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Ike Anisa
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THE TRANSLATION ANALYSIS ON RIDDLES Anisa, Ike
MAGISTRA Vol 25, No 86 (2013): Magistra Edisi Desember
Publisher : MAGISTRA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (13.153 KB)

Abstract

Humor is the tendency of particular cognitive experiences to provoke laughter and provide amusement. People of most ages and cultures respond to humor. The majority of people are able to be amused, to laugh or smile at something funny, and thus they are considered to have a “sense of humor.” One of the kind of humor is riddle. Riddle is a kind of humor that children like to play commonly. They hear other kids ask puzzling questions and then give what appear to be very arbitrary answers that are followed by laughter. So they simply imitate what they hear other kids do. In term of language barrier, problem arises when Indonesia people cannot catch the point of the humor within. For Western, English riddle may be a funny thing because they can catch the point. On the contrary, if riddle is translated literarily into Indonesia, it will lose its point of view because the translation is far from the meaning sense. Keyword: Humor, riddle, translation on riddle
EXPERIENTIAL LEARNING IN TEACHING ENGLISH Anisa, Ike
MAGISTRA Vol 25, No 85 (2013): Magistra September
Publisher : MAGISTRA

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Abstract

In teaching English the method which is used should be communicative and suited to the students’ characteristics. It is aimed to create the teaching learning process which is interesting and comforting to the students so that they can reach the learning goal and English becomes a more attractive subject for them. From the reason above, experiential learning method could be as the solution. Experiential learning method can be used in teaching English to make the teaching learning process much interesting and fun. It will increase students’ interest in learning process in the classroom, because the circumstances become more interesting. It is suitable with the students who are like to be active so experiential learning can be helpful in teaching English. Keyword : Teaching English, Experiential learning
AEMPLOYING QUESTION – ANSWER RELATIONSHIPS (QAR) TO ENHANCE STUDENTS’ READING COMPREHENSION (A CLASSROOM ACTION RESEARCH AT THE FOURTH SEMESTER OF ENGLISH DEPARTMENT STUDENTS OF WIDYA DHARMA UNIVERSITY KLATEN IN THE 2016/2017 ACADEMIC YEAR) Sholihah, Umi; Anisa, Ike
MAGISTRA Vol 29, No 102 (2017): Magistra Desember
Publisher : MAGISTRA

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In teaching-learning reading, in order to know whether students comprehend what they read,teacher can ask them to answer reading comprehension questions. It may be an indication that students havelow ability of reading if they cannot answer questions correctly. Considering the reason above, the researcheris interested in implementing question-answer relationships (QAR) as a strategy of reading comprehensionproposed by Rafael (1986).The objective of the research is to identify whether QAR can enhance students’ reading comprehension..This research is classroom action research on improving students’ reading comprehension using QAR thatinvolved three cycles. The subject of the research is the fourth semester students of English Department ofWidya Dharma University Klaten. In data collecting, the research involved two sorts of data: quantitative dataand qualitative data. The quantitative data is gained from test: pre- and post test. After analyzing the scores ofthe written test, the researcher uses a statistical technique to find mean score of the students. For collectingqualitative data, the researcher employed observation, recording/questionnaire, and interview. In analyzingqualitative data, the researcher makes use of interactive model proposed by Miles & Huberman (1984: 21-23),they are data reduction, data display, and data verification.The findings of this research reveal that there are the improvement of students’ reading comprehensionskill, participation, and motivation.. The QAR framework gives practice for students to be asked to respond toquestions in the text.Key Words: English textbook, syllabus, 2013 Curriculum
THE VOCABULARY MASTERY OF THE SECOND SEMESTER STUDENTS OF WIDYA DHARMA UNIVERSITY IN ACADEMIC YEAR 2015/2016 Anisa, Ike
MAGISTRA Vol 28, No 98 (2016): Magistra Desember
Publisher : MAGISTRA

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Abstract

As the basic component of the four language skills, vocabulary has to be mastered by thelearners. Vocabulary is the main point to learn English. Without it a student will get difficulty to learn English. Inthe early semester, vocabulary is the first step to learn English. By knowing the vocabulary from the beginningthe students will get a lot of knowledge and will not get difficulties in mastering language skills. Thus, vocabularyshould be on the first priority in the English language teaching and learning.Vocabulary mastery has always been an essential part of English as foreign language. There is no doubtthat vocabulary mastery plays an important role in the four language skills. They are listening, speaking, reading,and writing. All four aspects are interrelated. But before students master all aspects, they must master vocabularyfirst. Vocabulary must not be neglected by anyone who learns English. From the importance of vocabularyabove, teacher should give serious attention in teaching vocabulary.In this research, researchers would like toanalyze the students’ vocabulary ability entitled “The Vocabulary Mastery of The Second Semester Students ofWidya Dharma University in 2015/2016”.In this research, researchers conducting descriptive study to answer the question on how is the vocabularymastery of the second semester students of Widya Dharma University in 2015/2016. Thus, the researchersfound that the vocabulary mastery of the students is categorized into good.Keyword : vocabulary, vocabulary mastery, good.
English Academic Writing for The Students of Widya Dharma University of Klaten Anisa, Ike
International Journal of Active Learning Vol 4, No 2 (2019): October 2019 Article in press
Publisher : International Journal of Active Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/ijal.v4i2.15777

Abstract

 English is an important that must be learn by the students in this time. Learning English in every skill is basic for the students to be mastery. Here, Writing is one of the main skill in learning English which is conclude on productive skill in the ability of producing language. In the university, writing  has the important role in mastering the complete skill of learning English especially in academic writing level. It has an aim that the students could write at least the  paper  in English. In the process of teaching and learning, it is found that the writing skill of the students was not satisfying. This research is described the problems faced by the students in mastering academic English writing in English education program of Widya Dharma University of Klaten.  In this research, the problems faced by the students is on the English vocabulary and the grammatical used in the sentences.
Enhancing Students English Proficiency Through Experiential Learning Anisa, Ike
International Journal of Active Learning Vol 1, No 1 (2016): April 2016
Publisher : International Journal of Active Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (291.75 KB) | DOI: 10.15294/ijal.v1i1.7734

Abstract

In teaching English the method which is used should be communicative and suited to the students characteristics. It is aimed to create the teaching learning process which is interesting and comforting to the students so that they can reach the learning goal and English becomes a more attractive subject for them. From the reason above, experiential learning method could be as the solution. Experiential learning method can be used in teaching English to make the teaching learning process much interesting and fun. It will enhance students interest in learning process in the classroom, because the circumstances become more interesting. It is suitable with the students who are like to be active so experiential learning can be helpful in teaching English. Experiential learning is so effective to enhance the students English proficiency because its a process of learning by doing. Experiential learning is also a fun way to learn life skills. The students will have fun while they learn and this makes learning more effective and long lasting.How to CiteAnisa, I. (2016). Enhancing Students English Proficiency Through Experiential learning. International Journal of Active Learning, 1(1).
Co-Authors Umi Sholihah