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Research and Innovation in Language Learning

RILL
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Published by Universitas Swadaya Gunung Jati

ISSN : 26145960 EISSN : 26154137 DOI : -

Core Subject : Humanities, Education, Art, Social,

Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

RILL is a peer reviewed journal of first and second (foreign) language learning and teaching such as Javanese, Sundanese, Bahasa Indonesia, English, Arabic, Malay, etc. It is published in January, May, and September.

Arjuna Subject : -

Articles 7 Documents

Search results for , issue "Vol 3, No 2 (2020)" : 7 Documents clear

SEMANTIC CHANGES IN TRANSLATION OF EUPHEMISM AND DYSPHEMISM IN TEMPO MAGAZINE Ariani, Ni Putu; Beratha, Ni Luh Sutjiati; Malini, Ni Luh Nyoman Seri
Research And Innovation In Language Learning (RILL) Vol 3, No 2 (2020)
Publisher : Lembaga Penelitian Universitas Swadaya Gunung Djati Cirebon, Indonesia

This research aims at identifying the semantic changes in the translation of euphemism and dysphemism of news text of Tempo Magazine. This research used a descriptive qualitative method and took the data from bilingual Tempo Magazine edition 2019 with Indonesian in a source language and its translation into English. The result shows that 6 types of semantic change occur in the translation of euphemism and dysphemism of Tempo Magazines such as semantic broadening, semantic narrowing, semantic metaphor, semantic pejoration, semantic amelioration, and semantic metonymy. When euphemism or dysphemism are translated into the same categories, they undergo semantic broadening, narrowing, metonymy or metaphor. While semantic change pejorations occur when euphemism is translated into dysphemism and semantic change ameliorations occur when dysphemism is translated into euphemism. Even though there are changing of the meaning from the earlier one to the new one in the translation of euphemism and dysphemism, the sense relation still tied the words up so they still have a relation between them

ENGAGING STUDENTS IN A FLIPPED CLASSROOM INSTRUCTION: JUNIOR HIGH SCHOOL GRAMMAR PROGRAM Yanto, Elih Sutisna; Triyani, Ghyarlina; Pravitasari, Hikmah
Research And Innovation In Language Learning (RILL) Vol 3, No 2 (2020)
Publisher : Lembaga Penelitian Universitas Swadaya Gunung Djati Cirebon, Indonesia

The importance of grammar pedagogy in learning and teaching of foreign language has been the focus of discussion for many years which has resulted in a variety of views on grammar and grammar teaching and different teaching approach as well depend on various perspectives and contexts of language learning. The present study reports students? perception on flipped classroom mode in learning English grammar. Drawing on classroom action research through reflective journal, photo elicitation and interviews data. Qualitative findings show that: All of the students enjoyed watching the video materials and had an interest in using them for learning grammar; (2) the use of the flipped classroom mode in learning grammar made students? independent and active in learning grammar; (3) flipped classroom engaged them in learning grammar in different discourse contexts; (4) flipped classroom mode motivated students in learning grammar. The findings of this study may be useful to other researchers who are interested in EFL teaching innovation or teachers who seek effective grammar teaching method.

STUDENTSâ€™ PERCEPTION TOWARD THE INTEGRATION OF TECHNOLOGY TO IMPROVE MULTILITERACIES COMPETENCE IN EFL CLASSROOMS Kustini, Siti; Herlinawati, Herlinawati; Indrasary, Yoenie
Research And Innovation In Language Learning (RILL) Vol 3, No 2 (2020)
Publisher : Lembaga Penelitian Universitas Swadaya Gunung Djati Cirebon, Indonesia

The rapid development of information and communication technology in the 21st century undoubtedly has profound impacts on human lives and dramatically transforms education. This research aimed at finding out students? perceptions on the integration of technology to improve multiliteracies in EFL teaching. This study employed explanatory sequential mixed method in which the data were obtained through questionnaire, interviews, and classroom observations. The results indicated that vast majority of the students supported to the use of technology in the teaching and learning practices (90.6%) for the reasons that technology helped them acquire lots of resources in their learning (89.5%) and boost their motivation (86.5%). Regarding with the students? perceived technology level, they believed that they had good skills in using word-processing, spreadsheet, and presentation program (50%). They also could use communication tools (56.3%), social media (61.5%), authoring tools (52.1%), desktop publishing (57.3%), and creating video (57.3%). In terms of the perceived barriers to integrating technology, the data indicated that the biggest constraint that the students had was the lack of or limited internet access in the their school environment (42.7%), followed by the limited to produce digital projects (39.6%). In addition, the findings show that technology was utilized as a tool for accomplishing the tasks given by the teachers and helped the students gather information from online resources and provided them more understanding about the topic learned in the classroom

USING CONVERSATION WEBSITES FOR IMPROVING INTERCULTURAL EXCHANGE AND MAINTAIN INTERPERSONAL RELATIONSHIPS OF UNIVERSITY STUDENTS IN EDUCATION 4.0 Septiana, Dita; Nurhadianti, Nurhadianti; Purwati, Dinar; Murwantono, Didik
Research And Innovation In Language Learning (RILL) Vol 3, No 2 (2020)
Publisher : Lembaga Penelitian Universitas Swadaya Gunung Djati Cirebon, Indonesia

