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<![CDATA[DIGITAL GAMES IN DIGITAL LEARNING ENVIRONMENT; WHAT MAKES THEM EFFECTIVE IN EMBODYING VOCABULARY MASTERY ]]>
<![CDATA[ovilia, ririn]]>;
<![CDATA[warat, rofinus daton]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 6, No 1 (2016) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teachers Training ]]>
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DOI: 10.18592/let.v6i1.1447
<![CDATA[The rapid development of technology has triggered several changes in the realm of education which significantly contribute to language instruction. One of the changes is the integration of digital games in vocabulary learning. Digital games, either online or offline, have become inseparable from studentsâ daily life. A number of students playing games are exceptionally growing in many countries. Due to this fact, the researchers and practitioners have been stimulated to investigate the effects of digital games on language learning, particularly in vocabulary learning. Thus, a lot of studies have been carried out to find out the effectiveness of this integration. This paper aims to discuss the aforementioned studies as the insights to give empirical evidence on how digital games enhance studentsâ vocabulary mastery and what makes them effective to be used in the learning process. Besides, it also attempts to succinctly delineate the challenges, the threats that might occur during the learning process, and some considerations to be noted by the teachers such as the selection of the games, the tasks, and the rules in using the technological devices.]]>
<![CDATA[DIGITAL GAMES IN DIGITAL LEARNING ENVIRONMENT; WHAT MAKES THEM EFFECTIVE IN EMBODYING VOCABULARY MASTERY ]]>
<![CDATA[ovilia, ririn]]>;
<![CDATA[warat, rofinus daton]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 6, No 1 (2016) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
Show Abstract
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Download Original
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Original Source
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Check in Google Scholar
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Full PDF (295.927 KB)
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DOI: 10.18592/let.v6i1.1447
<![CDATA[The rapid development of technology has triggered several changes in the realm of education which significantly contribute to language instruction. One of the changes is the integration of digital games in vocabulary learning. Digital games, either online or offline, have become inseparable from students? daily life. A number of students playing games are exceptionally growing in many countries. Due to this fact, the researchers and practitioners have been stimulated to investigate the effects of digital games on language learning, particularly in vocabulary learning. Thus, a lot of studies have been carried out to find out the effectiveness of this integration. This paper aims to discuss the aforementioned studies as the insights to give empirical evidence on how digital games enhance students? vocabulary mastery and what makes them effective to be used in the learning process. Besides, it also attempts to succinctly delineate the challenges, the threats that might occur during the learning process, and some considerations to be noted by the teachers such as the selection of the games, the tasks, and the rules in using the technological devices.]]>
<![CDATA[STUDENTS’ VISUALIZATION IN READING AND THEIR COGNITIVE LEARNING STYLES ]]>
<![CDATA[Addinna, Ainul]]>;
<![CDATA[Ovilia, Ririn]]>;
<![CDATA[Asfina, Risda]]>
<![CDATA[ Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 13, No 1 (2019) ]]>
Publisher : <![CDATA[English Department FBS UNP ]]>
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DOI: 10.24036/ld.v13i1.103965
<![CDATA[Empirically visualizing the text being read into pictures, diagrams, or images evidently deepens students’ reading comprehension. Given the evidence of its significance, this study aims to figure out the effect of visualizing the text upon the students’ reading comprehension observed from their cognitive learning styles namely field dependent (FD) and field independent (FI). Due to its purpose, the experimental study, quasy-experimental research to be specific, was carried out. Fifty four fifth-semester students at Universitas Negeri Malang participated in this study. The findings were shockingly contradictory with the empirical evidence provided in previous studies. It is revealed that visualization strategy was proven to be significantly ineffective in enhancing students’ reading comprehension on account for some factors. However, the mean score of FI students in experimental group was slightly above FD students.]]>
<![CDATA[Topic Familiarity and Genre Familiarity: Which One Contributes More to Listening Comprehension? ]]>
<![CDATA[Ovilia, Ririn]]>;
<![CDATA[Addinna, Ainul]]>
<![CDATA[ Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 14, No 2 (2020) ]]>
Publisher : <![CDATA[English Department FBS UNP ]]>
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DOI: 10.24036/ld.v14i2.108328
