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<![CDATA[STUDENTS' PERCEPTION OF FIRST LANGUAGE USAGE IN EFL CLASSROOM: A CASE OF SENIOR HIGH SCHOOL STUDENTS ]]>
<![CDATA[Gina Larasaty]]>;
<![CDATA[Atikah Wati]]>;
<![CDATA[Roudlah Roudlah]]>
<![CDATA[ JELLT (Journal of English Language and Language Teaching) Vol 5 No 1 (2021) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.36597/jellt.v5i1.10025
<![CDATA[This study investigated students' perceptions, students' attitudes, and students' main reasons for supporting first language use in the EFL classroom. A qualitative approach with a holistic-single case study design was applied, and the instruments were a Questionnaire and interview session. The participants were 22 students of grade XI from the Social Program at the MAN 1 Indramayu. The participants answered questions administered through 29 questionnaire statements and eight interview questions. The result showed that (1) the students rarely speak English during English learning in the EFL classroom, (2) The students strongly agree if the teacher uses First Language (L1) when explaining something complicated, like grammar or unfamiliar vocabulary. (3) The students' main reason that the students did not understand and still have doubts about some vocabulary. The interview result indicated that first Language (L1) is still needed in the EFL classroom.]]>
<![CDATA[EXPLORING UNDERGRADUATE STUDENTS’ PERCEPTION OF THE BENEFITS AND DRAWBACKS IN DISTANCE LEARNING DUE TO COVID-19 PANDEMIC ]]>
<![CDATA[Atikah Wati]]>;
<![CDATA[Kardi Nurhadi]]>;
<![CDATA[Rezky Nugraha Tsani]]>
<![CDATA[ JELLT (Journal of English Language and Language Teaching) Vol 5 No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.36597/jellt.v5i2.11418
<![CDATA[This present research focused on exploring undergraduate students’ perception of distance learning in terms of experiences, benefits, and drawbacks (time management, cost, technical difficulties). It was grounded in a qualitative approach with a phenomenological case study design. Three undergraduate students of the 9th semester from the English Education Department in Wiralodra University were recruited to participate in this research. The data were derived from the three-interview series framework that consists of fifteen questions. The interview data were qualitatively analyzed by using inductive phenomenological reduction based on Seidman (2013). This research revealed that undergraduate experience varies, from the struggle with the connection to the limited communication between lecturer-students or student-students. Distance learning also impacts their feeling on how they mean distance learning, which makes the students mostly lazier as the communication is also limited and the policy is none to them who are not attending the class. It is also showed benefits and drawbacks where it is more flexible but unstable. The cost comes to be cheaper, but they still pay the tuition fee even though they did not use the campus facility, and the main technical difficulties lie in which device and apps they used at that moment. Keywords: perception, distance learning, benefits, drawbacks.]]>
<![CDATA[THE STUDENTS’ PERCEPTIONS ON THE USE OF ELECTRONIC DICTIONARIES IN EFL CONTEXT: LESSON LEARNED FROM INDONESIAN VOCATIONAL HIGH SCHOOL ]]>
<![CDATA[Atikah Wati]]>
<![CDATA[ Gema Wiralodra Vol. 11 No. 2 (2020): Gema Wiralodra ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/gemawiralodra.v11i2.120
<![CDATA[Penelitian ini dilakukan dengan tujuan untuk menyelidiki persepsi siswa sekolah menengah kejuruan dalam menggunakan kamus elektronik beserta kelebihan dan kekurangannya. Studi kasus tunggal holistik digunakan sebagai metode penelitian. Kuisioner dan wawancara digunakan untuk mendapatkan data dari 19 siswa sekolah menengah kejuruan swasta di Indramayu, Jawa Barat. Temuan menunjukkan bahwa kebanyakan siswa kejuruan menggunakan Google Translate dan U-Dictionary untuk membantu mereka belajar bahasa Inggris. Sedangkan persepsi siswa tentang kamus electronic adalah 63% siswa setuju bahwa kamus elektronik dapat membuat mereka memahami pentingnya belajar bahasa Inggris. 37% siswa mengatakan bahwa kamus elektronik dapat meningkatkan efisiensi belajar bahasa Inggris, memotivasi dan meningkatkan bahasa Inggris mereka. 79% siswa setuju bahwa kelebihan kamus elektronik adalah memiliki input kata yang cukup, mudah digunakan, sistem penerjemahan cepat, dan memiliki terjemahan suara, sedangkan kelemahannya hanya berkutat masalah koneksi internet dan kesalahan penerjemahan]]>
<![CDATA[CULTURAL FILTERING IN LANGUAGE TRANSLATION ]]>
<![CDATA[Atikah Wati]]>
<![CDATA[ Wiralodra English Journal Vol. 1 No. 1 (2017): Wiralodra English Journal ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/wej.v1i1.14
