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All Journal English Language and Literature International Conference (ELLiC) Proceedings Indonesian Journal of English Teaching Studies in English Language and Education
Dian Pertiwi
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Explore EFL Learners Vocabulary Learning Strategies Annisa Rahmatika; Dian Pertiwi; Estiana Tri Karmala; Intan Aulia Nastiti
English Language and Literature International Conference (ELLiC) Proceedings Vol 1 (2017): 1st ELLiC Proceedings: `Innovation, Trends, and Challenges in English Language Learnin
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (581.396 KB)

Abstract

This research is aimed at exploring vocabulary learning strategies used by EFL students. This research will try to explore vocabulary strategies used by EFL students in the range between 16 18 years old. 44 students with the same ability of English are used as the subject of this research. This is a naturalistic research. The data for this research is collected by using questionnaire. Data were analyzed using simple descriptive percentage calculations. The questionnaire was written in Indonesian which is consisted of 30 statements. Those statements are grouped under 9 categories. Those nine categories are adapted from Gu and Johnson vocabulary learning strategies. Thus, the research questions are: 1) what strategies are used the most by the EFL learners? 2) what strategies are used the least by the EFL learners? The result of this research are the strategies most often used by the EFL learners in this study were memorization (in terms of social strategies) and dictionary strategies, while the least used strategy discovered is note taking strategies.
THE EFFECTIVENESS OF DICTOGLOSS IN TEACHING WRITING SKILL VIEWED FROM STUDENTS' MOTIVATION dian pertiwi
IJET (Indonesian Journal of English Teaching) Vol. 7 No. 1 (2018): July
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (952.153 KB) | DOI: 10.15642/ijet2.2018.7.1.61-74

Abstract

This article refers to an experimental study on the effectiveness of Dictogloss to teach writing skill at one of Islamic School in Surakarta. The sampling used in this research was cluster random sampling with two classes as sample, namely experimental class taught using Dictogloss and control class taught using Direct Instruction. The collect the data, there were two instruments used in this research namely, writing test and motivation questionnaire. Writing test was used to find out students’ writing skill, while motivation questionnaire was conducted to know students’ motivation levels. The data were analyzed by using 2x2 Multifactor Analysis of Variance (ANOVA). Before conducting the ANOVA test, pre-requisite test namely normality and homogeneity test were conducted. The result of this research shows that: (1) Dictogloss is more effective than Direct Instruction to teach writing; (2) Students having high motivation have better writing skill than those having low motivation.
The effect of Dictogloss Technique on the students’ writing skill Dian Pertiwi; Ngadiso Ngadiso; Nur Arifah Drajati
Studies in English Language and Education Vol 5, No 2 (2018)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (699.851 KB) | DOI: 10.24815/siele.v5i2.11484

Abstract

Dictogloss can be considered as way for integrating form and meaning in the learning context. The main objective of this research is to analyze whether: (1) Dictogloss is more effective than Direct Instruction to teach writing for the eleventh grades students, and (2) students having high motivation have better writing skill than those having low motivation for the eleventh grade students. This article refers to an experimental study on the effectiveness of Dictogloss to teach writing skill at one of Islamic School in Surakarta, Indonesia. The sampling used in this research was cluster random sampling with two classes as sample, namely the experimental class taught using Dictogloss and the control class taught using Direct Instruction. To collect the data, there were two instruments used in this research namely, the writing test and the motivation questionnaire. After treatment was given to both classes in eight meetings, a post test of writing to obtain data was conducted. The data were analyzed by using 2x2 Multifactor Analysis of Variance (ANOVA). Before conducting the ANOVA test, pre-requisite test namely normality and homogeneity test were conducted. The result of this research shows that: (1) Dictogloss is more effective than Direct Instruction to teach writing, and (2) students having high motivation have better writing skill than those having low motivation. Therefore, it is recommended for the English teacher to apply Dictogloss in writing activity to promote an effective teaching on writing skill. In conclusion, Dictogloss can be used to improve students’ writing skill for the eleventh grade students.
The effect of Dictogloss Technique on the students’ writing skill Dian Pertiwi; Ngadiso Ngadiso; Nur Arifah Drajati
Studies in English Language and Education Vol 5, No 2 (2018)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v5i2.11484

Abstract

Dictogloss can be considered as way for integrating form and meaning in the learning context. The main objective of this research is to analyze whether: (1) Dictogloss is more effective than Direct Instruction to teach writing for the eleventh grades students, and (2) students having high motivation have better writing skill than those having low motivation for the eleventh grade students. This article refers to an experimental study on the effectiveness of Dictogloss to teach writing skill at one of Islamic School in Surakarta, Indonesia. The sampling used in this research was cluster random sampling with two classes as sample, namely the experimental class taught using Dictogloss and the control class taught using Direct Instruction. To collect the data, there were two instruments used in this research namely, the writing test and the motivation questionnaire. After treatment was given to both classes in eight meetings, a post test of writing to obtain data was conducted. The data were analyzed by using 2x2 Multifactor Analysis of Variance (ANOVA). Before conducting the ANOVA test, pre-requisite test namely normality and homogeneity test were conducted. The result of this research shows that: (1) Dictogloss is more effective than Direct Instruction to teach writing, and (2) students having high motivation have better writing skill than those having low motivation. Therefore, it is recommended for the English teacher to apply Dictogloss in writing activity to promote an effective teaching on writing skill. In conclusion, Dictogloss can be used to improve students’ writing skill for the eleventh grade students.
Co-Authors Annisa Rahmatika Estiana Tri Karmala Intan Aulia Nastiti Ngadiso Ngadiso Nur Arifah Drajati