Wiralodra English Journal (WEJ)
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.
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<![CDATA[THE PORTRAIT OF TEACHING ENGLISH IN PRIMARY SCHOOL UNDER KURIKULUM MERDEKA: TEACHERS’ VOICES ]]>
<![CDATA[Falah, Irfan Fajrul]]>;
<![CDATA[Kusumah, Rita]]>;
<![CDATA[Apsari, Yanuarti]]>;
<![CDATA[Sari, Agatha Kristi Pramudika]]>
<![CDATA[ Wiralodra English Journal (WEJ) Vol. 8 No. 2 (2024): Wiralodra English Journal (WEJ) ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/wej.v8i2.274
<![CDATA[The changes in the national curriculum in Indonesia have been regular since the independence. It is an action taken to improve the quality of education given the demands of both era and society as well as a preparation of more competitive outcomes. This study concerns teachers' perceptions of the current curriculum (Kurikulum Merdeka). It is important to see how it is going in the practical field, particularly in teaching English in primary schools. This study employed a case study design where Six English teachers from six different schools in Kuningan, West Java, Indonesia took part as participants in the current study. They were interviewed in two modes, onsite and online, to share their views regarding the Merdeka curriculum implementation. The data from the interviews were analyzed through qualitative analysis. The result shows that both schools and policymakers have done several aspects regarding the implementation. Meanwhile, along with its implementation, the challenges exist including time allotment, students’ proficiency, and students' motivation, Therefore, the findings should be taken seriously, to improve the quality of teaching English at the primary level. ]]>
<![CDATA[CRITICALLY READING FIGURATIVE LANGUAGE IN NEWS TITLE OF IDN TIMES.COM: WORLD CUP CHANNEL ]]>
<![CDATA[Firdariani, Andini]]>;
<![CDATA[Lestari, Zubaedah Wiji]]>;
<![CDATA[Somantri, Tendy]]>
<![CDATA[ Wiralodra English Journal (WEJ) Vol. 8 No. 2 (2024): Wiralodra English Journal (WEJ) ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/wej.v8i2.282
<![CDATA[Figurative language is a style of language that is used to beautify a sentence. Not only in poetry and songs, figurative language is also often used in news titles. The research aims to critically read the figurative language found in IDN Times.com news titles, especially the types and functions of the figurative language contained in the news titles of IDN Times.com. The research critically read types of figurative language and critically read functions of figurative languages found in news titles of IDN Times.com World Cup Channel in December 2022 Edition. To collect the data, researchers used the descriptive qualitative method by doing several ways such as: reading news titles, classifying news titles based on the figurative language type, and writing down the news titles. The finding shows that there are four types of figurative language in IDN Times.com, including twenty-five Metaphors, three personifications, one simile, and ten hyperboles. The functions of using figurative language in the news title are to compare something with something that has a similar meaning, making the inanimate like a human, and to dramatize a sentence. Generally, figurative language makes every sentence appear more lovely and meaningful.]]>
<![CDATA[THE USE OF SQ3R ON STUDENTS’ ACHIEVEMENT IN READING COMPREHENSION WITH THEIR LEARNING STYLE AT LP3I POLYTECHNIC ]]>
<![CDATA[Fitriani, Rani Ligar]]>;
<![CDATA[Komala, Siti]]>
<![CDATA[ Wiralodra English Journal (WEJ) Vol. 8 No. 2 (2024): Wiralodra English Journal (WEJ) ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/wej.v8i2.285
<![CDATA[This study is prompted by the reality that students' success rate in understanding the reading remains low, necessitating innovation in teaching strategies. The main objective of this study is to evaluate the impact of implementing the SQ3R method on students' reading comprehension. The study aims to analyze students' responses to the SQ3R technique, particularly in the context of their visual learning styles, and to explore students' participation in reading comprehension activities during the use of the SQ3R method. The study design is categorized as a pre-experimental study since it uses a one-group pre-test and post-test. The population under study comprises first-semester students in the Management Informatics program at LP3I Polytechnic, with a total of 33 individuals sampled through random sampling methods. Research instruments include test forms, questionnaires, and observations. Data analysis employs descriptive and inferential techniques. The findings reveal a significant improvement in the students' reading understanding scores from the pre-test (average 65.45) to the post-test (average77.87). Hypothesis analysis confirms that the computed t-value exceeds the critical t-value (8.37 > 2.03), indicating a positive impact of the SQ3R technique intervention on students' reading understanding. The study concludes that the SQ3R approach remarkably enhances students' reading understanding.]]>
<![CDATA[THE EFFECTIVENESS OF SELECTED SONGS ON SPOTIFY TO CONTINUOUS TENSES MASTERY THROUGH DEDUCTIVE APPROACH ]]>
<![CDATA[Meisa, Rahma]]>;
<![CDATA[Ikhsanudin, Ikhsanudin]]>;
<![CDATA[Rosnija, Eni]]>
