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All Journal OKARA: Jurnal Bahasa dan Sastra Didaktika: Jurnal Pemikiran Pendidikan JASL - Journal of Applied Studies in Language Prospective-Education, Langguage and Literature Journal
Christina Innocenti Tumiar Panggabean
Universitas PGRI Ronggolawe Tuban
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Other

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INFLUENCE OF THE CHOSEN TOPICS ON SPEAKING ACTIVITIES BY EFL STUDENTS AT UNIVERSITY OF PGRI RONGGOLAWE (UNIROW) TUBAN Prasetyo, Kacung Heru; Panggabean, Christina IT; Wardhono, Agus
DIDAKTIKA Vol 24 No 1 (2017)
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (23.102 KB) | DOI: 10.30587/didaktika.v24i1.156

Abstract

Speaking skill is one of important skills in learning English as Foreign Language. It is also the most difficult skill for EFL students. Therefore, the students should improve their speaking ability. One of the main ways is through the speaking activities. In fact, there are many factors that influence the success of EFL students’ speaking activities. One of the main factors is the chosen topics. In this study, the writer wants to know the kind of chosen topics which are used on speaking activities by EFL students, how far the influence of the chosen topics itself on speaking activities, and the reasons of choosing certain topics. The findings of this study present that most of EFL students tend to use the kind of topics of social, health, and culture. The chosen topics also have many influences on the EFL students’ speaking activities and their performance. The interesting topics especially about hot issues which happen in society can increase the students’ interest. Then, the best chosen topics make the EFL students’ speaking activities more interactive and successful. The favourite or interesting topics will also make the students more eager and do better on their speaking activities. Moreover, the EFL students choose certain topics for some reasons. Firstly, they are interested in the issues in the topic. Secondly, the EFL students use certain topics because they have their own experience about that topic. Thirdly, the EFL students tend to use hot issues in society to become their chosen topics on speaking activities. Finally, the EFL students use certain topics because they like a challenge; they also want to enhance their speaking ability, so they choose hard topics as their chosen topics on speaking activities.
LANGUAGE LEARNING STRATEGIES OF HIGH PROFICIENCY STUDENTS IN THEIR ORAL PRESENTATION AT ENGLISH LANGUAGE EDUCATION OF PGRI RONGGOLAWE UNIVERSITY TUBAN Christina I.T. Panggabean; Ingelia Kesuma
OKARA: Jurnal Bahasa dan Sastra Vol. 11 No. 2 (2017): OKARA: Jurnal Bahasa dan Sastra
Publisher : IAIN MADURA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ojbs.v11i2.1501

Abstract

This study is intended to describe 1) the language learning strategies used by male and female students with high speaking performance in their oral presentation and 2) their reasons of using certain language learning strategies. This study used descriptive qualitative method. The subject of the study were ten high proficiency students consisting of four male students and six female students. Questionnaire and interview were used to collect the data. The data from the questionnaire and the interview were analyzed descriptively. The result indicated that all of the students from high proficiency level used all learning strategies, including memory strategy, cognitive strategy, compensation strategy, metacognitive strategy, affective strategy, and social strategy. The students were categorized as medium users of language learning strategy. High proficiency male students used compensation strategy (3.85) the most frequently, followed by meta-cognitive strategy (3.63) and social strategy (3.37). Meanwhile, high proficiency female students used cognitive strategy (4.02) the most frequently, followed by compensation strategy (3.77) and metacognitive strategy (3.72). Both male and female students had some different and similar reasons of using certain language learning strategies for their oral presentation task.
Peer-feedbacks based application in teaching speaking and students’ perception towards peer-feedbacks Risa Triassanti; Christina Innocenti Tumiar Panggabean; Mansur Mansur
Journal of Applied Studies in Language Vol. 7 No. 1 (2023): Jun 2023
Publisher : Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/jasl.v7i1.99-106

Abstract

Most of the students in EFL classes have less exposure and chances to speak with friends and colleagues in English. In the present study, students were situated on video. The peer feedback-based application was employed for guiding students to provide comments on peers' speaking performance. In order to investigate peer feedback, an online observation was conducted in the English education study program, online class. The online questionnaire was also done to recognize the students’ perceptions of peer feedback. The study results reveal some steps done in doing the peer-feedback-based application in terms of the learners' speaking aspects including pronunciation, grammar and vocabulary, and fluency. Moreover, it was found that the students can give feedback comprehensively to their peers. The perception of students toward peer feedback is positive and significantly helps students to improve their speaking ability. In conclusion, students have to think about their feedback before sending it to their peers. Future research should find the effectiveness of teacher feedback-based application and the correlation with the type of feedback.  
TEACHERS AND STUDENTS’ PERCEPTIONS ON THE USE OF ICT IN LEARNING ENGLISH AT A JUNIOR HIGH SCHOOL IN TUBAN Risa Triassanti; Christina Innocenti Tumiar Panggabean; Budi Susatyo; Agus Wardhono; Yoliete Rohmadtis; Sholahudin Al Magribi
DIDAKTIKA Vol 28 No 1 (2022): Februari 2022
Publisher : Universitas Muhammadiyah Gresik