The reality of education 4.0 is undeniably true of contemporary higher education systems. This is demonstrated by technological developments and online-based developments. This phenomenon is a challenge of any kind, particularly for students to adapt to the creation of learning processes. Therefore, the purpose of this paper is to explore the students ' improvements in their communication exchange skills and establish interpersonal relationship skills through the use of conversation exchange websites. There were six females and four males of students that has been using conversation exchange from some countries taken as participants. This survey was carried out using the video call feature in the Application tool. The semi-structured interview was used to obtain information from students on the specific theme of fun and easy conversation exchange in foreign language communication as a part of the educational challenge 4.0. By using the structural analysis, ten students have fully agreed to the use of a conversation exchange website to improve foreign language communication skills. All males and females were 90% willing to use the conversation exchange website as a measure of the effects of the use of conversation exchange through semi-structured interviews with three questions. The results show that the students ' attitudes have been welcomed by the conversation exchange website to enhance their communication skills in foreign languages. Therefore, the use of conversation exchange should be widely introduced to increase the ability to communicate in a foreign language.

E-PORTFOLIO AS AN AUTHENTIC LEARNING ASSESSMENT IN A RESPONSE TO COVID-19 OUTBREAK IN INDONESIAN HIGHER EDUCATION: TOWARD CRITICAL STUDENT-WRITERS Misdi, Misdi
Research And Innovation In Language Learning (RILL) Vol 3, No 2 (2020)
Publisher : Lembaga Penelitian Universitas Swadaya Gunung Djati Cirebon, Indonesia

This report, a part of a larger study, describes a case study investigating university educators who struggled in empowering student-teachers that aimed to promote critical writing awareness. This study aimed at revealing phenomenon of edmodo-based e-portfolio as an alternative authentic assessment for empowering student teachers in the covid-19 outbreak in Indonesia. Twenty-five out of seventy-eight student teachers in teacher college in Indonesia voluntarily participated in the study. For the data, the student teachers were observed during their writing completion to assess their writing as well as their critical arguments. At the end of the first writing project, they were interviewed to reveal their attitudes towards the projects. Three main findings were reported, i.e. their writing skill improvement, attitudes, and critical writing. Overall, the findings show that edmodo-based portfolio provides graphic of students? writing performance as authentic writing assessment and perceives positive attitudes from the student teachers. In addition, students? critical writing awareness is also developed

STUDENTSâ€™ PERCEPTION ON PEER CORRECTION IN ACADEMIC ENGLISH WRITING: A CASE STUDY IN A HIGHER EDUCATION Tsuroyya, Chasna
Research And Innovation In Language Learning (RILL) Vol 3, No 2 (2020)
Publisher : Lembaga Penelitian Universitas Swadaya Gunung Djati Cirebon, Indonesia

Peer correction has taken an important role in language teaching and learning as in contribution to motivate the performance of L2 learners in writing classroom. Peer correction encourages the development of autonomous learning due to teachers' review that took over-dependence thus lowered the students' initiative. However, the previous studies show that many teachers are still doubting the effectiveness of peer correction because of students' lack of knowledge and unable to assist other students. The current study investigated the writing performance of English L2 learners who either provided or received written peer correction in the context of academic writing tasks. Twenty participants enrolled and attended writing class in English Education Department in a state university in Surakarta. They were given a rubric to both reviews other students' writing tasks and receive peer feedback. In collecting data, questionnaires were collected after the writing projects. Results show the use of peer correction increased their writing motivation, self-regulated reflection, bidirectional communication, and deeper critical thinking. Thus, this study provide a clear finding of the efficiency of peer correction in improving students' academic writing and can be useful to be implemented in writing class for English learners

INVESTIGATING CONTENT-BASED READING INSTRUCTION IN PROMOTING STUDENTSâ€™ READING COMPREHENSION: A CLASSROOM ACTION RESEARCH Khusniyah, Nurul Lailatul; Wadi, Ari Safar
Research And Innovation In Language Learning (RILL) Vol 3, No 2 (2020)
Publisher : Lembaga Penelitian Universitas Swadaya Gunung Djati Cirebon, Indonesia

This study aimed at describing how content-based reading instruction on students? reading comprehension. The method used in this current research was a classroom action research. The participants were taken from an EFL classroom of a private madrasah in Narmada. Process of collecting data was taken using test and observation. Teacher and students? worksheets were the qualitative data collection instrument to assess the reading instruction process. Meanwhile, the test used TOEFL to measure students? reading comprehension. The research findings show that reading instruction achieved 71.42% in Cycle I and 94.46% in Cycle II. The students? learning outcome shows 38.89% (Cycle I), and 83.34% (Cycle II). It means that there is a significant improvement of the reading comprehension from cycle I to cycle II. In addition, the students were active, enthusiastic, and participated in reading instruction using CBI.

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Abstract

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Contact Name
Misdi

Contact Email
misdirina@gmail.com

Phone
-

Journal Mail Official
rill.journal@gmail.com

Editorial Address
-

Location
Kota cirebon,

Jawa barat

INDONESIA