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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 234 Documents
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THE USE OF MIMIND APP TO SUPPORT WRITING PERFORMANCE OF SECONDARY STUDENTS Titi Lestari; Hasti Robiasih; Dinar Martia Azizah; Aqidah Danar Pambudi
Wiralodra English Journal Vol. 6 No. 2 (2022): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v6i2.164

Abstract

The present study explores how Mimind app is implemented and what strengths and challenges this app brings to the writing class of the seventh-grade students of a secondary school in Kroya. This is an Action Research involving 16 seventh grade students. Documentation, observations, and interviews were used to gain the necessary data. The collected data were analyzed using qualitative analysis model from Miles, Huberman, and Saldana (2014). The results indicate that: (1) The implementation of Mimind App in teaching learning activities was executed through the five stages of Scientific Approach and there were some activities such as giving picture, giving model text, giving individual work, group work, completing and developing a mind map, and creating a descriptive text. (2) Several strengths of using Mimind App as an online learning medium are: (a) an increase in motivation through the level of participation and activeness of students in online learning process, (b) the creation of an interesting and fun learning atmosphere for students, (c) and an increase in students writing performance, i.e., students’ writing ability. However, challenges deal with sufficient time management to explore the richly-provided features of the application.
‘IT IS UNEASY, AM I READY TO TEACH?': THE PERSPECTIVES OF EFL STUDENTS ON THEIR READINESS IN ONLINE TEACHING PRACTICE Dwi Arni Margiyanti
Wiralodra English Journal Vol. 6 No. 2 (2022): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v6i2.169

Abstract

Practicum is a university-based teacher education program that provides prospective teachers with hands-on experience in classroom instruction. Because many of the candidates for teaching positions are not prepared for the rigors of online learning, the transition to online learning has had chaotic consequences for both teachers and students. Unfortunately, several previous studies did not investigated pre-service teachers’ readiness to teach in online practicum. Additionally, the studies examining readiness particularly on foreign language education program through practicum are limited. Therefore, the present study intends to investigate pre-service of foreign language program’s readiness to carry out teaching learning process in online practicum. The study employs a qualitative research methodology. The setting of the study is an oline practicum in a teacher education program in Semarang, Indonesia. The participats of the study are pre-service teachers taking online practicum, estimated 130 participants based on the total population of the department selected. The data collection technique adopts an online open ended survey which is conducted via Google Forms® and synchronous/asynchronous interview. The data collected from questionnaire and interview is then analyzed utilizing a thematic analysis. The results of this research are supposed to contribute practically and pedagogically.
AN ANALYSIS ON THE USE OF CODE SWITCHING IN TEACHING ENGLISH TO YOUNG LEARNERS: A CASE STUDY AT SD IT AULADI Prabowo Lukito; Annisa Astrid; Rizqy Dwi Amrina
Wiralodra English Journal Vol. 6 No. 2 (2022): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v6i2.171

Abstract

Teachers have tended to use code switching in teaching and learning English because it is an essential and inseparable part of language teaching. The purpose of this study was to determine the factors that influence English teacher switched the language when teaching English to young learners. The study was structured as a qualitative case study. The participants of the study were the English teacher and the students of the class taught by the teacher. Thematic analysis was used to analyse the data gathered through observations and interviews. The study's findings indicated that code switching practices were influenced by students' lack of English competency, teacher's lack of English competency, ease of instruction and communication, ease of maintaining students' discipline in the classroom, and ease of expressing teacher's feelings. Keywords: Code Switching, English Language Teaching, Young Learners.
EFFECTIVENESS OF METACOGNITIVE READING STRATEGY IN NARRATIVE TEXT OF GRADE 9 FOR INDONESIAN EFL SECONDARY LEARNERS Henny Iswati; Ardhelia Cintara Dwiki Frendy
Wiralodra English Journal Vol. 6 No. 2 (2022): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v6i2.173