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (909.8 KB) | DOI: 10.30587/didaktika.v28i2.3632

Abstract

This study focuses on the perceptions of students and teachers regarding the use of ICT media in learning English. This study also aims to determine the attitudes of students and teachers about the use and benefits of ICT media in learning and teaching in English classes and to find out the problemsfaced by teachers when using or operating ICT media in English classes. This study uses a descriptive quantitative approach applying survey. Data was collected from a survey in the form of giving a questionnaire or questionnaire, which involved 10 randomly selected students from grades VI and VII and two English teachers at SMP PGRI 3 Tuban. The quantitative data obtained were analyzed by calculating the percentage of each item and the average to draw conclusions descriptively. The findings of this study revealed a positive response from teachers and students regarding the use of ICT media in English classes, students felt that learning English using ICT media was more fun and not boring in class, they were also more enthusiastic in participating in English learning in class. class, students also feel more understanding of English material when the teacher uses the TIK or ICT to teach in the classroom. The teacher also responded very well where the teacher agreed with the use of ICT media in the classroom and the teacher felt the benefits of using the media but there were several obstacles faced by the teacher when using ICT, such as operating constraints. This study provides insight into how students and teachers view ICT as a teaching and learning tool that can help provide a better English learning experience, as well as identify the barriers teachers feel when using ICT media.
EXPLORING THE USE OF CHATGPT IN LANGUAGE LEARNING IN STUDENTS' WRITING SKILL Aulia Rahma Salsabila; Monica Nila Sari; Christina Innocenti Tumiar Panggabean; Risa Triassanti
Pro-ELLitera Vol. 1 No. 2 (2024): Pro-ELLitera Journal
Publisher : Universitas PGRI Ronggolawe Tuban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.2024/prora.v2i1.1071

Abstract

ChatGPT interacts realistically and can answer follow-up questions, admit mistakes, challenge incorrect premises, and reject inappropriate requests. However, its use raises ethical and practical issues, such as the potential to increase inequalities in the educational system. This study aimed to determine the use and the impact of ChatGPT on students' writing abilities. The approach used in this research is a descriptive quantitative approach using a questionnaire. The findings showed that The participants mostly gave neutral responses in several questions, indicating that they use ChatGPT passively. However, in other questions students gave positive and negative responses.   Keywords: Artificial Intelligence, ChatGPT, Students’ Writing Learning  
Metacognitive Strategies Used in Speaking for Presentation Class by the Fourth Semester Students of English Language Education of PGRI Ronggolawe University Tuban Yuyun Eri Susanti; Christina Innocenti Tumiar Panggabean
Pro-ELLitera Vol. 2 No. 1 (2024): Pro-ELLitera Journal
Publisher : Universitas PGRI Ronggolawe Tuban

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.2024/prora.v2i2.1359

Abstract

This study is intended to describe metacognitive strategies used in speaking for presentation class by the fourth semester students of English language education of PGRI Ronggolawe University Tuban. It includes 1) kinds of metacognitive strategies used by the students in speaking for presentation class 2) the most dominant strategy used by the students in speaking for presentation class and 3) their reasons of using metacognitive strategies. This study used qualitative method. The subject of the study were ten students who have high, medium and low performance level in speaking. They were three male students and seven female students. The data from the questionnaire and the interview were analyzed descriptively. The result of this study indicated that all students from high, medium, and low level used all kinds of metacognitive strategies, including centering learning strategy, arranging and planning strategy, and evaluating learning strategy, but the high level students used metacognitive strategies more often than the other levels. Centering learning strategy became the most dominant strategy used by the students from all levels, followed by evaluating learning strategy and arranging and planning strategy. The students had similar reason of using metacognitive strategies. It was to help them in learning speaking and improving their presentation skill
Co-Authors Agus Wardhono Aulia Rahma Salsabila Budi Susatyo Ingelia Kesuma Mansur Mansur Monica Nila Sari Prasetyo, Kacung Heru Risa Triassanti Sholahudin Al Magribi Yoliete Rohmadtis Yuyun Eri Susanti