<![CDATA[ Wiralodra English Journal (WEJ) Vol. 8 No. 2 (2024): Wiralodra English Journal (WEJ) ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/wej.v8i2.286
<![CDATA[This study aims to examine the effect of selected songs on Spotify to continuous tense mastery through a deductive approach. Conducted as a quantitative research employing a pre-experimental design with one group pre-test post-test, it focused on ninth-grade students of SMP Negeri 25 Pontianak Utara in the Academic Year 2023/2024. Data collection involved a multiple-choice test comprising 12 questions, validated and deemed reliable through reliability and validity tests. Results indicated a significant enhancement in students' scores, with a pre-test mean score of 61.79 and a post-test mean score of 91.38. The t-test value of 8.508, surpassing the critical t-table value of 1.701, affirmed the alternative hypothesis. Moreover, the effect size of 1.58 signified strong effectiveness. Consequently, the study concluded that selected Spotify songs effectively facilitate continuous tense mastery through deductive methods. This research highlights opportunities for further exploration, suggesting investigation in diverse educational settings or with different student demographics to validate the efficacy of using selected songs for mastering other grammatical tenses.]]>
<![CDATA[THE INFLUENCE OF ENGLISH LANGUAGE EXPOSURE MEDIA ON THE STUDENTS’ SPEAKING ABILITY: A PRE-EXPERIMENTAL STUDY ON GRADE XII IPS OF SMA SANTO FRANSISKUS ASISI PONTIANAK ]]>
<![CDATA[Gres, Etna]]>;
<![CDATA[Bunau, Eusabinus]]>;
<![CDATA[Regina, Regina]]>
<![CDATA[ Wiralodra English Journal (WEJ) Vol. 8 No. 2 (2024): Wiralodra English Journal (WEJ) ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/wej.v8i2.290
<![CDATA[This research was conducted to find out whether English Language Exposure Media influence students’ speaking ability or not. This research also concentrated on utilizing different types of English language exposure media within the curriculum, including music videos, podcasts, and songs. All of the media were presented in English language to give them the exposure of the language. A pre-experimental design was utilized, incorporating a pre-test, post-test, and two treatment phases. Data were gathered using a measurement technique that involved a speaking test. The research findings revealed that the pre-test score averaged 54.60, while the post-test score averaged 78.33. The mean score difference between the pre-test and post-test was 25.73, indicating an improvement in students' speaking abilities following the treatments. The effect size (ES) was calculated to be 2.38, which is classified as a strong effect (ES > 1.00). The research demonstrated a substantial improvement in students' speaking ability, with a mean score increase from 54.60 to 78.33, indicating the effectiveness of English language exposure media. Future research could explore the long-term impact of English language exposure media on students' speaking skills. Additionally, examining the effectiveness of different types of media and their influence on various language skills would provide a more comprehensive understanding.]]>
<![CDATA[PROBLEMS AND PRACTICAL NEEDS IN LEARNING SPEAKING IN HIGHER EDUCATION ]]>
<![CDATA[Rizanti, Baiq Resti]]>;
<![CDATA[Thohir, Lalu]]>;
<![CDATA[Apgrianto, Kurniawan]]>
<![CDATA[ Wiralodra English Journal (WEJ) Vol. 8 No. 2 (2024): Wiralodra English Journal (WEJ) ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/wej.v8i2.296
<![CDATA[This research aimed to find out the student's problems and practical needs in learning speaking. It employed qualitative methods that gathered responses from 40 out of 233 students in the second semester of the English Department at the University of Mataram. The questionnaire and interview were used to collect the data needed. The questionnaire consisted of 20 questions and was distributed using Google Forms, and the interview utilized 5 questions to elicit more detailed responses from the respondents. The collected data were analyzed systematically through the data reduction, display, and conclusion stages. The findings of this research showed that the students not only had linguistic problems, such as lack of pronunciation, grammatical knowledge, and vocabulary mastery, but they also faced psychological problems including fear of making mistakes, shyness of speaking in front of the class, anxiety, and not having enough confidence. Further, to improve their speaking skills, the students required more practice and exercises inside and outside the classroom with suitable speaking materials for their level. Additionally, focusing on activities rather than just materials and providing constructive feedback whenever they make mistakes will be crucial for their learning.]]>
<![CDATA[DEVELOPMENT OF ENGLISH POP-UP BOOK MEDIA TO TEACH WRITING SKILL AT JUNIOR HIGH SCHOOL ]]>
<![CDATA[Ita, Aida Nur]]>;
<![CDATA[Rofi'ah, Siti]]>;
<![CDATA[Makrifah, Istina Atul]]>
<![CDATA[ Wiralodra English Journal (WEJ) Vol. 8 No. 2 (2024): Wiralodra English Journal (WEJ) ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/wej.v8i2.298