Abstract

During the past decades, the teaching reading has paid a great attention among the scholars in EFL context. Numerous research has been undertaken in particular how the effective of teaching reading. However, relatively few of studies report on the examining metacognitive strategy in teaching reading. To fill this gap, this study is aimed to examine the effectiveness of metacognitive strategy in teaching reading situated in secondary school context. Grounded in quantitative approach with the One-Shot case study design using a Likert-scale questionnaire by Mokhtari and Sheorey (2002). The subjects of this study were 34 students of 9th-grade junior high school at one of the best schools in Surabaya, East Java. The results of this study show that there is 44.12% percent or 15 students have implemented part of this metacognitive reading strategy, namely Global Reading Strategies (GLOB) when reading narrative texts, both Local and Western stories and also the effectiveness of this strategy around 75.55 (SD = 6.8) in the control class and 81.11 (SD = 3.9) inside the experimental class. Drawing on the findings, this study implied that metacognitive strategy can be adopted in the teaching reading in secondary school context.
DEVELOPMENT OF GRAMMAR IN WRITTEN DISCOURSE E-BOOK WITH MULTIMODAL APPROACH USING BOOK-CREATOR APPLICATION Hikmah Pravitasari; Nurul Afiyattena
Wiralodra English Journal Vol. 6 No. 2 (2022): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v6i2.183

Abstract

The purpose of this research was to design and develop teaching material in the form of an electronic book using the Book Creator application for the Grammar in Written Discourse course. Design-based research was the method chosen which had 4 stages, namely problem identification and need analysis, program prototype development, testing and implementation, and reflection to obtain the expected design principles and overcome various problems that arise. This research was taken at a private university in Indonesia. There were 50 students voluntarily participating in this study. The data was collected from questionnaires, individual interviews, focused-group discussions, and document analyses. The research data were analyzed qualitatively and quantitatively. The findings revealed that students felt so enthusiastic with the presence of this grammar in written discourse E-book as their handbook which uses multimodal approach moreover the use of the multimodal approach in this E-book not only can assist students’ comprehension but also dig and train students’ autonomous learning. The findings and the design-based research approach adopted are applicable to tertiary students in other educational contexts as well as other areas of research interest.
TEACHER’S ROLE AS REFLECTED IN WHIPLASH MOVIE Muhammad Romadhon Tri Wahyu Aji; Adria Vitalya Gemilang; Isti'anatul Hikmah
Wiralodra English Journal Vol. 6 No. 2 (2022): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v6i2.184

Abstract

Teachers’ role in a class is fascinating because their existence may affect students’ behaviors due to their interaction regularly. The portrait of such situation was adapted into movies, one of them was Whiplash movie directed by Damien Chazelle. The Whiplash movie was utilized as the source of the data in this study. Therefore, the aim of this study is to identify the role of the teacher in the Whiplash movie specifically in classroom activities by employing a qualitative method. It was used to collect and analyze the data. Furthermore, the data were taken from the subtitle of the movie focusing on the classroom’s activities scenes, consequently, the data analyzed were in the form of utterances. The gathered data were analyzed using the teacher’s roles theory proposed by Harmer (2001). The results showed that Mr. Fletcher, a teacher in the Whiplash movie, has eight characteristics including controller, organizer, assessor, prompter, participant, resource, tutor, and observer. Those characteristics refer to the teacher’s learning style that influenced students’ behaviors a lot. 
FIGURATIVE LANGUAGE AND CONTEXTUAL MEANING: IN THOMAS HARDY POEMS Septa Aryanika; Ayu Anggraini; Nunun Indrasari
Wiralodra English Journal Vol. 6 No. 2 (2022): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v6i2.186

Abstract

Despite the growing body of research documented the analysis of poem in EFL learning, relatively few of literature examines the representation of figurative language and textual meaning situated in the ELT context. To fill this gap, the objective of figurative language is to enhance a poem's beauty and unique effects by also creating it much more interesting and distinctive. This research goal is to examine the representation of figurative language and contextual meaning in Hardy poems. The poems scrutinized by the researcher were "Ah Are You Digging On My Grave," "The Man He Killed," and "Neutral Tones."  Grounded in qualitative research with the content analysis design, this study portraited the representation of figurative language and contextual meaning in the poem as the EFL learning material. Drawing on the findings revealed that there are ten figurative language types in those poems, they are personification (21.43%), hyperbole (14.29%), synecdoche (14.29%), simile (14.29%), irony (11.90%), metaphor (7.14%), symbol (7.14%), allusion (4.76%), paradox (2.38%), and apostrophe (2.38%). There are 42 expressions in those poems. This study contributes the benefits to the EFL teachers and students as a reference of literature and semantics material in EFL learning.  
IMPROVING STUDENTS’ READING ABILITY USING SCHOOLOGY (AN ACTION RESEARCH OF THE 3rd SEMESTER IN ACADEMIC YEAR 2020/2021 OF STBA JIA, BEKASI) Esterria Romauli Panjaitan; Winda Lutfiyanti; Inta Masni Sinaga
Wiralodra English Journal Vol. 7 No. 1 (2023): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v7i1.187

