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Research and Innovation in Language Learning
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 86 Documents
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GROUP WORK TO IMPROVE CLASSROOM INTERACTION AND STUDENTS’ SELF-ESTEEM OF STAIN GPA Wahyuningsih, Sungkawati Kardi
Research And Innovation In Language Learning (RILL) Vol 1, No 3 (2018)
Publisher : Lembaga Penelitian Unswagati Cirebon Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (473.579 KB)

Abstract

This research aimed at observing and describing the process and the results of the action implemented in improving the classroom interaction and the students’ self-esteem of STAIN GPA. This research was a classroom action research. The subject of the study is the semester 6 students of English department in the academic year of 2014/2015. The purposive sampling was used in this study. This research consists of three steps, namely: input, transformation, and output. The finding of the research is that the implementation of group work is able to improve the classroom interaction, as they: interaction between student and student, student and teacher, student and learning sources, and student and the environment. In relation to the students’ self-esteem, the implementation of group work was able to improve: feeling of competence, feeling to be respected, feeling to be loved, feeling to have a chance for success, and feeling of confidence.
IMPROVING STUDENTS’ SPEAKING SKILL THROUGH TALKING STICK Romlah, Siti
Research And Innovation In Language Learning (RILL) Vol 1, No 3 (2018)
Publisher : Lembaga Penelitian Unswagati Cirebon Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (676.899 KB)

Abstract

This classroom action research was aimed at improving students’ speaking skill on trascational/interpersonalof class VII A SMP Negeri1 Kedawung Kabupaten Cirebon through Talking Stick.  The classroom action  research used Kemmis and Taggart cycle model ith 4 stages.  The subject of the research as tudents of class VIIA with 43 students.  The research as carried out from September- November 2015 with  2 cycles. The technique of data collection were performance test, kerja, while for collecting teacher’ perfomance used observation  and for collecting the data of students’s responses used questioner. To analize data, data reduction-percentage- and simple calculation, data presentation , intrepretation.  The result showed that in general there was an improvement of classical learning mastery of students; speaking skill of trasactionl/interpersonal text about 35,36%.  This was done by comparing each test on each treatment. The result of cycle 1 showed 19 students of VII A reached classical mastery of learning for about  79,54%.  The average score of cycle 1 was 79 and the average score 2 was 81 with very good category.  The data of students’ respond  reached active criteria on cycle 1 and very good criteria on cycle 2.  The teacher’s performance reached score 72 on cycle 72 with very good criteria, and 89 on cycle 2 with very good criteria.  Based on the gained data, it can be said that the reserach had achieved its target and the improvement of students’ speaking skill on trascationl/interpersonal text of class VII A of SMP Negeri 1 Kedawung kabupaten Cirebon through Talking Stick was succesfull.
CROSSCULTURAL UNDERSTANDING STRATEGY IN SPEAKING LESSON TO OVERCOMING SPEAKING ANXIETY Anggraeni, Anita; Rachmijati, Cynantia
Research And Innovation In Language Learning (RILL) Vol 1, No 2 (2018)
Publisher : Lembaga Penelitian Unswagati Cirebon Indonesia

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Abstract

The students are generally inseparable from liking popular culture to become a fan  and finally become their identity. In addition to favoring Western culture, there have also been other great cultures lately, for example Japanese, Korea, Thailand and so on. This study aims to examine whether with cross cultural knowledge students are expected to be more confident in speaking and reducing talking anxiety. This research method is descriptive qualitative research method. The data in this study were obtained from interviews and questionnaires adapted from Horwitzs "Language Classroom Anxiety Scale (FLCAS)" and Oregon Universitys "Value Rubric Intercultural Knowledge". It was found that the cause of speaking anxiety was 79% internal factor, 85% lack of knowledge and 30% faculty and friend factor. The result of the research found that the correlation between cultural understanding is closely related to the decreasing of students anxiety level in speaking english. It can be concluded that CCU does help in overcoming students speaking anxiety.Keywords :cross cultural understanding, speaking, anxiety
Improving Students Writing by Using Inside Outside Circle at IKIP PGRI Pontianak Sulaiman, Sulaiman
Research And Innovation In Language Learning (RILL) Vol 1, No 1 (2018)
Publisher : Lembaga Penelitian Unswagati Cirebon Indonesia

