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LONGER EFL VOCABULARY RETENTION: LEARNING IN CONTEXT OR IN ISOLATION? Herusatoto, Hesthi
LiNGUA: Jurnal Ilmu Bahasa dan Sastra Vol 6, No 2 (2011): LiNGUA
Publisher : Laboratorium Informasi & Publikasi Fakultas Humaniora UIN Maulana Malik Ibrahim Malang

This research aims to examine the effectiveness of two different vocabulary learning strategies on vocabulary retention. The first is learning words in isolation in which learners learn new words and their meanings presented in the form of word lists; and the second is learning words from context in which learners use clues in sentences in texts to generate meanings for the target words. In the instruction sessions, a group of senior high school students learning vocabulary in isolation was presented with a number of words in English and their meanings. Their task was to say and repeat the words and their meanings several times as they attempted to learn the new words and their meanings. The group of students learning words from context was presented with some texts containing the target words and was asked to find out the meanings of the target words by using clues in the texts. Recall tests were administered twice, a week and two weeks after the instruction sessions. For word retention, results of the recall tests revealed that learning words in isolation appeared to be more effective than learning words from context. Students learning words in isolation retained the target words and the meanings better than those in the other group.Keywords: Word Lists, Context, Vocabulary, Retention

Using Dictation to Promote the Use of Grammar Knowledge in Reconstructing Listening Texts Hesthi Herusatoto
Celt: A Journal of Culture, English Language Teaching & Literature Vol 16, No 2: December 2016, Nationally Accredited
Publisher : Soegijapranata Catholic University

This paper reports the findings of the implementation of full dictation and partial dictation in improving the awareness of using grammar knowledge in reconstructing listening texts among the EFL students at STBA (School of Foreign Languages) LIA Yogyakarta. Three groups participated in the study, i.e. two experimental groups (Group A and B) and a control group (Group C). A pre-test on listening to lectures was administered to the three groups. Over 9 sessions, Group C did the listening exercises in their textbook using dicto-comp technique, while in addition to the listening exercises which applied dicto-comp, the students in Group A was given full dictation exercises and Group B received partial dictation exercises. A post-test was given to the three groups after the ninth session. In addition to the post-test, a 5-point Likert-scale questionnaire assessing the students responses to the dictation exercises was given to the experimental groups. Results of paired-samples tests indicated that there was a significant difference between each groups pre- and post-test. The mean gain score of Group B was higher than Group A showing that Group B had better improvement in the post-test. Furthermore, Group B had better grammar points in their post-test compared to Group A. Group C also increased their scores but they still got their teachers assistance to point out their grammatical mistakes in their notes. This suggests that the dictations given to the experimental groups improved the students awareness in applying their grammar knowledge to reproduce a listening text they heard.

Morphological Marking Irregularity of Bahasa Indonesia and the Acquisition of English Words Bambang Agus Darwanto; Pratomo Widodo; Hesthi Heru Satoto
Celt: A Journal of Culture, English Language Teaching & Literature Vol 20, No 2: December 2020, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v21i1.2743