<![CDATA[The role of prior knowledge has been acknowledged in realm of English Language Teaching, including teaching Listening. Due to the profound role of prior knowledge, experts and practitioners compromise that the first step of teaching listening is building the students’ prior knowledge. However, there is dilemma which background knowledge has the strongest relationship to students’ listening comprehension, either content schemata (Topic Familiarity) or formal schemata (Genre Familiarity). Therefore, this study aimed at investigating the relationship and contribution of topic and genre familiarity to listening comprehension and eventually determining the better predictor of listening comprehension. Furthermore, fourth semester ELT students at Universitas Negeri Malang who were taking advance listening course participated as the subjects in this study. The findings of this study revealed that the contribution of topic familiarity was significantly higher than genre familiarity. This result also pointed out that topic familiarity was better predictor of listening comprehension.]]>
<![CDATA[DIGITAL GAMES IN DIGITAL LEARNING ENVIRONMENT; WHAT MAKES THEM EFFECTIVE IN EMBODYING VOCABULARY MASTERY ]]>
<![CDATA[ririn ovilia]]>;
<![CDATA[rofinus daton warat]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 6, No 1 (2016) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
Show Abstract
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Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.18592/let.v6i1.1447
<![CDATA[The rapid development of technology has triggered several changes in the realm of education which significantly contribute to language instruction. One of the changes is the integration of digital games in vocabulary learning. Digital games, either online or offline, have become inseparable from students’ daily life. A number of students playing games are exceptionally growing in many countries. Due to this fact, the researchers and practitioners have been stimulated to investigate the effects of digital games on language learning, particularly in vocabulary learning. Thus, a lot of studies have been carried out to find out the effectiveness of this integration. This paper aims to discuss the aforementioned studies as the insights to give empirical evidence on how digital games enhance students’ vocabulary mastery and what makes them effective to be used in the learning process. Besides, it also attempts to succinctly delineate the challenges, the threats that might occur during the learning process, and some considerations to be noted by the teachers such as the selection of the games, the tasks, and the rules in using the technological devices.]]>
<![CDATA[21st Century Learning: Is ICT Really Integrated In EFL Classroom or Merely Segregated Outside The Classroom? ]]>
<![CDATA[Ririn Ovilia]]>;
<![CDATA[Risda Asfina]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 2, No 1 (2017): July 2017 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
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DOI: 10.26905/enjourme.v2i1.527
<![CDATA[In 21st century, along with the rapid development of technology, the teachers begin to involve Information and Communication Technology (ICT) in EFL learning. However, the question is, “is the use of ICT really integrated or merely segregated outside the classroom?” This study was intended to answer that question. It was a case study which attempted to see the practice of integrating ICT in EFL classroom, particularly in Charis School―a private Junior High School in Malang, and to investigate the teacher’s perceptions toward the integration of ICT in the learning process. Charis School was selected as the research setting since it met the criteria regarding the integration of ICT in EFL classroom: the ICT accessibility, teacher’s ICT competence and institutional supports. The instruments were interview guide and observation sheet. The results of this study showed that the teacher was aware of the integration of ICT in EFL classroom and she integrated it in the instruction and activities in the learning process.]]>
<![CDATA[Students vs Lecturers: How Should Writing be Taught and Learned? ]]>
<![CDATA[Yenni Rozimela]]>;
<![CDATA[Desvalini Anwar]]>;
<![CDATA[Ririn Ovilia]]>;
<![CDATA[Ainul Addinna]]>
<![CDATA[ Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni Vol 22, No 2 (2021) ]]>
Publisher : <![CDATA[Fakultas Bahasa dan Seni UNP ]]>
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DOI: 10.24036/komposisi.v22i2.114399
<![CDATA[There have been a number of studies investigating the hindrances that students face and their preferences in writing activities. Yet, there raises questions whether all the students’ preferences should be implemented and whether lecturers should comply with all the preferences in order to create an ideal model of teaching and learning writing. Using R & D method, this present study aimed to develop Reading-Based Model of Teaching Academic Writing. This article reports the result of the first stage of the study- the needs analysis. The data were collected through questionnaires distributed to 127 university students and in-depth interview with four writing lecturers. The students’ voice of their preferences in writing activities with the lecturers’ views on an ideal writing class based on their experiences and knowledge of teaching writing were examined and compared. The results revealed that there were agreements and discrepancy between students’ and lecturers’ perception about stages in writing process, students’ ability to develop ideas, knowledge of text genres, the implementation of writing strategies, and the practice of corrective feedback. This study was expected to shed a light on how writing should be better taught and learned.]]>
