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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 12 Documents
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Search results for , issue "Vol. 7 No. 2 (2023): Wiralodra English Journal (WEJ)" : 12 Documents clear
EFL STUDENTS’ PERCEPTIONS OF USING YOUTUBE IN AN ACADEMIC LISTENING CLASS Dewi, Tiara Pramesi
Wiralodra English Journal (WEJ) Vol. 7 No. 2 (2023): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v7i2.215

Abstract

The purpose of this research is to explore EFL students’ perceptions about using YouTube in an EFL listening class to confirm the benefits of using YouTube in enhancing EFL students’ listening ability, particularly during the Covid-19 pandemic. Using descriptive qualitative research method, the data were collected through semi-structured interviews with five university students. The results of this research indicate that YouTube visuals help students to understand better, YouTube features help students to do note-taking, and YouTube helps students to improve listening skills. YouTube needs a good internet connection, YouTube has various content, and YouTube unsubtitled videos are students’ perceptions toward the use of YouTube in their online academic listening classes. This study is expected to give some practical ideas about how YouTube can be used in an EFL listening class to support EFL students in improving their listening skills. This research can give opportunities for further research to explore more about how YouTube affects students’ goals in other listening classes, what other platforms students might use in their listening classes, and how much these platforms have contributed to the students’ listening skill improvements.
THE IMPLEMENTATION OF DESCRIBING PICTURES STRATEGY ON SPEAKING ABILITY OF JUNIOR HIGH SCHOOL STUDENT Margaretha, Nia; Zuniati , Mai; Hasyim, Umar Alfaruq A.
Wiralodra English Journal (WEJ) Vol. 7 No. 2 (2023): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v7i2.220

Abstract

ABSTRACT The problems that hinder students from learning to speak English area lack of vocabulary, pronunciation, grammar, and interest. The aim of this study is to find out speaking ability and the implementation of describing pictures strategy. This research was a case study that obtained data from the English teacher and students in grade 8 of MTs (Islamic Junior High School) Ma’arif Roudlotut Tholibin Metro Lampung. In addition, the data were analyzed by using interactive data analysis namely data reduction, data presentation, and conclusion. The results found that the student’s speaking abilityneeds to be guided and improved. Thus, describing pictures strategy was implemented to guide and improve students’ speaking abilities especially in increasing vocabulary, and improving pronunciation, grammar, and interest. The essential finding lies in assisting the activity given by the teacher to the students in each stage of the strategy. This research implies that assisting students in learning English could lead to better results for the students. The teacher obtains analternative learning strategy in teaching speaking. Moreover, the students can improve their speaking ability.In addition,this research suggests further investigation in terms of examining this strategy to another language aspect so that more comprehensive results will be achieved.
IDENTIFICATIONS OF FACTORS BARRING STUDENTS FROM ASKING LECTURER AND THEIR SUBSTITUTE LEARNING STRATEGIES Wijayanti, Anita; Putrayasa, Putu; Gunawan, Yohanes Bambang
Wiralodra English Journal (WEJ) Vol. 7 No. 2 (2023): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v7i2.225

Abstract

The focus of this qualitative study is to discover the factors that discouraged the students of Mahakarya Asia University from not asking questions to the lecturer in their English class despite their incomplete mastery of the lessons. Employing questionnaires and interview as the main instruments, the study found the triggering factors, with the first three being the fear of making a wrongly structured question, appearing unlettered after asking, and talking in front of other people. In addition, students’ inflexible adaptation to asking orally, which is different from asking in writing they adopted during COVID-19 remote learning, discourages them as well. Confusion on how and what to ask also stopped students from asking a question. To compensate for their deliberate abandonment of opportunities to ask a question, students carried out a variety of learning strategies. The most widely employed strategy to obtain the missing knowledge is to search for answers on internet due to its advantages: quick response, accurate answer, minimal effort, and available anywhere and anytime. Another learning strategy is discussion with other people. Discussion is opted because it is enjoyable, lively, and people can guess well what the students problems are from indirect clues. The last adopted strategy is to consult textbooks, notes, or other related materials as they contain the very topics of the lessons the students fail to understand. Keywords: discouraging factors to asking questions, substitute learning strategies, searching internet, discussion, reading modules
THE IMPLEMENTATION OF A VIDEO BLOG (VLOG) TO ENHANCE STUDENTS’ SPEAKING SKILLS Kinasih, Putri Rindu; Nitsa, Angelique
Wiralodra English Journal (WEJ) Vol. 7 No. 2 (2023): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v7i2.228

