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Wiralodra English Journal (WEJ)
Published by Universitas Wiralodra
ISSN : 25977504     EISSN : 26224100     DOI : https://doi.org/10.31943/wej
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences Other
Wiralodra English Journal is published twice a year, in March and September. This journal welcomes articles in the form of research reports or library research on English Education, Linguistics, Literature, and Translation that have never been submitted for consideration nor published elsewhere.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 7 Documents
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Search results for , issue "Vol. 3 No. 2 (2019): Wiralodra English Journal" : 7 Documents clear
DEVELOPING INTERACTIVE MULTIMEDIA MATERIAL TEXT RECOUNT ORAL AND WRITE ABOUT SIMPLE EXPERIENCES FOR EFL STUDENTS purwo
Wiralodra English Journal Vol. 3 No. 2 (2019): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v3i2.53

Abstract

The aims of research are: (1) to describe the condition and potency of current learning on the basic material text recount, (2) to produce teaching-learning materials Compact Disc (CD) interactive multimedia which is integrated with basic competence in the form of procedural text with manuals and tips and it was conducted at one semester students EFL Data were collected through observation, questionnaires, and tests. Analyze data uses descriptive and Gain test. The conclusions of research are; (1) EFL has the potency of using IT, tools and infrastructure of computer, teaching material to support the teaching process, (2) the process produced the product through Lectora program, (3) The teaching and learning process utilizing interactive multimedia teaching material is more effective, shown by N-Gain score 0.71, (4) after using interactive multimedia, the teaching and learning process can save 90 minutes compared to the previous lesson, (5) learning using interactive multimedia interesting, in organizing strategy (87.00%), in terms of delivery (84,97%), and in terms of program management strategies to obtain optimal learning results (85.04%).
Students’ Mastery of Parts of Speech in English Writing Afief Fakhruddin
Wiralodra English Journal Vol. 3 No. 2 (2019): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v3i2.59

Abstract

The research is entitled “students’ mastery of parts of speech (noun, pronoun, and verb) in English writing. The purposes of this research are (1) to find out the students’ mastery of parts of speech (noun, pronoun and verb), (2) to find out the most and least understood parts of speech among noun, pronoun and verb often found in English writing, (3) to find out the common problems faced by the students,(4). To find out workable solutions to these problems so as to increase the students’ mastery in using parts of speech (noun, pronoun and verb) in English writing. The data collections are done by giving questionnaire, test in completion item and simple English writing. The conclusion of this research are: (1) the students’ mastery of parts of speech is fair (60,30), (2) the most understood parts of speech is Noun (21,66% error) and the least understood parts of speech is Verb (49,46% error), (3) common problems happened in constructing countable and uncountable noun, using possessive pronoun and pronoun function as object, and using full verb and to be in constructing continuous and future tense. (4) The workable solutions that can be used are by using game, and quiz.
PRE-SERVICE EFL TEACHERS’ PERCEPTIONS AND ACTUAL PRACTICES OF GIVING ORAL FEEDBACK IN APPRENTICESHIP PROGRAM: EXPLORATORY STUDY Atikah Wati; Indra Yoga Prawiro
Wiralodra English Journal Vol. 3 No. 2 (2019): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v3i2.63

Abstract

The purposes of this study were to know the pre-service EFL teachers’ perceptions of their own oral feedback in apprenticeship program and to investigate the types of oral feedback that pre-service EFL teachers use in apprenticeship. It is supported by some problems found in the previous year apprenticeship program, pre-service teachers were seldom to give feedback to their students’ work or performance during the teaching and learning process, those pre-service teachers seem to be afraid to give more information or explanation about students’ work, tell the students’ incorrect work and give the students the correct answer explicitly, correct the students pronunciation, restate the correct form of students’ utterances, etc. To achieve the purpose of study, the writer used qualitative research method. The research participants were be taken from English Department students of Wiralodra University Indramayu that applied for apprenticeship program, there were 20 students that experienced their apprentceship program in several schools in Indramayu. The instrument of the research were observation and questionnaire modified from Sultana (2015). The finding showed that pre-service teachers’ were aware by the important of oral feedback to correct students’ mistakes, clarify the incorrect information, correct the students’ pronunciation, and restate the correct form of students’ utterances. Unfortunately in the teaching and learning process many of pre-service teachers did not execute oral feedback when they have to. Most of the oral feedback given to the students were focused on mispronunciation, grammar and vocabulary. Pre-service teachers seems did not notice misinformation mistakes and did not really aware of giving advice on students’ performance as the improvement strategy
UTILIZING BLOG IN ELT WRITING TO NON-ENGLISH MAJOR UNDERGRADUATE STUDENTS OF WIRALODRA UNIVERSITY Natalia Anggrarini; Atikah Wati
Wiralodra English Journal Vol. 3 No. 2 (2019): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v3i2.64