<![CDATA[STUDENTS’ PARAPHRASING ABILITY IN ACADEMIC WRITING; TECHNIQUES AND CHALLENGES ]]>
<![CDATA[Ririn Ovilia]]>;
<![CDATA[Ainul Addinna]]>;
<![CDATA[Rifky Oktoviandry]]>
<![CDATA[ Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni Vol 23, No 2 (2022) ]]>
Publisher : <![CDATA[Fakultas Bahasa dan Seni UNP ]]>
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DOI: 10.24036/komposisi.v23i2.119456
<![CDATA[In higher education, the demand of research publication is steadily growing. Due to this fact, the skills to write academic paper must be improved as well. One of the foremost skills required in writing academic paper is paraphrasing. This qualitative study investigates the most frequents paraphrasing techniques used by students and their challenges during the paraphrasing process. Thirty students enrolled in Academic Writing class participated in this research. The participants were required to do paraphrasing task, and 8 selected students (4 more proficient students and 4 less proficient students) would be interviewed in regards to their challenges in paraphrasing and how they dealt with such challenge. The result of paraphrasing task unveiled that most strategies used by students were “change to synonym”, “change to active to passive form” and a combination of these two. In regards to the challenges, reading, lexical and syntactic problems are the main challenges addressed by participants.]]>
<![CDATA[The power of pleasure reading: A narrative inquiry of proficient non-English Learners ]]>
<![CDATA[Ririn Ovilia]]>;
<![CDATA[Risda Asfina]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 7 No 2 (2022): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v7i2.1510
<![CDATA[A considerable number of studies have shed light on the benefits of ER to English language learning in L2 context. However, there has been no study examining the natural process of how pleasure reading naturally builds up language proficiency. Therefore, this study is intended to divulge the obscure process of how ones unconsciously build up English proficiency by doing pleasure reading. The participants in this study are two non-English learners who have done pleasure reading for, at least, 7 years with no purpose of learning English. Nested in a narrative inquiry methodology, this study examined the participants’ personal stories on the problems they tackle in doing pleasure reading, the gradual process they have been through, their motivation which makes them eager to read, and their unintentionally built up English proficiency. The data were collected through in-depth semi-structured interviews, observation and personal communication. The evidence showed that both participants underwent the language acquisition process in which they were not clued up about the subconscious awareness of language system obtained when reading. They got delectation of reading and achieved language proficiency simultaneously. Conclusively, extensive reading works on improving language proficiency of not only language learners who intentionally read for learning but also those who read only for pleasure. HIGHLIGHTS: The participants underwent the language acquisition process in which they were notclued up about the subconscious awareness of language system obtained when reading. The participants got delectation of reading and simultaneously achieved proficiency invocabulary, reading and listening skills, and grammar. Pleasure reading worked on improving language proficiency of the participants who read for pleasure.]]>
<![CDATA[Understanding Parts of Speech by EFL Students to ease them in constructing an English sentence ]]>
<![CDATA[Syafitri Ramadhani]]>;
<![CDATA[Ririn Ovilia]]>
<![CDATA[ Journal of English Language Teaching Vol 11, No 4 (2022) ]]>
Publisher : <![CDATA[Universitas Negeri Padang ]]>
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DOI: 10.24036/jelt.v11i4.119944
<![CDATA[Grammar is one important English component that need to be mastered starting from identifying and understanding parts of speech. Parts of speech are English basic component in which words are recognized and classified based on their lexical functions. They consist of eight major parts of speech, such as nouns, pronouns, verbs, adjectives, adverbs, conjunctions, prepositions and interjections. Each part of speech has certain role in composing a sentence. In other words, it is important to be understood by EFL students in order to help them to write a correct sentence. By considering the importance of understanding parts of speech, this study was done to find out how the students’ understanding of parts of speech ease them to construct a sentence. It was a qualitative study. There were 31 students who took Basic grammar class as the participants of this study. The data were collected by English test and interview. The data were analysed narratively to describe how the students’ understanding of parts of speech can ease them to compose a sentence. Based on the result of the research, it can be stated that the students’ understanding of parts of speech could facilitate the students to write a sentence.]]>
