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p-Index From 2020 - 2025
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All Journal Journal of English Language Studies English Language and Literature International Conference (ELLiC) Proceedings
Tikiawati Tikiawati
State University of Jakarta
Languange, Linguistic, Communication & Media

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An Analysis of Cookery Vocational High School Students in Studying Vocabulary through Web Blog Article Tikiawati Tikiawati; Muchlas Suseno
English Language and Literature International Conference (ELLiC) Proceedings Vol 6 (2023): Transforming Paradigm, Diversity, and Challenges in English Language Learning, Linguis
Publisher : Universitas Muhammadiyah Semarang

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Abstract

The significance of vocabulary in reading achievement is generally acknowledged. The growth of word reading and reading comprehension abilities is influenced by vocabulary development. Several researches that study on the benefits of blogging on reading suggests that using blogs improves reading processes, creates good attitudes of reading, facilitates group discussion, and develops reading skills and critical thinking abilities.  This study entitled "An Analysis of Cookery Vocational High School Students in Studying Vocabulary through Web Blog Article" at one of Vocational High Schools. The goals of this study are to evaluate students' responses to acquiring vocabulary through web blogs in reading comprehension, and determine the parts of vocabulary that students learnt while reading web blog articles. The study adopts a qualitative research approach with descriptive study on content analysis. The data are compiled via class observations, observation sheets, reading materials, and interviews. The data from the interviews are evaluated in an attempt to portray in connection to replies on students. Findings consist of: (1) the students were still confused, with greater difficulty in grammar than in vocabulary. By focusing on grammar, students got concerned about their grammar and lost interest. Even while reading, the students sought the grammar first and were less inclined to focus on the vocabulary; and (2) the students felt that they improved four areas of vocabulary: spoken form, written form, form and meaning, and grammatical and functions.
Analyzing Learning Strategies of Top-Performing Students in English Speaking Classes at Junior High School in Indonesia Tikiawati Tikiawati; Siti Drivoka Sulistyaningrum; Dila Anggita
Journal of English Language Studies Vol 9, No 1 (2024): Available Online in March 2024
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v9i1.20667

Abstract

This research aimed to investigate learning strategies used by Junior High school to enhance English speaking skill, with a particular focus on identifying the dominant strategy. To achieve this, a descriptive qualitative method was used to examine interaction patterns within the classroom. The participants were comprised of 5 at VIII Grade Junior High School students who achieved the highest scores and willingly provided essential data to address the research questions. Data were collected through multiple sources, including transcribed interviews and observation. The results showed that 1) Students improved their accents by rehearsing and mimicking speech sounds, listening to native speakers, engaging with music, watching English flicks, consulting Google Translate, reading English books, singing English songs, swapping written notes, as well as requesting for opportunities to converse with teacher and peers in English. 2) Students frequently asked for guidance from peers on proper sentence construction, practiced speaking regularly, learnt from English movies, and occasionally referenced a dictionary. These observations suggested a dominant use of cognitive learning strategy, characterized by repetition, summarization, and contextual imagery, and driven by students’ personal preferences or available resources. Meanwhile, Socio-Affective strategy, including interaction with others to aid in learning, ranked second, as students actively collaborated with peers. This research could potentially assist teacher in enhancing student speaking skill by gaining insight into learning behaviors and preferences, facilitating the selection of appropriate teaching strategies.
Co-Authors Dila Anggita Muchlas Suseno SITI DRIVOKA SULISTYANINGRUM