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All Journal Language Circle : Journal of Language and Literature Journal of Foreign Language Teaching and Learning Metathesis: Journal of English Language, Literature, and Teaching E-Structural English Language and Literature International Conference (ELLiC) Proceedings Mimbar Ilmu ELT-Lectura JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Journal of English Language Teaching and Linguistics PHILOSOPHICA Jurnal Bahasa, Sastra, dan Budaya Community Development Journal: Jurnal Pengabdian Masyarakat SALEE: Study of Applied Linguistics and English Education JOLLT Journal of Languages and Language Teaching CLLiENT (CULTURE, LITERATURE, LINGUISTICS, ENGLISH TEACHING) Jurnal Abdi Masyarakat Indonesia International Journal of Research in Education (IJRE) Jurnal Ilmu Sosial dan Humaniora Jurnal Ilmiah Pengabdian dan Inovasi Metathesis: Journal of English Language, Literature, and Teaching Jurnal Bakti Humaniora Educalingua Journal Language Circle : Journal of Language and Literature
Ratih Laily Nurjanah
Universitas Ngudi Waluyo
Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Journal : Language Circle : Journal of Language and Literature

 1 
Pictorial Metaplan as a Teaching aid to Improve Speaking Skills in Junior High School Students Saptanto, Deswandito Dwi; Bowo, Tri Arie; Nurjanah, Ratih Laily
Language Circle: Journal of Language and Literature Vol 15, No 2 (2021): April 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v15i2.27631

Abstract

This study focuses on improving students’ abilities in learning English with the support of Pictorial Metaplan as a teaching aid. The use of this Metaplan aims to improve speaking skills in formal and non-formal contexts. This pictorial Metaplan is a realia in the form of an illustrated carpet with a theme Getting Direction. Pictorial Metaplan focuses on the topic Getting Direction and applied directly to 15 students in the 8th grade of junior high school. The implementation of the use of the Pictorial Metaplan begins with distributing questionnaires and implementing Pre- Test and Post-Test, then direct implementation of using Pictorial Metaplan combined with Total Physical Response (TPR) method. The treatment for students was carried out by dividing two class groups, the control group, and the experimental group. The control group used conventional methods, without using learning aids, while the second group used the Pictorial Metaplan as a teaching aid. Based on the results of Pre-Test and Post-Test show an increase in the results of the values before and after implementing the Pictorial Metaplan. Thus it can be concluded that learning in the experimental group using Pictorial Metaplan is more effective than learning using conventional methods.
Using Modelling-Based Speaking Module for Informal Interaction Class to Support Self-Regulated Learning Nurjanah, Ratih Laily; Saptanto, Deswandito Dwi; Dewi, Maya Kurnia
Language Circle: Journal of Language and Literature Vol 15, No 2 (2021): April 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v15i2.28656

Abstract

Teaching speaking is considered challenging during this outbreak era where lecturers and students cannot have a face-to-face meeting while in fact, students still need to get examples from lecturers related to pronunciation and intonation especially. A module of speaking for informal interaction is developed to support the process of teaching and learning speaking skills. This module comes with an audio-CD of daily expressions records spoken by a native speaker to give examples of standard pronunciation and intonation. This study aims to explain the steps used in the learning process using the module. It uses narrative design to describe the steps. The findings of the study implied that lecturers need to explain what the module is and how to use it followed by some steps; introducing lesson plan, playing audio-CD, imitating the records, practicing independently, working in pairs, reporting works, receiving feedback. By giving the model or examples in audio, students can repeat it as much as they need and whenever they need it. This study's implication is giving standardized materials using authentic materials to teach speaking skills with a self-regulated learning strategy. 
Digital Text Comprehension: How to Keep it on Track with Self-Regulated Learning? Nurjanah, Ratih Laily; Priatmojo, Arif Suryo; Wulandari, Armeita Rahma
Language Circle: Journal of Language and Literature Vol 16, No 2 (2022): April 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v16i2.32554

Abstract

The era of technology brings some changes including the involvement of technology in the classroom. Among of them are reading comprehension activities. With the existence of texts in the internet, digital reading becomes a new literacy form in the learning process. Guided activities are considered important to help students deal with digital reading well. This study aims to propose activities based on Self-Regulated Learning strategy to be integrated with digital reading to keep the activities on track. This is a case study involving survey design and in-depth interview. A questionnaire was distributed to lecturers to assess how they conduct their reading classes with digital reading inside. The results can be arranged into 3 phases; Forethought and Planning phase, Monitoring phase, and Self-Reflected phase. It is important to give students time limitation to help them set their goal of learning. The monitoring of the activities can be reported in form of blog entry or on digital classroom or learning management system developed by institutions. The selfreflection can be conducted by asking students to retell the text they have read, the difficulties found and how they overcome the problems in form of podcast entry. Having these activities will help students to get involved more in various forms of technologies assisting them in learning process. These activities highlight the importance of guidance and instructions given by lecturers despite the involvement of technology and independence in learning.
Co-Authors Adeoye, Moses Adeleke Ahmad Fauzi Anggi Ariesta Kusuma Deswandito Saptanto Entika Fani Prastikawati Fahrezi, Adam Zidan I Wayan Widiana Irsya Syafinah Janou Willems Lisa Virdinarti Putra Margaretha, Irene Sharon Maya Kurnia Dewi Maya Kurnia Dewi, Maya Kurnia Mochamad Rizqi Adhi Pratama Moses Adeleke Adeoye Muhamad Yani, Muhamad Muhammad Zaki Pahrul Hadi Pratama Irwin Talenta Pratama, Mochamad Rizqi Adhi Priatmojo, Arif Suryo Putri, Salma Rafita Safinah, Irsya Salma Rafita Putri Salsa Billa Fauzia Tamami Saptanto, Dewandito Dwi Sri Waluyo Sri Waluyo Tri Arie Bowo Willems, Janou Wulandari, Armeita Rahma Zulmi Roestika Rini