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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 17 Documents
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Search results for , issue "Vol. 8 No. 2 (2024): Wiralodra English Journal (WEJ)" : 17 Documents clear
A PORTRAIT OF STRATEGIES TO PROMOTE STRUGGLING READERS’ ENGAGEMENT IN JUNIOR HIGH SCHOOL Wahyuni, Sri; Fardhani, Aan Erlyana; Imamyartha, David
Wiralodra English Journal (WEJ) Vol. 8 No. 2 (2024): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v8i2.313

Abstract

The present study sought to investigate the strategies employed by an English teacher in teaching reading at a junior high school. Different from previous research, which generally recruited several respondents, this study exclusively focused on a single teacher. This enabled a more detailed exploration of instructional strategies geared to a specific classroom setting. Employing qualitative descriptive design, the research was geared to examine the types of instructional strategies the teacher engaged, how these strategies were put at play, and their effectiveness in promoting students' English reading engagement. Data collection methods included observations and interviews with the teacher. The collected data were analyzed using qualitative analysis method. The findings unveiled that the teacher employed three main strategies for teaching reading: Question Answer Relationship Strategy, Reciprocal Teaching Strategy, and Imitation Strategy. These strategies were critical in enhancing students' comprehension of English texts through collaborative learning in making meaning based on provided texts. The findings underlined the importance of tailored instructional approaches that promote students’ active participation and reading engagement. This research contributes to the discussion on reading instruction by identifying practical strategies that can be adapted and implemented by English teachers to foster students' reading engagement effectively.
ENGLISH NOUNS AND VERBS MORPHOLOGICAL INFLECTION MISTAKES AMONG UNIBA’S TOEFL PREPARATION STUDENTS’ ASSIGNMENTS Darmawan, Adhitya
Wiralodra English Journal (WEJ) Vol. 8 No. 2 (2024): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v8i2.316

Abstract

This research attempts to find and describe the types and factors of English nouns and verbs morphological inflection from the student's assignments. This research can also be seen as one form of language development research since it also discusses the factors of the mistakes that the students commit in the making of the assignment. The assignment was to write a paragraph about anything in English then the outcome was analyzed to find the morphological inflection mistakes and classify the data based on the criteria. This research applies descriptive qualitative design and uses observation for the data collecting technique and later uses document analysis. The techniques in this research are Spradley's domain, taxonomy, and componential analysis. This research finds 16 data of inflectional mistakes that fulfill the three categories of the factors while the discussion shows that the factor following each type is dominated by unfamiliarity with inflectional rules whereas the dominant type of inflectional mistake is omission. The conclusion shows that the most common mistakes happen in nouns by the supports from Tomasello's Usage-based theory (2009). Finally, the students mostly fail on noun inflection because they are unfamiliar with the inflectional rules of nouns.
METADISCOURSE MARKERS IN INTRODUCTION SECTION OF MASTER THESES IN ENGLISH EDUCATION STUDY PROGRAM STUDENTS AT UNIVERSITY OF BENGKULU Ledy, Neris Mayang; Syafryadin, Syafryadin; Sujarwati, Iis
Wiralodra English Journal (WEJ) Vol. 8 No. 2 (2024): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v8i2.322

Abstract

Metadiscourse refers to the language elements that writers or speakers use to organize, guide, and comment on their text, helping readers understand the structure and connect ideas. This study investigates the critical role of metadiscourse markers in the introduction sections of master's theses, focusing on how these markers enhance clarity and organization, making the text more accessible and engaging. The research aimed to analyze the types and frequencies of both interactive and interactional metadiscourse markers in the introductions of theses by students in the English Education Study Program at Bengkulu University. A mixed-methods approach was employed to analyze 30 introduction sections. The findings show that writers predominantly use interactive markers, especially transitions (70.7%), evidentials (11.7%), and frame markers (8.3%), more than interactional markers like hedges (52.2%) and engagement markers (24.8%). The frequent use of transition markers suggests a focus on guiding readers through the text rather than direct engagement. These results underscore the importance of metadiscourse markers in creating a well-structured and persuasive introduction. Mastering these markers can significantly enhance the quality of academic writing. Future research could extend this analysis to other thesis sections or different academic contexts.
CONJUNCTIVE RELATION OF GRAMMATICAL COHESION ON FOURTH SEMESTER STUDENTS’ ACADEMIC ESSAY WRITING OF STBA JIA Arvian, Elsan; Hadi, Imron
Wiralodra English Journal (WEJ) Vol. 8 No. 2 (2024): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v8i2.324