Abstract

Revolutionary Industry 4.0 demands the advanced of technology supports not only in evolutionary level of information and communication, but also in education. Seeking to promote interest of English in higher level of education, this study aims to find out students’ experiences in utilizing Blog to learn English especially writing activity. some researchers have About 15 of Non-English first-grade undergraduate students focusing on Mathematics Education Department will participate in this study. By conducting qualitative research method, questionnaires to 15 students are given to gain the data. The data from questionnaires then be interpreted for the experiences in utilizing blog in English writing activity. The result reveals that blog gave the students a place to share their ideas, exchange ideas, and improve their English as well as their writing ability. Utilizing blog in writing activity also gave them more knowledge about ICT especially in bloging. The findings also lead to some points for the teacher to consider before they utilize blog in writing activity. First, it is about time allocation and second is about involvement of larger number of students. The finding also suggest the teacher to provide longer time in doing blog project and big class is needed to have more meaningful interaction in the blog itself.
THE CONTRIBUTION OF CREATIVE WRITING ACTIVITY TOWARD STUDENT’S ENGAGEMENT IN POETRY CLASS Gina Larasaty; Ida Yulianawati
Wiralodra English Journal Vol. 3 No. 2 (2019): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v3i2.66

Abstract

Consider the Creative writing is very popular rightnow, the researcher tried to investigated the Students’ engagement through Creative writing activities. This study investigated how far the creative writing will engage the students’ in learning poetry. The participant of this study was students in fourth semester of English Department in Wiralodra University. Therefore, this qulitative study sets out to investigate the students’ engagement in doing Creative writing activities in poetry Class.The findings suggest that Creative writing activities is able to engage students in poetry classroom. Then emotional engagement ( M= 32,63) is dominated followed by behavioral engagement ( M= 17.24) and cognitive engagement (M = 15,24 ). So it means Emotional engage­ment from their perspective has more to do with the pleasant and unpleasant emotions students connect to the activity and behavioral engagement focused on their effort but as cognotively not. In other words, they have effort to simply do the work but cannot focused on understand­ing and mastery. However this result showed that emotional engagement dominated in students engagement in poetry class, cognitive and behavioural still showed the positive engagement in poetry class.
Lesson Planning in EFL Classroom: A Case Study in Lesson Plan Preparation and Implementation Raynesa Noor Emiliasari
Wiralodra English Journal Vol. 3 No. 2 (2019): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v3i2.67

Abstract

Lesson planning is an important stage that must be done by the teacher before teaching. Through careful planning, the learning process will be more organized. However, based on preliminary studies, it is known that teachers still have difficulties in preparing learning. Even though the learning has been prepared, the learning process goes beyond the plan. This study aims to: 1) explore the teachers’ preparation of teaching English; and 2) investigate the implementation of teachers’ lesson plan in teaching English. As a case study, the research site was in three of secondary schools in Majalengka. Three English teachers were involved as respondents. Interview, observation, and documentation were used to collect the data. The findings showed that teachers prepared the lesson plan by: 1) reviewing the core compentence and basic competence from the syllabus; 2) searching for learning resources; 3) choosing learning media; 4) determining the material; 5) selecting learning method; 6) compiling indicators and goals. However, the activities compiled in the lesson plan were not all implemented. Some disorders occured during the learning process because of teachers behalf, such as meeting, teachers profesionalism training, and other schools’ activities. If some learning activities did not implemented, the teachers made transactional decision to make up the class. Keywords : Lesson Planning, Teaching English, Preparation, Implementation.
AN EXPLORATION OF POTENTIAL REWARDS IN ENGLISH FOR YOUNG LEARNER (EYL) CLASSROOM Indra Yoga Prawiro; Natalia Anggrarini
Wiralodra English Journal Vol. 3 No. 2 (2019): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v3i2.68

Abstract

In the 21st century, many parents try to introduce foreign language since earlier. The introduction is started since very beginning because some experts believed that the students who learn foreign language especially English on their primary schools or pre-schools, it will contribute the successful of them in learning language in the next level Ferrandino and Tirozzi as cited in MacDonell, C. (2007:1). This research is a case study. It aims to find out the use of potential rewards in kindergarten schools. This study will also investigate some challenges and efforts of five EYL teachers in teaching English. Hence this study will also focus on the benefits of potential rewards in motivating the EYL students in learning English. The result showed that social reinforcers is the most used reward and three activities that usually implemented in the class are giving applause, smiles and teacher’s signature. Then, there are two main challenges in teaching English in kindergarten school. The first is the use of technology and the second is classroom management. While the efforts used in teaching EYL are the use of media, strategy and rewards. So, the students will be more fun and enjoyable in learning English. Then, the last is the benefits. The result showed that by implementing the rewards system in the class. It can encourage the students to achieve the target learning. The students are happy to follow the instructions from the teacher and can complete the task well.

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