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All Journal Journal of English Language Teaching and Literature J-REaLL Jurnal Abdi Masyarakat Ndrumi : Jurnal Ilmu Pendidikan dan Humaniora Journal of Innovative and Creativity
Ririn Pusparini
Universitas Negeri Surabaya
Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : Journal of English Language Teaching and Literature

 1 
PROMOTING THE JUNIOR HIGH SCHOOL STUDENTS’ VOCABULARY KNOWLEDGE THROUGH SEMANTIC MAPPING STRATEGY IN WRITING SKILL Katarina Alviani Mbaki; Ririn Pusparini
Journal of English Language Teaching and Literature (JELTL) Vol 6 No 2 (2023): Journal of English Language Teaching and Literature (JELTL)
Publisher : FKIP, Universitas Banten Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47080/jeltl.v6i2.2792

Abstract

The study investigated how teacher encouraged junior high school student’s vocabulary knowledge by using semantic maps on writing skills and examined what vocabulary knowledge could be promoted by semantic mapping through students' report text writing. This study used a qualitative method, with the research participants being 35 students of SMPN 28 Surabaya consisting of 17 boys and 18 girls. The instruments used in this study were field notes and students’ report text writing. Field note was used to find out how the teacher implemented semantic mapping to encourage students' vocabulary knowledge in writing skill. At the same time, Student writing was used to answer how students' vocabulary knowledge is in the report text and what vocabulary knowledge was promoted by semantic mapping. The outcome of this study showed that the teacher implemented semantic mapping through several stages, such as introducing brainstorming, categorizing, personalizing, and writing. Furthermore, semantic mapping engaged students' attention to always focus on the learning process, assisted them to prepare ideas and information before writing a report text, explored and connected their vocabulary knowledge to the topic. In addition, based on the results of student report text analysis, which was done in groups, semantic mapping helped them to encourage vocabulary knowledge, classified vocabulary according to its categories and facilitated students to use vocabulary according to the context in the report text. Semantic mapping encouraged three students' vocabulary knowledge: word recognition, word grouping, and word context. By having good vocabulary knowledge, students could produce appropriate report text writing.
STUDENTS’ PERCEPTION TOWARDS THE ROLE OF ICE BREAKING ACTIVITIES IN LEARNING ENGLISH AT SENIOR HIGH SCHOOL Naila Al Ghifarah; Ririn Pusparini
Journal of English Language Teaching and Literature (JELTL) Vol 6 No 2 (2023): Journal of English Language Teaching and Literature (JELTL)
Publisher : FKIP, Universitas Banten Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47080/jeltl.v6i2.2793

Abstract

One of many factors that can influence students' feelings while learning English is a teacher's method or style of instruction that is not precise or monotonous. A fun and attractive learning environment can help students focus better and become more motivated to learn. Applying learning strategies suitable to students' conditions is one solution for increasing students'' motivation. For instance, the "ice-breaking" activity. Moreover, this research uses a qualitative approach to achieve the purposes of the research. The participants of this study were 30 students in a particular Islamic senior high school in Sidoarjo. This study used questionnaire, interview, and observation as research instruments. The study's findings indicate that students have a positive perception towards the role of ice breaking activities in learning English at senior high school. Ice-breaking is an effective strategy for increasing student motivation. Moreover, it has the potential to encourage students to learn. So that the classroom atmosphere becomes enjoyable and students' understanding of the subject matter improves.
Co-Authors Anis Trisusana Arik Susanti Diana Budi Darma Esti Kurniasih Fithriyah Inda Nur Abida Katarina Alviani Mbaki Naila Al Ghifarah Nur Chakim Nur Fauzia Putri Febrianti Sueb Sueb Sueb