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Abstract

This research aims to describe (1) whether and to what extent the implementation of Inside Outside Circle technique improves students’ writing; (2) the difficulties which occur in implementing of Inside Outside Circle technique in improving students’ writing. This action research study is carried out on the third semester at private university in Pontianak.The research is carried out in 2 cycles. Every cycle consists of four steps: planning, implementing, observing, and reflecting. The qualitative data are collected by using techniques of observation and documentation, while quantitative data are collected by using test (pre-test and post-test). The qualitative data are analyzed through descriptive analysis which consists of assembling the data, coding the data, comparing the data, building interpretation, and reporting the outcomes. The quantitative data are analyzed through descriptive statistics. The research findings show that Inside Outside Circle technique can improve students’ writing and its difficulties found in the implementation.Key words: inside outside circle, writing, classroom action research
APPLYING CORRECTION GAME IN TEACHING NOMINALIZATION TO IMPROVE STUDENTS’ WRITING OF DISCUSSION TEXT Fasha, Siti Aisyah Dailla; Bachtiar, Hasna Parida
Research And Innovation In Language Learning (RILL) Vol 1, No 3 (2018)
Publisher : Lembaga Penelitian Unswagati Cirebon Indonesia

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Abstract

Related to curriculum 2013 which is currently applied in Indonesia, students are required to learn genres and later write the text independently. One of the genre types learned at higher level of students, grade XII is argumentative discussion. However, they often face difficulties in delivering and elaborating their opinions and reasons in writing discussion text since they do not know exactly how to do so. Using qualitative design and Systemic Functional Linguistics analysis, this study attempts to find out the analysis result of the discussion text written by expert in which becomes the basic reference to identify the main problem found in the students’ texts which later help to discover pedagogical implication to improve their writings. The results show that the expert’s text is considered as an ideal model of discussion text. Besides, there are two problems appeared in the students’ texts in term of the situational contexts such as lack of nominalization and the absence of passive sentence. The former becomes the major problem since it is assumed to affect the appearance of the latter. The implementation of Correction Game which is integrated in the genre based approach teaching reveals as pedagogical implication.
TEACHING SPEAKING USING A “SNAKE AND LADDER” BOARD GAME: A TEACHER STORY Arfani, Sri; Sulistia, Atika
Research And Innovation In Language Learning (RILL) Vol 2, No 1 (2019)
Publisher : Lembaga Penelitian Universitas Swadaya Gunung Djati Cirebon, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (532.434 KB) | DOI: 10.33603/rill.v2i1.1642

Abstract

The objective of this research is to know how the implementation of Teaching Speaking Using a “Snake and Ladder” Board Game to the students in an English class of a private schools in a Jakarta. Employing descriptive study, the English teacher made her story from her classroom. The data of the research included on-site-observation and recording. The results show that (1) using a snake and ladder board game is potential to promote students’ eagerness to speak within the peers, (2) despite of some difficulties, students seem enjoy the learning, and (3) a “friendly’ learning atmosphere was established.
IMPROVING DESCRIPTIVE WRITING ABILITY THROUGH MIND MAPPING Khusniyah, Nurul Lailatul
Research And Innovation In Language Learning (RILL) Vol 2, No 1 (2019)
Publisher : Lembaga Penelitian Universitas Swadaya Gunung Djati Cirebon, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (506.981 KB) | DOI: 10.33603/rill.v2i1.1735