Abstract

This research aims to analyze the types of conjunctive relation and the use of all types of each word in academic essay writing of fourth-semester students of STBA JIA. It focuses on 1) identifying the conjunctive item and 2) determining the use of all types of each word of the conjunction of grammatical cohesion on fourth-semester students’ academic essay writing of STBA JIA. The grand theory used for this research is Halliday and Hasan (1976). This research uses a qualitative methodology in which the researcher is knowledgeable about the academic essays, types, and the use of all types of each word of the conjunction of grammatical cohesion. The 20 pieces of data describe the types of conjunctions and show the relation between the use of all types of each word. The percentage of types of conjunction consists of Temporal 74.5%, Adversative 16.3%, Additive 4.1%, and Causal 5.1%. Based on the data, the dominant type of conjunction is Temporal. This research could be further examined and as a reference to assist understanding of conjunctive relation of grammatical cohesion and expected to give some advantages especially for the researcher himself, the respondents, and all university students toward their writing skills.
PROBLEMS AND PRACTICAL NEEDS IN LEARNING VOCABULARY IN HIGHER EDUCATION Aida, Ade Nurul; Thohir, Lalu; Zamzam, Ahmad
Wiralodra English Journal (WEJ) Vol. 8 No. 2 (2024): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v8i2.325

Abstract

This study analyzed the problems and practical needs of English vocabulary learning among low-score students at a state university in Mataram, Lombok, Indonesia. To provide appropriate instructional materials, learning tasks, or assessment tasks, a need analysis of the student’s prior knowledge is the most important thing that should be done by a teacher. The research involved forty students and used qualitative methods, including questionnaires and interviews, to collect data. The collected data were analyzed using descriptive qualitative methods, such as data reduction, display, analysis, and conclusion. The results of this study show that there are problems in vocabulary learning faced by students such as problems with inaccurate pronunciation, problems in knowing the meaning of too much vocabulary, problems in dealing with grammatical alterations, and problems in using words appropriately. On the other hand, students' practical needs are engaging in learning with interactive activities in the form of games/discussions in class, practicing the words adequately, and asking for feedback for better learning improvement. Future research can further examine overcoming the problems found by linking them directly to practical needs.
THE EFFECT OF SOCIODRAMA METHOD ON JUNIOR HIGH SCHOOL STUDENTS’ SPEAKING SKILLS Yuda, I Gde Rama Putra; Aminin, Zainul
Wiralodra English Journal (WEJ) Vol. 8 No. 2 (2024): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v8i2.328

Abstract

This study investigates the effect of the sociodrama method on the speaking skills of junior high school students. Sociodrama, a form of role-playing that emphasizes social interactions and problem-solving, is hypothesized to enhance junior high school students' ability to articulate thoughts, engage in dialogues, and express emotions effectively. Researchers used pre-experimental research with one group pretest-posttest design. This design was developed to fulfill the research objectives, which include finding out the effect of using the Sociodrama Method on junior high school students' speaking skills. Before receiving sociodrama treatment, the average score of the experimental group was 58.65. Furthermore, after receiving treatment, the average score was 70.77. Thus, the average total pre-test and post-test scores increased by 12.129, caused by the implementation of the sociodrama method. It can be concluded that the implementation of the sociodrama method has a positive effect on students' speaking skills. The study concludes that incorporating sociodrama into the class can be a valuable strategy for developing students' speaking skills.
THE USE OF CODE-SWITCHING IN HIGHER EDUCATION: WHAT LECTURERS DO AND HOW THEIR STUDENTS PERCEIVE ABOUT IT Setiawan, Wawan; Surista, Ade
Wiralodra English Journal (WEJ) Vol. 8 No. 2 (2024): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v8i2.333

Abstract

The present study aims to describe the rationale of the practice of code-switching, explain to what extent it was used, and explore the students' perspectives on this practice. Through open and closed questionnaires shared with the students majoring in English departments and the lecturers at the School of Foreign Language JIA, the results show that most of the lecturers admitted their use of code-switching in their class, which mainly helped students understand the materials more easily. The code-switching was not only used in the areas of curriculum access but also classroom management and interpersonal relations. In line with this, the majority of the students confirmed a positive view towards this practice since it could assist their learning process and confidence level, so there is a correlation between the rationale of the use of code-switching and the students’ perspectives. Thus, the results suggest the practice of code-switching could be employed by lecturers in the EFL contexts in higher education to enhance students’ understanding towards the lessons.

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