesson was presented in the form of interactive video in which required students to do vocabulary exercise while singing and moving their body. This research was successfully implemented in 2 cycles. On the Cycle 1, the criteria of success have not been achieved since only 45% students got score 75 or above. Students needed more exercises to understand the materials deeper. On the Cycle 2 students’ score improved, 77.4% students got score 75 or above. Additionally, 82.21% students showed positive attitude toward the technique. Based on the findings it could be concluded that video and TPR teaching technique could improve students’ vocabulary mastery. To implement this technique successfully teacher needs to manage carefully students to be discipline if they are too enthusiastic. Besides, teacher needs to consider the proportion of vocabulary exercise.]]>
<![CDATA[Preserving Humorous Effects in a Target Language: Challenges in Translating Culturally Loaded Expressions ]]>
<![CDATA[Rizky Lutviana]]>;
<![CDATA[Siti Mafulah]]>
<![CDATA[ Jurnal Pendidikan Humaniora Vol 5, No 4: December 2017 ]]>
Publisher : <![CDATA[Pascasarjana UM ]]>
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DOI: 10.17977/um030v5i42017p164
<![CDATA[Abstract: Translating humorous discourse presents a big challenge for the translators, frequently although the intended meaning is transferred; the humorous effect may be lost due to different cultural terminologies. This research aims to unveil the challenge to translate the cultural specific words that contributed to the funny effect in a Diary of a Wimpy Kid series graphic novel. The first volume of the novel was chosen as the data source. The data were analyzed using Vandaele humor translation theory. The culturally loaded expressions words found include the words from the three foreign cultural words categories including material culture (24%), social culture (55%), and gestures and habits (21%). The challenges in preserving humorous effect dealt with the the choice of words/terminologies that could be understood by most readers, the connotative words that are full of intepretations, and the movements that were expressed in onomatopoeic words. It is suggested that the translator should develop the sense of humor and it is also important to consider the readers’ sense of humor. Key Words: humor translation, culture, graphic novelAbstrak: Menerjemahkan wacana humoris menyajikan tantangan besar bagi para penerjemah, seringkali, meskipun makna yang dimaksudkan ditransfer; efek lucu mungkin hilang karena terminologi budaya yang berbeda. Penelitian ini bertujuan untuk mengungkap tantangan dalam menerjemahkan kata-kata dalam budaya tertentu yang berkontribusi pada efek lucu dalam serial novel grafis Diary of a Wimpy Kid. Volume pertama dari novel ini dipilih sebagai sumber data. Data dianalisis dengan menggunakan teori terjemahan humor Vandaele. Ekspresi kata-kata yang sarat budaya yang ditemukan termasuk kata-kata dari tiga kata kategori budaya asing termasuk materi budaya (24%), sosial budaya (55%), dan gerak tubuh dan kebiasaan (21%). Tantangan dalam mempertahankan efek lucu dilakukan dengan menggunakan pilihan kata-kata atau istilah yang dapat dipahami oleh sebagian besar pembaca, kata-kata konotatif yang memiliki interpretasi banyak, dan gerakan yang diungkapkan dalam kata-kata onomatope. Disarankan bahwa penerjemah harus mengembangkan rasa humor dan juga penting untuk mempertimbangkan perasaan humor pembaca.Kata kunci: lelucon terjemahan, budaya, novel grafis]]>
<![CDATA[Pemberdayaan Usaha Mikro Kecil Aksesoris Aquarium Desa Tamanharjo Singosari Kabupaten Malang ]]>
<![CDATA[Rizky Lutviana]]>;
<![CDATA[Maris Kurniawati]]>
<![CDATA[ Jurnal Pemberdayaan Masyarakat Vol 4 No 2 (2019): November ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat (LPPM) ]]>
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DOI: 10.21067/jpm.v4i2.3701
<![CDATA[This community service program aimed at empowering H-Fish aquarium Assesories small business to become independent and developed. A business may be considered as developed if it meets criteria such as increasing revenue, increasing product variation, efficient production, good packaging, and good management system that meets standard. In order to achieve that goal, the researcher gave sequencial trainings including training in operating and maintenance the machine production, training in packaging product and label design, training business management that meets standard and training in product variation. Besides, the researcher also helped to improve product marketing including renovating production side and building showroom to display the product to attract potential buyers. The results of this community service were increasing revenue since the product variation is increasing and the packaging was also improved to be more attractive. H-Fish Aquarium Assesories developed well because of efficient production, good business management, and wider marketing.]]>
<![CDATA[Pelatihan TOEP Bagi Mahasiswa ]]>
<![CDATA[Rizky Lutviana]]>;
<![CDATA[Siti Mafulah]]>
<![CDATA[ JAPI (Jurnal Akses Pengabdian Indonesia) Vol 3, No 1 (2018) ]]>
Publisher : <![CDATA[Universitas Tribhuwana Tunggadewi ]]>
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DOI: 10.33366/japi.v3i1.845
<![CDATA[Kemampuan berbahasa Inggris yang dibuktikan dengan sertifikat keahliah berbahasa Inggris seperti TOEP merupakan salah satu pesyaratan yang umum digunakan dalam rangka melamar pekerjaan ataupun melanjutkan studi ke jenjang yang lebih tinggi. Oleh karena itu, mahasiswa perlu diberikan bekal kemampuan berbahasa Inggris yang dibuktikan dengan sertifikat. Permasalahan yang dihadapi oleh mitra program pengabdian masyarkat ini adalah (1) Kurang tersedianya materi ajar yang up to date and lengkap, (2) materi kurang terkoordinir dengan baik, (3) tersedianya waktu yang singkat untuk pelatihan, dan (4) nilai rata-rata yang rendah. Solusi dari permasalahan tersebut adalah memberikan pelatihan TOEP secara rutin selama 2 minggu, 4 pertemuan setiap kelas yang berisikan (1) pemberian materi mengenai pentingya kemampuan bahasa Inggris dalam era saat ini, (2) pelatihan TOEP dengan menggunakan metode pengajaran note taking untuk Listening Section (3) pelatihan TOEP dengan menggunakan metode error analysis untuk Structure and Written Expression Section, dan (3) pelatihan TOEP dengan menggunakan metode metacognitive strategy untuk Reading Section]]>
<![CDATA[Improving students listening skill using Scooby Doo English subtitle movie ]]>
<![CDATA[Chandra Nilawati]]>;
<![CDATA[Rizky Lutviana]]>
<![CDATA[ Journal of English Language Teaching and Learning (JETLE) Vol 4, No 1 (2022): Journal of English Language Teaching and Learning (JETLE) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Maulana Malik Ibrahim Malang ]]>
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DOI: 10.18860/jetle.v4i1.17821
<![CDATA[Listening skills tends to be ignored in the teaching and learning process because of several reasons including lack of facilities, lack of teacher competence and lack of students’ motivation. Therefore, teachers need to design creative instructional media as much as possible to address these issues. This study aimed at investigating the use of Scooby Doo English subtitle movie to improve the students’ listening skill. This study used applied Classroom Action Research (CAR) which consists of four major steps; planning, action, observation and reflection. The population of this research is 26 Senior High School students. There are three instruments used which include: test, observation, and questionnaire. Based on the findings, the improvement of the students’ listening skill was seen on the second cycle. On the second cycle, 23 or 88% of the students gained the score above the minimum mastery criterion. The students also actively followed the learning process. Students’ interest and motivation were also increased, they paid attention to the teachers’ explanation, asked question, responded the question, and accomplished the task. The students argued that the learning activities done using “Scooby Doo “The Case of Luna Ghost” English subtitle movie” could increase the students’ interest and motivation. ]]>