Abstract

The study aims to get the effect of the mind mapping on students descriptive writing ability and the process of mind mapping implementation in writing descriptive learning. The research study is qualitative and quantitative research through action research method. The sample was taken by 34 students. The validity of data used credibility, transferability, dependability, and conformability. The process of collecting data used test, observation, and interview. The researcher used Independent sample t-test to analyze the differences of students’ ability before and after using mind mapping. The finding of analysis that mind mapping implementation has increase the students’ motivation of descriptive writing learning. They can make a good imagination in writing. The t-test result is t-stat (5.38) > t-table (1.99). It means that there is a significant difference was found in descriptive writing ability before and after using mind mapping.
AN ANALYSIS OF INTERRUPTION IN SEMINAR SETTING Jakob, Juvrianto Chrissunday; Pertiwi, Sri Ananda
Research And Innovation In Language Learning (RILL) Vol 2, No 1 (2019)
Publisher : Lembaga Penelitian Universitas Swadaya Gunung Djati Cirebon, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (478.73 KB) | DOI: 10.33603/rill.v2i1.1131

Abstract

Interruption is a phenomenon when one person takes the turn while another is already talking.  Most of the time, phenomena of interruption has been considered as disrespectful act or kind of rude. Contrast, Interruption could be supportive and cooperative act. This study aimed at describing what type of interruption is and reason of doing interruption made by English lectures and students in proposal seminar. This research used qualitative method which the data of interruption are taken from participants in three different proposal seminar conducted by graduate students of UNM by using recording technique. The results showed that types of interruption appeared in seminar are simple interruption, silent interruption, and butting interruption. Otherwise, the reasons of interruption which appears are seeking clarification, correcting, disagreeing, giving clarification, doubting and giving explanation. This is due to the fact that interruptions in this seminar were not violation.    
SPEECH ACTS ANALYZE IN DONALD TRUMP’S SPEECH: TRUMP BANS ALL REFUGEES AND CITIZENS OF 7 MAJORITY MUSLIM COUNTRIES ENTERING U.S Jimmi, Jimmi; Sidauruk, Juniato
Research And Innovation In Language Learning (RILL) Vol 2, No 1 (2019)
Publisher : Lembaga Penelitian Universitas Swadaya Gunung Djati Cirebon, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (740.055 KB) | DOI: 10.33603/rill.v2i1.1469

Abstract

The purpose of this research is to understand and discuss about Speech Acts of the United Stated of America, Donald Trump. The speech will be discussed linguistically by the writer. In analyzing Trump’s speech, the writer will relate it to the speech acts belong to J. L.  Austin, those are: locutionary act, illocutionary act, and perlocutionary act. The analysis that will be elaborated by the writer is about Austin’s types of speech acts contained in Donald Trump’s speech, and then the most and the least types used in Donald Trump’s speech, and also determining does perlocutionary is always exist in every Trump’s utterance. This research is using descriptive qualitative method. In this case, the writer found 10 utterances related to Donald Trump’s speech. In those utterances, there include 10 data of locutionary forces, 10 data of illocutionary forces, but only 2 data that show perlocutionary forces, because not all utterances conduct perlocutionary. Thus, every utterance can be linguistically analyzed, in order to see whether every speech always conduct perlocutionary forces or not.
TEACHER’S COMMUNICATIVE TEACHING TO ENCOURAGE STUDENTS’ CRITICAL THINKING Rajasa, Gilang; Sari, Nadia Tiara Antik
Research And Innovation In Language Learning (RILL) Vol 2, No 1 (2019)
Publisher : Lembaga Penelitian Universitas Swadaya Gunung Djati Cirebon, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (549.942 KB) | DOI: 10.33603/rill.v2i1.1293

Abstract

Generally, students are intended to be better in four skills matter as well as their critical thinking along learning process in the classroom. Indonesia elementary school curriculum tends to give no option to build deeper prospect of English subject for about 2x35 minutes a week. The study conducted qualitative research method. The data were obtained from two meetings classroom video recording and observation to expose other findings. The sample data were taken from the fourth grade of elementary school students. Next, interviewing the teacher to dig information from the teacher about particular activities and to get teacher’s feedback from the video that has been recorded before. Finally, distributing a questionnaire to the students to gain information from another perspective. The findings showed the teacher is not the only one factor which develops and enhance students’ critical thinking, but the students also contribute to encouraging each other to do the task. They helped other students to speak up and state their mind when the teacher tried to open discussion with the class. Besides, the teacher gave higher and lower order thinking skill to develop, express, and create students’ mindset to think and to be active along in the classroom.

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