Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal SOSHUM : Jurnal Sosial dan Humaniora [Journal of Social Sciences and Humanities] Journal of English Language and Education
Yohanis Nurak Siwa
Universitas Katolik Widya Mandira
Humanities Languange, Linguistic, Communication & Media Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Repair Initiations Analysis in the Classroom Interaction Yohanis Nurak Siwa; Maria Goreti Djehatu
Soshum: Jurnal Sosial dan Humaniora Vol 8 No 3 (2018): November 2018
Publisher : Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (69.938 KB) | DOI: 10.31940/soshum.v8i3.1153

Abstract

The study was carried out to identify kinds of repair initiations, i.e. the indication which shows that there is a trouble that has to be repaired, that occur in conversation. The data were taken from an English teacher and the eleventh grade students of a vocational high school. Subjects of the study were an English teacher and 20 students. In obtaining the data, class discussion was about language-learning task has been prepared by the teacher. The device used by the researcher was a handy-camera to record and capture the discussion in classroom discourse. The result of the study showed that the English teacher was able to use several types of repair initiations in the classroom interaction. It involved unspecified repairs, repeats or partial repeats, and request for translation or information. In addition, the students were able to play their roles in the classroom by initiating two types of repair initiations; they are included unspecified repair, and (partial) repeat. Moreover, the frequency of occurrence of repair initiation types done by the teacher was the request for translation or information repair initiation mostly occured on the teacher’s turn, while on the second place the teacher frequently used repeats or partial repeats on his turn. By initiating repairs, the researcher also decided the kinds of repair initiation that frequently occurred on the students’ turn. Unspecified repair was mostly used by the students in the classroom interaction, whereas repeats or partial repeat were less frequently used on the students’ turn.
Augmenting EFL Students’ Vocabulary Mastery Using Cake Application Klarida Viany De Berthania Viany; Madar Aleksius; Yohanis Nurak Siwa
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2738

Abstract

Vocabulary mastery is a foundational component of English foreign language (EFL) acquisition, yet students frequently struggle with retention, pronunciation, and contextual application due to conventional, rote-learning methods. This study aimed at investigating the implementation of the Cake Application as a Mobile-Assisted Language Learning (MALL) platform to improve the vocabulary mastery of Grade XII Language and Culture (IBB) students at SMAN 9 Kupang, while identifying the pedagogical benefits and operational challenges encountered during the process. Employing a Classroom Action Research (CAR) design based on the Kemmis and McTaggart cyclical model, this study was conducted across two cycles involving 18 participants. Data collection utilized instrument triangulation, integrating quantitative pre-tests and post-tests with qualitative observation sheets, field notes, and semi-structured interviews. The quantitative baseline results from the pre-test indicated low initial lexical proficiency with a class mean score of 43.88, which was below the school's Minimum Mastery Criteria (KKM) of 75. Following the integration of Cake's multimedia short videos and interactive drills, the class mean score advanced to 70.00 in Cycle I, though lingering deficits in spelling and context remained. Refined pedagogical scaffolding and focused spelling tasks in Cycle II successfully propelled the final class mean score to 87.22, with all success criteria fully satisfied. Qualitative findings revealed that despite minor infrastructure-related challenges like network instability and ambient noise, students developed independent error-correction habits and high learning autonomy. In conclusion, the integration of the Cake Application effectively bridges lexical gaps, enhances cognitive retention through visual-auditory input, and establishes a highly motivating, self-directed learning environment for EFL learners. 
Co-Authors Klarida Viany De Berthania Viany Madar Aleksius Maria Goreti Djehatu