Abstract: All languages share the same lexical categories such as verb, noun, adjective, and adverb. Unlike English, however, Bahasa Indonesia carries fewer consistent patterns of morphological markers for word categories. A verb, for instance, is marked with the prefix {me-} as in me-nginjak (to step on); however, other verbs do not carry this marker as in makan (eat), tidur (sleep), and tergantung (depend). As for English, the suffix {-ing} or {-ed/-en}, for instance, indicates that the root is a verb regardless of the verb transitivity. This research investigated if the irregularity in the morphological marking of Bahasa Indonesia verbs created problems in acquiring English words. A test of the "word category assignment" (Test 1) was provided to two groups of respondents: undergraduate students of English and doctoral students of Bahasa Indonesia. A "word-in-context translation into English" (Test 2) was given to a group of undergraduates of English. The first was to know if the respondents managed to assign the Bahasa Indonesia words with correct lexical categories, and the second was to know if the words were assigned with correct word categories when translated in English. This was to know if the Bahasa Indonesia and English words received the same word-category. The results show that errors in the assignment of the grammatical categories of the Bahasa Indonesia words were found pervasive among the two groups. And the lexico-grammar behavior seems to give impact on the categorization of the Bahasa Indonesia words when provided in English as also detected in the translation. It is strongly indicative that confusion in the word category assignment of Bahasa Indonesia gives impact on the acquisition of English words.Key words: morphological markers, suffix, word category, language transfer, lexico-grammarAbstrak: Semua bahasa memiliki kategori leksikal yang sama seperti verba, nomina, adjektiva, dan adverbia. Tidak seperti bahasa Inggris, Bahasa Indonesia memiliki pola penanda morfologi yang lebih sedikit untuk kategori kata. Kata kerja, misalnya, ditandai dengan awalan {me} seperti pada me-nginjak; namun verba lain tidak memiliki penanda ini seperti pada makan, tidur, dan tergantung. Sedangkan bahasa Inggris, misalnya sufiks {-ing} atau {-ed /-en}, akar kata (root) adalah kata kerja terlepas dari kata kerja transitivitas. Penelitian ini mencari tahu apakah ketidakteraturan dalam penandaan morfologi kata kerja Bahasa Indonesia menimbulkan masalah dalam mempelajari kata dalam bahasa Inggris. Tes "tugas kategori kata" (Tes 1) diberikan kepada dua kelompok responden: mahasiswa sarjana Bahasa Inggris dan mahasiswa doktoral Bahasa Indonesia. Tes "terjemahan kata-dalam-konteks ke dalam bahasa Inggris" (Tes 2) diberikan kepada sekelompok mahasiswa dari kelompok bahasa Inggris. Tes pertama untuk mengetahui apakah responden berhasil menentukan kata-kata dalam Bahasa Indonesia dengan kategori leksikal yang benar, dan tes kedua untuk mengetahui apakah kata-kata tersebut diberi kategori kata yang benar ketika diterjemahkan ke dalam bahasa Inggris. Tujuan kedua tes tersebut untuk mengetahui apakah kata-kata dalam Bahasa Indonesia dan Bahasa Inggris memiliki kategori kata yang sama. Hasil penelitian menunjukkan bahwa kesalahan dalam pengkategorian gramatikal kata-kata Bahasa Indonesia ditemukan di kedua kelompok. Perilaku lexico-grammar berdampak pada kategorisasi kata-kata dalam Bahasa Indonesia jika diberikan dalam bahasa Inggris seperti yang ditemukan dalam terjemahan. Hal ini menjadi indikasi kuat bahwa kebingungan dalam penetapan kategori kata dalam Bahasa Indonesia berdampak pada pembelajaran kata dalam bahasa Inggris.Kata kunci: penanda morfologi, sufiks, kategori kata, transfer bahasa, lexico-grammar

Mentor Texts: Models to Improve False Beginners’ Writing Skills Hesthi Herusatoto
Ethical Lingua: Journal of Language Teaching and Literature Vol. 5 No. 2 (2018)
Publisher : Universitas Cokroaminoto Palopo

This research was to find out the effects of mentor texts on students’ ability to write a descriptive paragraph. Changes in the content and organization of their paragraphs were examined closely. As many as 35 students majoring in nursing who were enrolled in an English class participated in this research. In the class, the students learned to write a descriptive paragraph using some mentor texts which served to help them learn identifying and writing a topic sentence, supporting sentences, and a concluding sentence. The texts also provided them with models to make a paragraph have unity and coherence. The data were collected from the student’ paragraphs produced before and after the learning process and the paragraph they wrote in the delayed posttest. A survey was also distributed at the end of their English class to collect their responses on the use of mentor texts in their learning process. The findings of this research indicated that mentor texts indeed had positive effects on the students’ ability to write a descriptive paragraph. Their awareness to include a topic sentence, details, unity, a concluding sentence, and transition signals in their paragraph was found to significantly develop. In addition, mentor texts enhanced the students’ confidence, interest, and motivation in writing.

STUDENTS’ EAGERNESS TO HAVE ONLINE CLASSES ON ZOOM APP Hesthi Herusatoto; Sri Endah Setia Rini
Conscientia Vol. 17 No. 2 (2021)
Publisher : Sekolah Tinggi Bahasa Asing LIA Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (288.795 KB)

Covid 19 has changed many things, including the world of education. Lessons commonly provided face-to-face had to be given online using conference apps. This research was intended to find out if students of STBA LIA Yogyakarta showed eagerness to participate in online Zoom classes. Data were collected by distributing a survey of which the results were analyzed descriptively using cross tabulation between questions in the survey. The results indicate that 30% of students were eager to attend online classes using Zoom. The eagerness was shown by their participation in online lectures. Conversely, those who were less eager mainly have such problems as network, internet data, and personal problems.

An Analysis of Grammatical Errors on Academic Essays Written by Students of STBA LIA Yogyakarta Fifi Ayu Ratnaningrum; Hesthi Herusatoto; Nugraha krisdiyanta
Conscientia Vol. 16 No. 1 (2020)
Publisher : Sekolah Tinggi Bahasa Asing LIA Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (290.534 KB)

This thesis is an analysis of grammatical errors written by students of STBA LIA Yogyakarta, academic year of 2011/2012. The aims of this thesis were to find out the most common grammatical errors in the academic essay written by the students of STBA LIA Yogyakarta and to find out the possible causes of errors. Errors are part of learning, difficult enough to avoid. To study students’ errors, the approach that was used was Corder’s error analysis. The error analysis included identification, description and explanation errors. The grammatical error types were categorized into errors of overgeneralization, transfer, and simplification by omission. The result indicated that the errors made by the students were mostly in simplification by omission (60 times) followed by overgeneralization (35 times) and transfers (7 times). Those errors were caused by interference of mother tongue and learning strategies which are false analogy, incomplete rule application, and overlooking co-occurrence.