Abstract

Despite its importance, teaching speaking in English classes has become challenging. First, most teachers cannot encourage students to speak English because of a lack of time. Secondly, as a result of their fear of making mistakes, the students rarely engage in English-speaking classes. Similarly, the writers identify this issue when teaching speaking to second-semester English Language and Literature (BBI) students at Universitas Bunda Mulia. The students are reluctant to speak out in class and, when they do, they talk in a very low voice. On top of that, the writers also noticed that the students rely so much on their notes. This study aims to study to what extent vlogs help students to speak English in a class by using Classroom Action Research (CAR). There are 71 participants from the first semester, majoring in English Language and Literature (BBI). The data is taken from questionnaires result, and interviews with samples of the participants. In addition, a ratter is invited for collaboration to assess the pre-test and post-test. The study reveals that vlogs in speaking classes improve students' test scores by encouraging open communication and enhancing confidence, professionalism, and improvability. It helps students practice speaking English in front of an audience.
CONCEPT-BASED INSTRUCTION: A THREE-STAGE TEACHING STRATEGY FOR THE ENGLISH-SPEAKING CLASS Rochma, Anis Firdatul
Wiralodra English Journal (WEJ) Vol. 7 No. 2 (2023): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v7i2.230

Abstract

A mastery of English-speaking skills is a necessary ability for language learners. However, it is found that there is a treatment of oversimplifying talk found in the English learning materials, such as English textbooks, which creates a situation for the learners to fail in placing and applying the right expressions for a wider interaction in the real-life situation. It is vital for teachers to implement a teaching strategy to initiate an innovative English learning situation. Hence, this research suggests for the implementation of Concept-Based Instruction involving three stages, the orientation stage, execution stage, and control stage, within the English-speaking class. In specific, this research intends to (1) examine the implementation of CBI strategy to improve the speaking performance of language learners, and (2) identify the language learners’ perceptions towards the implementation of CBI strategy. The methods used in this paper were quantitative and qualitative designs involving the records of learners’ speaking performance as well as the researcher’s written notes. The results of the research reported that the CBI strategy can be considered a significant method to assist learners in obtaining the courage and confidence to actively engage in English-speaking activity.
THE EVALUATION OF ENGLISH COURSEBOOK CHALLENGES 1 FROM THE PERSPECTIVES OF TEACHERS Setiawan, Wawan
Wiralodra English Journal (WEJ) Vol. 7 No. 2 (2023): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v7i2.232

Abstract

This research aimed to investigate teachers’ perspectives on the suitability of the English coursebook Challenges 1 and the strategies employed by the teachers at International Language Programs (ILP). Through qualitative research, it was found that the coursebook provided a balanced syllabus and guidance for teachers. It presented language skills, language content, and various topics for students. The teachers also perceived that the coursebook provide clears aims to follow. However, there were negative perspectives believed by some teachers on several items such as the coverage of speaking skills, the suitability of activities with the students’ preferred classroom activities, and the suitability of topics with students’ level. The data from interviews also indicated that the teachers adapted the materials by adding, deleting, and modifying the materials to meet their target learning needs and to make the materials more relevant to the teaching context. To some extent, it shows that the coursebook contains areas that need to be developed.
SNOWBALL THROWING TECHNIQUE IN TEACHING RECOUNT TO HELP STUDENTS’ READING COMPREHENSION IN JUNIOR HIGH SCHOOL Iswati, Henny; Ridha, Duita Cundharani
Wiralodra English Journal (WEJ) Vol. 7 No. 2 (2023): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v7i2.233

