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All Journal Prosodi: Jurnal Ilmu Bahasa dan Sastra UICELL Conference Proceeding Globish: An English-Indonesian Journal for English, Education, and Culture JET (Journal of English Teaching) Adi Buana Kompetensi: Jurnal Bahasa Dan Seni Innovative: Journal Of Social Science Research
Yuri Lolita
Universitas Negeri Surabaya
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Public Health Social Sciences Other

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The Use of Drill, Vocabulous (Vocabulary Various) and Computer Assisted Language Learning (CALL) in Learning Vocabulary Nur Fauzia; Yuri Lolita
JET ADI BUANA Vol 3 No 1 (2018)
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (700.737 KB) | DOI: 10.36456/jet.v3.n1.2018.1540

Abstract

This study investigates the effectiveness of three vocabulary learning methods that are Contextual Clues, Dictionary Strategy, and Computer Assisted Language Learning (CALL) in learning vocabulary among ESL learners. First, it purposes at finding which of the vocabulary learning methods namely Vocabulous (Vocabulary Various), Drill and CALL that may result in the highest number of words learnt in the immediate and delayed recall tests. Second, it compares the results of the Pre‐test and the Delayed Recall Post‐test to determine the differences of learning vocabulary using the methods. A quasi‐experiment tested the effectiveness of learning vocabulary using Dictionary Strategy, Contextual clues, and CALL involved 40students. Qualitative procedures included the collection of data from interviews which were conducted to triangulate the data obtain from the quantitative inquiries. Findings from the study using ANOVA revealed that there were significant differences when students were exposed to Vocabulous, Drill and CALL in the immediate recall tests but not in the Delayed Recall Post‐test. Also, there were significant differences when t test was used to compare the scores between the Pre‐test and the Delayed Recall Post‐test in using the three methods of vocabulary learning. Although many researchers have advocated the relative effectiveness of Vocabulous, Drill, and CALL in learning vocabulary, the study however, is still paramount since there is no study has ever empirically investigated the relative efficacy of these three methods in a single study.
The Use of Vocabulary Learning Strategies by Music and Dance Learners of the State University of Surabaya Yuri Lolita; Nur Fauzia
JET ADI BUANA Vol 3 No 2 (2018): Volume 03 Number 02 October 2018
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (316.109 KB) | DOI: 10.36456/jet.v3.n2.2018.1726

Abstract

This study was conducted to examine the use of vocabulary learning strategies (VLSs) by Music and Dance students as well as the impact of gender and grade levels on the use of learning strategies. A five Likert scale questionnaire, consisting of 36 items was classified under four strategy categories was administrated to 466 participants from the State University of Surabaya. There are male and female. The Statistical Package of Social Science (SPSS, version 20) was used to analyze the obtained data. The results of the descriptive statistics showed that The State university of Surabaya students were medium strategy users. The study also found that the cognitive strategies were the most popular strategies among the learners. Social strategies were found to be the least preferred strategies. The results of the t-test showed that in general, the scores of female learners regarding the use of VLSs were slightly higher than male learners. Moreover, Music learners were found to be more strategy users than Dance learners. The results of ANOVA revealed significant differences regarding the use of VLSs and grade levels. Keywords: Vocabulary learning strategies, Music/Dance learners
ABSURDITY: INTERPRETING ON THEATRE THROUGH EXISTENTIALISM APPROACH Marleen M.A.F.Q. Sumampouw; Yuri Lolita; Orestis Soidi
UICELL No 5 (2021): UICELL Conference Proceedings 2021
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

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Abstract

The aims of the study to find an ideal approach to enhance students in this theatre course and facilitate them for literature understanding through several literature theories. This study proposed a sociological literature approach with two elements. There are consist of the sociology of the author and the sociology of literature. To explain Existence on the absurdity of the character, Existence on the collective absurdity, Existence of personality structure based on data. The existentialism approach was also used to solve the complexity of concepts in each drama script. Through the two elements of the sociology of literature, we acquired that the essence of existentialism is the term exists, as Camus’s work on rebellion theme, I rebel; such as, I exist. Talking about the absurdity of literary works is talking about the notion of absurdity itself and the notion of its feeling, and then about attitudes determining our actions. Absurdity also needs to be explored through emotions and intertextuality. Keywords: absurdity, existentialism, drama. theater
CALL IN READING CLASSROOM: HOW IS CALL IMPLEMENTED BY ESSENTIAL READING LECTURERS? Yuri Lolita; Marleen M.A.F.Q. Sumampouw; Orestis Soidi
UICELL No 5 (2021): UICELL Conference Proceedings 2021
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

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Abstract

The aims of this study were to determine the implementation of lecturers about CALL. This study uses a qualitative method with individual interview techniques. Three lecturers teach essential reading which are the samples of this research. There are two, namely: (1) introducing CALL to lecturers and trying to apply it in the reading learning process in class; (2) interviewing lecturers to find out their perception of CALL. Implementation of CALL is an application or computer software as a technology used in learning the context of a second language. The application of Computer Assisted Language Learning (CALL) is one way to develop language teaching practices. The study describes the degree of CALL implementation by Essential Reading Lectures. It applies descriptive qualitative research which is used to discover information on a certain phenomenon. In this research, multiple interviews with open-ended questions were conducted to collect data. Furthermore, the information was analyzed qualitatively by describing the findings supported by relevant theories. The conclusion CALL makes students more enthusiastic in learning English and improves their English skills, especially in terms of reading comprehension. In addition, the application of CALL can improve their skills in using computers for future careers. CALL also provides lecturers to create discussion groups or forums that can be accessed by students. Keywords: CALL (Computer Assisted Language Learning, implementation, Essential Reading Lecturers
STUDENTS’ PERCEPTION OF RPP DESIGN AND USE OF LEARNING MEDIA THROUGH THE MICRO-TEACHING PRACTICE Yuri Lolita; Sumarniningsih; Henny Dwi Iswati; Nur Fauzia
KOMPETENSI Vol. 2 No. 01 (2022): KOMPETENSI: Jurnal Ilmiah Bahasa dan Seni
Publisher : Fakultas Bahasa dan Seni, Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36582/kompetensi.v2i01.4739