Abstract

The research aimed to improve students’ reading by using Schoology e-learning. With 27 students as participants, this research used classroom action research method (planning, action, observing and reflecting) and descriptive analysis techniques to present the results of students' test. In cycle I, the writers claimed that some students were paying attention when lecturer taught them, responding to questions, and finishing classwork and homework. Meanwhile, several problems appeared because the other students were late to submit, passive in discussion, and difficult to follow Schoology instruction along with the unstable internet connection or unavailable quota. Besides, the writers neither give them motivation in each meeting nor review the previous lesson and give feedback to their results of learning. The students’ score improved from 65 (pre-test) to 69 (post-test) even under the target specified. In cycle II, students were more enthusiastic to follow the learning process. They were able to finish the classwork/homework in Schoology on time. The writers were always giving motivation and trying to do their best so that the students could achieve their targets or the improvement in reading. The mean score of post-tests in cycle II (74,8) showed that reading using schoology seemed to run effectively.
AN ANALYSIS OF FIGURATIVE LANGUAGE IN SONG LYRICS OF THE ALBUM “MIDNIGHTS” BY TAYLOR SWIFT Pelsi Santika; Syafryadin Syafryadin
Wiralodra English Journal Vol. 7 No. 1 (2023): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v7i1.189

Abstract

This study aims to discover the figurative language and its meaning in the song lyrics used in the "Midnights" album. The data included the lyrics of all songs (13 songs) from Taylor Swift's "Midnights" album. This study employed a descriptive qualitative method as well as a content analysis design to describe types of figurative language and its meaning in song lyrics. The findings revealed that eight types of figurative language were used in the "Midnights" album's song lyrics: personification, simile, metaphor, hyperbole, irony, litotes, metonymy, and oxymoron. Personification with 12 data (12.5%), simile with 21 data (21.9%), metaphor with 25 data (26.0%), hyperbole with 15 data (15.6%), irony with 2 data (2.1%), litotes with 2 data (2.1%), metonymy with 17 data (17.7%), and oxymoron with 2 data (2.1%).It was found that metaphor is the most frequent type of figurative language used in the song lyrics of the "Midnights" album. It indicated that Taylor Swift used a lot of metaphor to create her songs in the “Midnights” album because figurative language can make a song more aesthetic, artistic, and meaningful, as well as the song lyrics in the "Midnights" album can be effective material for students to learn figurative language.
THE REALIZATION OF INTERPERSONAL MEANING OF SPOKEN TEXTS IN AN EFL INTERNATIONAL TEXTBOOK: A SYSTEMIC FUNCTIONAL LINGUISTICS PERSPECTIVE Elih Sutisna Yanto; Hikmah Pravitasari
Wiralodra English Journal Vol. 7 No. 1 (2023): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v7i1.190

Abstract

Interpersonal metafunction is an important concept when describing interactions in terms of responding to the act of giving or demanding goods, services, or information (Halliday and Mathiessen (2004). This article examines interpersonal meanings realized in the mood and modality resources of an Interchange Series textbook—the fourth edition textbook used for Grade 3 or Intermediate students. The research u discourse analysis and Systemic Functional Linguistics (SFL) as the main theoretical framework, and the analysis used the mood element as a central resource for the realization of interpersonal meaning. The results show that among the 275 clauses in the 16 texts, declarative sentences dominate (146 or 53.09 percent). Interrogative clauses are much less common (64, or 23.27 percent). None of the texts, therefore, utilize any of the imperative clauses. Furthermore, the number of modalization used in the sixteen texts are probability (26 or 9.45%), usuality (10 or 3.64%), and obligation (9 or 3.27%). This research suggests that forthcoming language textbooks may include examples of interpersonal meaning in terms of speech functions as resources for interaction. The implication is that language teachers could explicitly and systematically teach students interpersonal grammar of exchange that deals with the semantics of speech functions and modality. Teachers and students should be able to critically question textbooks as socio-semiotic agents since interpersonal meaning grammar helps people learn to deconstruct or interactively create spoken texts.

Page 15 of 24 | Total Record : 234

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