Abstract

In language learning, reading is crucial for acquiring knowledge and seeking information. Nonetheless, some students may encounter difficulties when it comes to comprehending written texts. In this regard, implementing the Snowball Throwing Technique (STT) can facilitate the teaching and learning process by helping students comprehend the texts effectively. This study focuses on implementing the STT in teaching reading recount text to eighth graders and assesses students' responses to the technique and its impact on their comprehension. This research was conducted descriptively using qualitative design. While collecting data, the researchers did an observation, gave the students two tasks, and interviewed them. The instruments to collect the data are observation checklist notes and interviews. The findings indicate a successful implementation of the technique, with students showing a high level of understanding and expressing ease in comprehending the text. The significance of the study on STT is to offer English teachers valuable knowledge regarding its application for improving students' text comprehension. Furthermore, the researchers recommend future investigations to explore the implementation of STT not only in reading instruction but also across various language skills and sub-skills.
THE DEVELOPMENT OF VIDEO-BASED INTERACTIVE LEARNING MEDIA TO TEACH SPEAKING SKILLS AT X GRADE STUDENTS OF SMK NU DONOMULYO Maulidiya, Nurul Izza; Makrifah, Istina Atul; Mubarok, Tyas Alhim
Wiralodra English Journal (WEJ) Vol. 7 No. 2 (2023): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v7i2.234

Abstract

This study examines the process and results of the development of interactive video-based learning media to teach speaking skills to X-grade students. This research is an ADDIE model research and development. The sample of this research is X DKV SMK NU Donomulyo, which consists of 20 students. The data were gathered by using observation, unstructured interviews, questionnaires, and tests. The data were analyzed by using the manual formula for percentage and SPSS 25 version. The findings showed a positive result. The percentage of media expert validation reaches 92,5% which means “very valid”, then the percentage of material validation reaches 93,75% which means “very valid”. Meanwhile, the test obtains the N-Gain index which reaches 0,548 which means “average” or average significance. The total percentage of students’ satisfaction questionnaire reaches 81,25% that deems “good” and “valid”. In conclusion, interactive video-based learning media is ready to use by teachers as learning media. It is intended that other researchers would create interactive learning media that are video-based for various subjects and skills to assist active and participatory English learning in future studies.  
TIKTOK AS A TOOL OF AUTONOMOUS LEARNING: INDONESIAN EFL STUDENTS’ VOICES Hadijah, Hadijah; Widayati, Ulfa; Ilahi, Takdir; Puspitasari, Ema
Wiralodra English Journal (WEJ) Vol. 7 No. 2 (2023): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v7i2.235

Abstract

This research aims to know the students’ perspective on TikTok as a tool for autonomous learners. The researcher used a qualitative case study approach with five voluntarily participating students of the English department of Institut Agama Islam Darul A’mal Lampung as the participants. An in-depth semi-structured interview was applied as the data collection technique. The theme-based analysis was used in this study. The finding showed that 1) TikTok was good to improve the students speaking ability by providing access to a variety of educational videos, which can teach students different pronunciation and phrases; 2) TikTok motivated students to learn the English language. TikTok has helped students with learning English. It's an entertaining way to practice their pronunciation and listening comprehension skills, so they can get a better understanding of different cultures. It helps them stay motivated to continue learning English; 3) TikTok encourages students to learn grammar by watching video clips of native speakers about grammar topics, such as filling in the blanks and completing sentences, joining a study group, or challenging for feedback from peers. However, the researcher found the negative aspect include being exposed to inappropriate content, and the content on TikTok tends to move along quickly.
DIFFICULTIES IN WRITING OF THE SECOND-GRADE STUDENTS AT JUNIOR HIGH SCHOOLS IN PALEMBANG Illa, Dwi Marisa; Astrid, Annisa; Husnaini, Husnaini
Wiralodra English Journal (WEJ) Vol. 7 No. 2 (2023): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v7i2.236

Abstract

This study was intended to find out the difficulties in writing faced by students of the second grade at three junior high schools in Palembang. Qualitative research was used and phenomenology was employed as the research methodology. This study was conducted at SMP Patra Mandiri 1 which is accredited A, SMP Nurul Qomar which is accredited B, and SMP Sejahtera which is accredited C. The total participants of this study were nine students taken from the second grade of three junior high schools in Palembang by using purposive sampling. The researcher used observation, documentation, and interview to collect the data. The data were analyzed by using the thematic analysis technique. The results of this study showed that there were some difficulties that second-grade students of three junior high schools faced in writing. There were: 1) difficulty in composing the content of writing, 2) difficulty in organizing their writing, 3) difficulty in choosing the diction in writing, 4) lack of English grammatical competence, and 5) difficulty in using mechanics in writing. Thus, students found it difficult to understand the aspects of writing.

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