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All Journal Journal on English as a Foreign Language (JEFL) RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya GERVASI: Jurnal Pengabdian kepada Masyarakat TEKNOSASTIK Komatika: Jurnal Pengabdian Kepada Masyarakat Konstelasi: Konvergensi Teknologi dan Sistem Informasi LATTE: A Journal of Language, Culture, and Technology
Elisabeth Marsella
Universitas Atma Jaya Yogyakarta
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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A Study on L1 Use in English Classroom: Perception and Practice Elisabeth Marsella
LATTE: A Journal of Language, Culture, and Technology ISSN 3063-0754 Vol. 1 No. 1 (2022): LATTE: A Journal of Language, Culture, and Technology
Publisher : Kantor Pelatihan Bahasa dan Budaya, Universitas Atma Jaya Yogyakarta. Gedung Santo Alfonsus, Jl. Mrican Baru No.28, Mrican, Caturtunggal, Kec. Depok, Kabupaten Sleman, Daerah Istimewa Yogyakarta 55281 Phone: (0274) 514319 Email: kpbb@uajy.ac.id

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24002/lj.v1i1.5827

Abstract

The use of L1 in language learning has become a debate for years. The opponents of L1 use argue that the use of first language (L1) may deprive the exposure of the target language (L2) that will affect learners L2 acquisition. As the consequence, learners must use L2 all the time for learning. However, the proponents say that there is not any evidence showing the use of exclusive L2 makes learners get higher achievement. Instead, the L1 enables learners to notice L2 features, to clear up misunderstanding, to learn vocabulary and grammar faster and to memorize the language. There have been a lot of studies conducted to see the perception of teachers and students on the use of L1 and the practice of L1 use in the classroom. However, few discuss the teacher and student interaction in the framework of IRF (initiation-response-follow up) exchange and Conversation Analysis. The teachers thought that the use of L2 should be used maximally, while students preferred combining L1 and L2 for learning. In the practice, L1 was still constantly used by teachers and students. Teachers usually used L1 for knowledge building and managing classes, while students used L1 for all aspects of learning.  
Strategies of vocabulary learning employed by low-frequency-word level students in international class Vinindita Citrayasa; Elisabeth Marsella; Maria Setyaningsih Nernere
Journal on English as a Foreign Language Vol 12 No 1 (2022): Issued in March 2022
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i1.3535

Abstract

The application and development of vocabulary learning strategies (VLS) lead to acquiring a more extensive vocabulary size and better performance in language acquisition. Students with different proficiencies might employ various VLS in their language learning process. This study aims to describe and analyze the vocabulary learning strategy used by low-frequency-word level students identified by vocabulary size test they took previously. This study adopted mix-method research by using questionnaires and interviews. The participants were university students of international programs majoring in industrial engineering, civil engineering, and business and economics. The students were identified in low-frequency-word level who were considered able to understand wide reading and specialized study. The findings showed that low-frequency-word level students primarily used dictionary, guessing, and activation strategies. The social strategy was identified as another alternative strategy to learn vocabulary. Google Translate was the most popular translating tool due to its practicality. Guessing meaning strategy was done when failing to find the desired words using an online translation machine. Moreover, the students used social media as the platform to implement the activation strategy. Meanwhile, note-taking, rehearsal, metacognitive strategies belong to the least used VLS as the students are not into intentional vocabulary learning.
Co-Authors Bekty Sundoro Tandaningtyas Clara Hetty Primasari Felix Kurniawan Fransiska Hernina Puspitasari Jerryl Alfryano Joshua Nicholas Wibawa Lolita Chandra Budikusuma Lucia Bening Parwita Sukci Maria Setyaningsih Nernere Michael Ezra Lianto Mutiara Cininta Prima Negara, Julius Galih Putri Nastiti Vinindita Citrayasa Vinindita Citrayasa Yohanes Priadi Wibisono