STUDENTS’MOTIVATION TOWARDS ONLINE LEARNING IN THE FOURTH SEMESTER DURING COVID-19 PANDEMIC Hesthi Herusatoto; Sri Endah Setia Rini; Ayu Natalia Wulandari
Conscientia Vol. 18 No. 1 (2022)
Publisher : Sekolah Tinggi Bahasa Asing LIA Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (300.113 KB)

Online learning during the Covid-19 pandemic that has been going on for more than 4 semesters or 2 years in Indonesia might have made students feel no longer motivated to participate in online meetings. Problems with the internet and technology, heavy workload, as well as lack of student-student and student-teacher interactions have become the main reasons for students feeling demotivated as revealed by previous studies. This research was to examine the motivation of college students in STBA LIA Yogyakarta in participating in online learning on Zoom and to investigate the reasons that might demotivate them to join Zoom meetings. Questionnaires and a forum group discussion (FGD) were carried out to collect data. Descriptive analytical method was then used to analyze their responses to questions concerning motivation in the survey, and a cross tabulation analysis was to analyze the relationship between students who were demotivated and the reasons why they were less motivated towards Zoom meetings. The results indicated that most of the respondents were still motivated to take online lectures. Yet, such reasons as problems with the internet connectivity, the lecturers, and the classmates also contributed to make students less motivated.

STUDENTS’ POINTS OF VIEW ON ONLINE AND OFFLINE LANGUAGE LEARNING SYSTEMS Ittaqullah; Hesthi Herusatoto
Conscientia Vol. 17 No. 1 (2021): Volume 17 No 1 2021
Publisher : Sekolah Tinggi Bahasa Asing LIA Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (249.801 KB)

The Covid-19 outbreak has forced students to study from home and switched from offline learning to online learning. This study inquired about the preferences and opinions of language school students majoring in English towards online and offline learning. The students filled out a questionnaire at the end of the second semester of their fully online classes. The results indicate that they preferred the combination of online and offline learning and favored face-to-face more than online learning when they worked in groups. They also tended to prefer offline classes to learn the productive skill of speaking. The receptive skill of listening was deemed to be best taken online. Offline classes were still considered to be easier to complete and help them perform better than online classes which they thought to have lower course depth and quality and more difficult tests and activities.

ONLINE LEARNING IN SPEAKING CLASS DURINGTHE COVID-19 PANDEMIC Ahmad Rizal Avisina; Sri Endah Setiarini; Hesthi Herusatoto
Conscientia Vol. 18 No. 2 (2022)
Publisher : Sekolah Tinggi Bahasa Asing LIA Yogyakarta

This research examined the implementation of online learning in an English Speaking class at a school of foreign languages in Indonesia during the Covid-19 pandemic, and it studied the obstacles that the students experienced in the learning process. It was a descriptive qualitative research. Data were obtained from observations, questionnaires, and interviews. The results showed that the implementation of online learning in the Speaking 2 class ran well. The students could follow the instructions given online by the lecturer, and they could apply their knowledge by taking part in class activities, class assignments, and class exams. The lecturer supported the students exactly whenever they needed it. The online learning at the language school, which combined Google Classroom and Zoom Meetings, could make the learning process more optimal. However, the effect of online learning for Speaking class on the students’ outcomes could be not very satisfying.

WORDWALL WEBSITE MEDIA: ENHANCING STUDENTS' ENGLISH VOCABULARY MASTERY AND BOOSTING STUDENTS’ MOTIVATION TO LEARN ENGLISH Hakim, Nisa Halisa; Herusatoto, Hesthi; Setiarini, Sri Endah
Conscientia - Journal on Language, Literature, and Culture Vol. 19 No. 1 (2023): Conscientia Vol 19.1 June 2023
Publisher : Sekolah Tinggi Bahasa Asing LIA Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58364/conscientia.v19i1.69

This descriptive quantitative research investigated the use of Wordwall website media to assist students to learn English vocabulary and to stimulate students’ motivation to learn. Grade 8 Junior Hight School students of Taman Dewasa Cangkringan in Yogyakarta who felt uninterested in learning English and found learning vocabulary difficult were the subjects of this research. Data were collected through observations, treatments, a pre-test, a post-test, questionnaires, and interviews. It was found out that the majority of the students achieved better scores in the post-test. Wordwall website media could help students acquire vocabulary and raise students’ enthusiasm to learn English. The media was stimulating and engaging and it facilitated students in the learning process.

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