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English Didactic
Published by Universitas La Tansa Mashiro
ISSN : 27164349     EISSN : 27164349     DOI : http://dx.doi.org/10.55171
Core Subject : Education,
Languange, Linguistic, Communication & Media
English Didactic is a journal that publishes original research ideas in the field of English Language Teaching. This journal is published biannually by STKIP La Tansa Mashiro, Rangkasbitung every June and December. The scope of the journal consists of - English Language Teaching, - Critical Discourse Analysis in Language Education, - Literature for ELT, - Teaching English to Young Learners. - All articles sent to this journal must have never been published or sent to other journals.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 5 Documents
 1 
Search results for , issue "Vol 2, No 1 (2020)" : 5 Documents clear
THE USE OF INDIRECT CORRECTIVE FEEDBACK IN MONITORING STUDENTS’ WRITING ACCURACY Rika Rahmawati Suryana; Reni Apriani
English Didactic Vol 2, No 1 (2020)
Publisher : La Tansa Mashiro

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Abstract

AbstractThis research aimed to explore the use of Indirect Corrective Feedback (ICF) in monitoring students’ writing accuracy, the students’ attitudes toward Indirect Corrective Feedback, and the benefits of Indirect Corrective Feedback. This was a  qualitative research which used a case study method. This research was conducted at SMAN 3 Rangkasbitung. It involved only one class is the students of X MIPA 3 in SMAN 3 Rangkasbitung. This class consists of 36 students but in this research the writer focus on 10 students. The writer choosen it purposively. the writer answered the research questions by using four instruments such as document, questionnaire, interview, and observation. Then results of this research revealed that first, ICF could improve students` writing accuracy. Second, ICF helps the students to write better. Third, ICF help the student to avoid the same errors. Fourth, ICF makes the students more independent, and ICF motivates students to learn the next writing lesson. 
Learning English Through Translating Activity: A Vocational High School Students' Reflection Nabila Auliarahma
English Didactic Vol 2, No 1 (2020)
Publisher : La Tansa Mashiro

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Abstract

The use of translating activity as a means of language learning as well as a teaching method has received different compliments and criticism throughout English as Foreign Language (EFL) long history. Even though translating activity has been less preferred by teachers and educators, most students, on the other hand, are believed to frequently use translation to help them to learn certain language. This descriptive qualitative study attempts to discover Vocational High School (VHS) students’ reflection on the helpfulness of translating activity as a means of language learning. 38 VHS students of 10th grade were asked about their general opinion on translating activity, instructed to keep a learning diary throughout the English course, and lastly a small representing amount of them were chosen to be interviewed. All of these procedures were done to help the researcher gain insight from the students’ viewpoint about their reflection on the entirety of translating activity and how it affects their language learning process. At the end of the research, it is found that according to the students translating activity is indeed very helpful for them to learn EFL, especially with the role of technology that contributes to the improvement of translating activity; diminishing its ineffective and time-consuming nature. Therefore, this study can be considered to provide the readers with insight regarding students’ reflection on translating activity and their implications for students’ language learning process.
STUDENTS INTEREST IN FOLLOWING ENGLISH LESSON: A SURVEY OF JUNIOR HIGH SCHOOL IN INDONESIA Hikmah Pravitasari; Sahrul Amarullah; M. Nabhan Fuad; Isma Ristiyana; Putri Nurchaliza; Siti Febriyanti; Hilda Octavia
English Didactic Vol 2, No 1 (2020)
Publisher : La Tansa Mashiro

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Abstract

STUDENTS’ PERCEPTION OF USING FLASHCARD IN LEARNING ENGLISH VOCABULARY: A CASE STUDY AT AN ISLAMIC BOARDING SCHOOL Thania Qothrun Nada
English Didactic Vol 2, No 1 (2020)
Publisher : La Tansa Mashiro

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Abstract

Vocabulary is one of the most important aspects of learning English because it serves as the basis for speaking, reading and writing. Meanwhile, learning foreign languages is a challenge for learners and teachers as well. A teacher who teaches foreign languages needs to develop teaching methods which are not boring and one of the techniques is through games. It enables teachers to create a fun learning for the students. There are many types of games that can be applied in the teaching-learning process, one of them is a flashcard. Flashcard is a fun activity game in which students guess what they see in the picture, the students could also learn to concentrate and to think carefully. Thus, using games in vocabulary learning can create an enjoyable atmosphere. This research aims to investigate students’ perception on using flashcard in learning English vocabulary. This study employs a qualitative approach as a research design and was conducted at an Islamic boarding school in Indonesia. The participants of this research were seven females and eight male students in one of the English class in the 2nd grade of junior high school. The data were collected from interviews and Focus Group Discussions. This research used thematic analysis from Braun and Clarke (2006) as the data analysis method. The findings showed that participants expressed some perspectives on the benefits of using flashcard in learning English vocabulary, flashcards improve students’ interest in learning and enhance students’ vocabulary skills.
AN ANALYSIS OF STUDENTS’ INTERNAL AND EXTERNAL PROBLEMS IN SPEAKING ENGLISH: A CASE STUDY AT AN ISLAMIC BOARDING SCHOOL Iqbal Rosyid
English Didactic Vol 2, No 1 (2020)
Publisher : La Tansa Mashiro

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Abstract

There were causes of students' problems in speaking English such as vocabulary, grammar and pronunciation problems. The current research tries to analyze the students’ internal and external problems in speaking English in class and beyond the classroom context at a private Islamic Boarding School as well as the strategies that the students have to face those problems. This study is conducted qualitatively using a case study approach. The participants are grade 9th of a junior high school students. The data analysis was carried out using Miles, Huberman, and Saldana (2018, p.74) that consists of data reduction, data display and conclusion drawing and verification. The findings show that students have cognitive and psychological internal problems while they learn English speaking. The cognitive-related internal problems are English grammatical mastery, pronunciation issues, as well as vocabulary limitation. The psychologically-related internal problems that occur are fear of making mistakes, shyness, anxiety, lack of confidence, and lack of motivation. The findings regarding English speaking external problems do not come only from classroom management-related issues but also school language policy. Students revealed that they mostly use memorization and cognitive strategy for direct learning strategies and socialization for indirect learning strategy.

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