<![CDATA[This study aims to ensure that the use of Pop-Up Book Media affects the writing abilities of junior high school students. This media focuses with Descriptive Text material to teach writing skill to class VII students. This research use ADDIE model. The sample for this research was class VIIA MTs Sunan Ampel Kediri, totaling 14 students. Data collection was carried out by observation, unstructured interviews with teacher and questionnaires. Data were analyzed using a manual percentage formula. These findings show that the validation percentage of media experts reached 98%, that means "very valid", then the percentage of material validation reached 96%, with means "very valid". The total percentage of student satisfaction questionnaires reached 83.9% which is classified as "Very Satisfied". In conclusion, the use of Pop-Up Book media in learning can increase students' motivation in learning English and increase the creativity of students' in making paragraphs this is immediately effective for developing students' writing skills and the Pop-Up Book learning media is ready to be used by teachers as a learning media.]]>
<![CDATA[TERTIARY EFL LEARNERS’ BARRIERS IN TRANSLATING INDONESIAN NEWS ITEM TEXT INTO ENGLISH AND VICE VERSA ]]>
<![CDATA[Achadiyah, Rachmawati]]>
<![CDATA[ Wiralodra English Journal (WEJ) Vol. 8 No. 2 (2024): Wiralodra English Journal (WEJ) ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/wej.v8i2.304
<![CDATA[One of the major topics to be investigated in this study is translation. This is not particularly new and has been studied for many years. However, The proficiency of English as a foreign language is reflected by the quality of translation. Despite this, learners still claim that translating is a rigid activity to do, even if they had learned the four English skills and vocabulary. Therefore, it is exciting to be investigated. The present study tries to discover what aspects become the most barrier for learners when translating. 25 learners who took translation classes were involved in this study. The primary data was obtained through closed-ended questionnaire, Thus this study was descriptive quantitative. The result now provides three major causes; first, the inability of students to decide which sentence must translate literally and which sentence must not translate literally. Second, the inability of students to construct perfect grammatical sentences from both two languages, Indonesia and English, and the third was aggravated by the learner's inability to find the most equivalence words or phrases from Indonesia to English and vice versa, including collocation and idioms.]]>
<![CDATA[EFL STUDENTS’ PERCEPTIONS OF GOOGLE CLASSROOM IN JUNIOR HIGH SCHOOL ENGLISH LEARNING ]]>
<![CDATA[Labibah, Huwaida Syauqi]]>;
<![CDATA[Adila, Sephia Difa]]>;
<![CDATA[Maulana, Septian]]>;
<![CDATA[Apoko, Tri Wintolo]]>
<![CDATA[ Wiralodra English Journal (WEJ) Vol. 8 No. 2 (2024): Wiralodra English Journal (WEJ) ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/wej.v8i2.307
<![CDATA[This study is aimed at investigating EFL students’ perceptions on the use of Google Classroom for English language learning in a junior high school. The study used a mixed method design, combining quantitative and qualitative data. The context of the study was EFL students from one of state junior high schools in Jakarta, Indonesia. Through a survey of 146 students and some selected students for interviews, the study examines various aspects of their experiences with the platform, including motivation, effectiveness, communication, and access to learning materials. The findings reveal a positive attitude among EFL students towards Google Classroom, with their acknowledging its benefits in enhancing motivation, facilitating interaction, and providing convenient access to resources. The study highlights the potential of digital tools like Google Classroom to address challenges in language education. Thus, this study suggests implications for English teachers seeking to optimize technology-enhanced learning environments, mainly in English learning in junior high schools.]]>
<![CDATA[AN ANALYSIS OF THE ILLOCUTIONARY FORCE OF A STALKER IN 'CAN I TELL YOU A SECRET?': A FORENSIC LINGUISTICS PERSPECTIVE ]]>
<![CDATA[Safitra, Zuhe]]>;
<![CDATA[Saifullah, Aceng Ruhendi]]>;
<![CDATA[Syihabuddin, Syihabuddin]]>
<![CDATA[ Wiralodra English Journal (WEJ) Vol. 8 No. 2 (2024): Wiralodra English Journal (WEJ) ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/wej.v8i2.308
<![CDATA[This study examines the illocutionary acts used by the stalker in the Netflix docuseries ‘Can I Tell You a Secret?’. Illocutionary acts are analyzed to understand the intended meaning of the stalker’s communication strategies. The objectives of the study are to find out the dominant illocutionary acts used by stalker and their intended meaning. This study employs the qualitative descriptive design and uses the subtitle of the series as its data. The data of the study are taken from the subtitle of the Netflix docuseries ‘Can I Tell You a Secret?’, and then are classified into Searle’s illocutionary act types. The study finds that the stalker commonly uses directive illocutionary acts (49,3%) in his dialogues. This phenomenon shows that the stalker uses his communication strategies to manipulate and control the victim. His strategies also instill fear and doubt in his target. Besides, other types of illocutionary acts are also being employed in stalker’s dialogues. This maintains a continual threat and keeps the victim anxious about what might happen next.]]>