Abstract

The aims of this research are 1) The students’ the teaching practice in microteaching, 2)The students’ perception of the Lesson Plan design in microteaching practice, 3) Students’ perception of the use of learning media in microteaching practice. This method of this research was use descriptive qualitative. Subject of the Research is the location of this research was at English Department, Universitas Negeri Surabaya. The subject of the research was the students at Universitas Negeri Surabaya, English Department of seventh semester. The researcher observed one classes consists of 87 students. Based on the data obtained, the researcher concludes that most of the students gave positive perceptions of the microteaching practice in the teaching and learning process, there were many statements that microteaching got a lot of knowledge, including how to teach properly and correctly, and microteaching can to increase self-confidence and being more excited.
THE EFFECT OF USING FLIPPED LEARNING STRATEGY IN IMPROVING STUDENTS’ SPEAKING SKILL IN HYBRID LEARNING Verina Ainur Izzami Hariyanto; Yuri Lolita
Globish: An English-Indonesian Journal for English, Education, and Culture Vol 12, No 1 (2023): Globish (An English-Indonesian journal for English, Education and Culture
Publisher : Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/globish.v12i1.6652

Abstract

The purpose of the study was to determine the the effect of the Flipped Classroom method application on students' speaking skill in hybrid learning. The term "flipped classroom" describes a teaching method in which teachers have students complete their assignments during class time while doing the usual lecture at home. The study was conducted at a vocational high school in Surabaya. There were 18 students who were majoring Online Business And Marketing class involved as the participant. Experimental research with the pre-experimental method was used in this research. The research design of the study is a one-group pretest-posttest. The obtained data was analyzed using T-test and presented as quantitative data by the researcher. The findings of this study indicate that the ttest = 8.416 and ttable = 1.740 ( ttest > ttable) while the significance value of 0.000 < 0.05, the H0 is declined whereas the H1 is approved. In conclusion, the Flipped Classroom is effective in enhancing vocational high school students’ speaking skills.
Lecturers’ Perception of the Use of Social Media for English Language Teaching Tiffani Widya Larasati; Yuri Lolita
Prosodi Jurnal Ilmu Bahasa dan Sastra Vol 17, No 1: (2023): prosodi
Publisher : Program Studi Bahasa Inggris Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/prosodi.v17i1.15729

Abstract

The purpose of this study was to see how English lecturers’ perceptions of the use of social media for English Language teaching. This study is limited to 4 aspects (Activities, Motivation, Enhancing students’ skills, and effectiveness). This research was conducted at the English Department at a university in Surabaya using social media for teaching English by lecturers. This study using a case study design and semi-structured interview, by organizing, interpreting, and representing the data. A total of 8 lecturers have participated to be interviewed to know about their perception on the use of social media for English Language Teaching. The results showed that the social media most primarily used by the English lecturers are WhatsApp and Email. The result of the interviews showed about the four aspects that had been determined. They are; 1). Activities when using social media in teaching English; discussion, communication, sharing subjects’ materials, collecting an assignment, giving assignments. 2). The use of Social media can increase students and lecturers’ motivation; improving learning motivation, active, creative, increasing self-confidence, and interesting. 3). The use of social media can enhance students’ English skills; enhancing speaking skill, writing skill, pronunciation, vocabulary. 4). The effectiveness of social media use in teaching English; easy to access, easy to understand, easy to use, easy to be practiced.
Improving Students Reading Comprehension Using Directed Reading Thinking Activity (DRTA) Strategy Based on the Four Levels of Comprehension Fadilla Puspita Dewi; Yuri Lolita
Innovative: Journal Of Social Science Research Vol. 3 No. 6 (2023): Innovative: Journal Of Social Science Research
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/innovative.v3i6.5396

Abstract

Directed Reading Thinking Activity (DRTA) adalah salah satu strategi yang digunakan dalam pengajaran dan pembelajaran pemahaman bacaan. Penelitian ini menguji efektivitas strategi Directed Reading Thinking Activity (DRTA) pada pemahaman bacaan siswa kelas 10 dalam teks analitis eksposisi berdasarkan empat tingkat pemahaman bacaan. Penelitian ini bersifat kuantitatif dengan jenis pre-eksperimental menggunakan desain kelompok tunggal. Subjek penelitian ini adalah siswa kelas 10 di salah satu sekolah menengah atas di Surabaya. Hasil penelitian ini menunjukkan efektivitas yang signifikan dalam menggunakan strategi Directed Reading Thinking Activity (DRTA) untuk pemahaman bacaan siswa. Hal ini terbukti dengan pengujian hipotesis menggunakan uji t sampel berpasangan, di mana hasilnya adalah nilai t sebesar 8,118 > nilai t-tabel 1,691, yang berarti bahwa Ha diterima atau terdapat efektivitas yang signifikan dalam menggunakan strategi Directed Reading Thinking Activity (DRTA) pada pemahaman bacaan siswa kelas 10 pada teks eksposisi analitis. Peningkatan juga terjadi pada setiap tingkat pemahaman, tetapi hasil tertinggi diperoleh pada tingkat pemahaman literal dan kritis.
Co-Authors Fadilla Puspita Dewi Henny Dwi Iswati Nur Fauzia Orestis Soidi Sumampouw, Marleen M.A.F.Q. Sumarniningsih Tiffani Widya Larasati Verina Ainur Izzami Hariyanto