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All Journal IJIET (International Journal of Indonesian Education and Teaching) LLT Journal: A Journal on Language and Language Teaching
Laurentia Sumarni
Sanata Dharma University, Yogyakarta
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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UTILIZING AUDACITY AUDIO-RECORDING SOFTWARE TO IMPROVE CONSECUTIVE AND SIMULTANEOUS INTERPRETING SKILLS Sumarni, Laurentia
International Journal of Indonesian Education and Teaching (IJIET) Vol 1, No 2 (2017): July 2017
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (485.422 KB) | DOI: 10.24071/ijiet.v1i2.634

Abstract

In interpreting, the biggest problem is the evaluation of students’ performance in consecutive interpreting and simultaneous interpreting. The large number of students in the class leads to the small amount of time distributed to evaluate students’ interpreting effectively. To overcome this problem, the Audacity audio-recording software is used to help students practice interpreting independently and to help the lecturer to conduct interpreting tests simultaneously. The classroom action research aims to find out how the teaching learning process is conducted and how the students use Audacity to improve their consecutive and simultaneous interpreting skills. This research was conducted to 25 seventh-semester students taking the Interpreting class. The research instruments were Reflection Sheet and Lecturer’s Field Notes. From the students’ reflection and Lecturer’s Notes, most students understood the phases of interpreting and some students were still confused to differentiate between consecutive and simultaneous interpreting. The skills that they developed during the course were concentrating, listening, taking notes, paraphrasing, and public speaking. The use of Audacity was able to help them practice consecutive and simultaneous interpreting skills. An in-depth research to find out students’ perception on the use of Audacity to improve their consecutive and simultaneous interpreting skills must be conducted.DOI: https://doi.org/10.24071/ijiet.2017.010208
A Preliminary Research to Develop A Customized Set of Vocabulary Size Test Sumarni, Laurentia
LLT Journal: A Journal on Language and Language Teaching Vol 17, No 1 (2014)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (570.906 KB)

Abstract

This is a preliminary research to investigate useful words to function effectively in academic contexts, vocabulary size, the first-year students’ word list, and the steps to design the customized set of entry-level vocabulary size test. This research was a library research. To find out the ELESP students’ current vocabulary size, a vocabulary size test designed by Paul Nation was administered. The results show that useful words were (1) high-frequency words containing 2,000 word families, (2) academic words specified in the Academic Word List (Coxhead:2000), (3) technical words, (4) low-frequency words. The result of the administration of Nation’s Vocabulary Size Test shows that the students’ scores range between 33 and 96 words, with the mean score of 66. It means that the students’ vocabulary size ranges between 3,300 and 9,600 word families. The average students’ vocabulary size was 6,600 word families, which imply that most ELESP students are ready to read texts containing 88.7% word coverage. In order to increase their vocabulary size by 10,000 or more, they need to learn technical words and low-frequency words of a specialized subject area. Using Nation’s specifications for making the test, some procedures of test design are: Sampling the words for the items, Making the Stem, Writing the choices, The Order of the items in the Test, Piloting, Administering the Test. The decisions on curriculum, materials and teaching strategies should be based on the results of vocabulary size to gain optimum learning outcome. DOI: https://doi.org/10.24071/llt.2014.170103
UTILIZING AUDACITY AUDIO-RECORDING SOFTWARE TO IMPROVE CONSECUTIVE AND SIMULTANEOUS INTERPRETING SKILLS Laurentia Sumarni
IJIET (International Journal of Indonesian Education and Teaching) Vol 1, No 2 (2017): July 2017
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v1i2.634

Abstract

In interpreting, the biggest problem is the evaluation of students’ performance in consecutive interpreting and simultaneous interpreting. The large number of students in the class leads to the small amount of time distributed to evaluate students’ interpreting effectively. To overcome this problem, the Audacity audio- recording software is used to help students practice interpreting independently and to help the lecturer to conduct interpreting tests simultaneously. The classroom action research aims to find out how the teaching learning process is conducted and how the students use Audacity to improve their consecutive and simultaneous interpreting skills. This research was conducted to 25 seventh-semester students taking the Interpreting class. The research instruments were Reflection Sheet and Lecturer’s Field Notes. From the students’ reflection and Lecturer’s Notes, most students understood the phases of interpreting and some students were still confused to differentiate between consecutive and simultaneous interpreting. The skills that they developed during the course were concentrating, listening, taking notes, paraphrasing, and public speaking. The use of Audacity was able to help them practice consecutive and simultaneous interpreting skills. An in-depth research to find out students’ perception on the use of Audacity to improve their consecutive and simultaneous interpreting skills must be conducted.
A Preliminary Research to Develop A Customized Set of Vocabulary Size Test Sumarni, Laurentia
LLT Journal: A Journal on Language and Language Teaching Vol 17, No 1 (2014): April 2014
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v17i1.260

Abstract

This is a preliminary research to investigate useful words to function effectively in academic contexts, vocabulary size, the first-year students word list, and the steps to design the customized set of entry-level vocabulary size test. This research was a library research. To find out the ELESP students current vocabulary size, a vocabulary size test designed by Paul Nation was administered. The results show that useful words were (1) high-frequency words containing 2,000 word families, (2) academic words specified in the Academic Word List (Coxhead:2000), (3) technical words, (4) low-frequency words. The result of the administration of Nations Vocabulary Size Test shows that the students scores range between 33 and 96 words, with the mean score of 66. It means that the students vocabulary size ranges between 3,300 and 9,600 word families. The average students vocabulary size was 6,600 word families, which imply that most ELESP students are ready to read texts containing 88.7% word coverage. In order to increase their vocabulary size by 10,000 or more, they need to learn technical words and low-frequency words of a specialized subject area. Using Nations specifications for making the test, some procedures of test design are: Sampling the words for the items, Making the Stem, Writing the choices, The Order of the items in the Test, Piloting, Administering the Test. The decisions on curriculum, materials and teaching strategies should be based on the results of vocabulary size to gain optimum learning outcome.
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