<![CDATA[The aim of this paper is to find out the important of cultural filtering that used by translator in language translation. As we know that language and culture being inextricably interwoven, the transference of the linguistic expression is precisely an attempt to integrate elements of one culture into another. Translation, thus, becomes a cross cultural event and the translator has to formulate his translation strategies to translate source culture into target culture. To deal with these cultural problems, translator is supposed to insert cultural filter in the initial stage of understanding and analyzing codification of the source text in the first stance. Here the cultural filter helps translator in obtain various elements of source culture which cannot go as they are in the target culture because of cultural differences.]]>
<![CDATA[THE ANALYSIS OF DERIVATION IN CONVERSATION SCRIPTS ]]>
<![CDATA[atikah wati]]>
<![CDATA[ Wiralodra English Journal Vol. 2 No. 2 (2018): Wiralodra English Journal ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/wej.v2i2.34
<![CDATA[Word derivation make the conversation more simple and specific to the topic. The case is many students didn’t recognise and aware of using it. this paper is trying to reveal the words derivation that the students use in their speaking class conversation whether or not it affected to the semantic. Dealing with vocabulary and grammar, speakers often choose certain vocabulary to express something and forming it into the correct grammatical rules, the choice of vocabulary that the speaker use during the planned speaking activity in the classroom and how this words implemented with the correct grammar in the form of literature dealing with morphology and semantic are the main focus of this paper. Many students didn’t really aware with the use of derivational words, 3 numbers of students conversational scripts didn’t insert any derivational words at all. While the other 2 insert very little derivational words. The method of analysis that the writer use to reveal the processes of derivation in more detail by noting three simultaneous processes, namely: a morphological process (e.g. changing the shape of an existing word by adding a prefix or suffix morpheme to an existing root morpheme) a syntactic process (changing the part of speech of a word, e.g. from verb to noun) and a semantic process (producing a new sense, agent, act, property).]]>
<![CDATA[PRE SERVICE TEACHERS’ UNDERSTANDING OF SCIENTIFIC APPROACH ]]>
<![CDATA[atikah wati]]>
<![CDATA[ Wiralodra English Journal Vol. 3 No. 1 (2019): Wiralodra English Journal ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/wej.v3i1.45
<![CDATA[This study investigated the implementation of scientific approach in apprenticeship program. It is aimed to describe and capture how pre service teachers implement scientific approach which consists of observing, questioning, exploring, associating and communicating in their teaching practice. What problems they faced during their teaching practice and how pre service teachers solve those problems. This study used a qualitative research design. The subjects of this study were three students of English Department of Wiralodra University who were doing apprenticeship program. Observation and questionnaire were used to validate the data. The findings showed that the three pre service teachers had implemented scientific approach in their teaching speaking although there still a lot of imperfectness and it can be concluded that between 1st, 2nd, and 3rd teacher candidates, the 3rd was the best to implement the scientific approach. The three pre service teachers also found problems in their teaching such in the process of questioning stage. However, both teacher candidates were able to solve the problem by not ask too many questions to the students, but have to guide the students to ask questions to help the students do the activity independently]]>
<![CDATA[PRE-SERVICE EFL TEACHERS’ PERCEPTIONS AND ACTUAL PRACTICES OF GIVING ORAL FEEDBACK IN APPRENTICESHIP PROGRAM: EXPLORATORY STUDY ]]>
<![CDATA[Atikah Wati]]>;
<![CDATA[Indra Yoga Prawiro]]>
<![CDATA[ Wiralodra English Journal Vol. 3 No. 2 (2019): Wiralodra English Journal ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/wej.v3i2.63
<![CDATA[The purposes of this study were to know the pre-service EFL teachers’ perceptions of their own oral feedback in apprenticeship program and to investigate the types of oral feedback that pre-service EFL teachers use in apprenticeship. It is supported by some problems found in the previous year apprenticeship program, pre-service teachers were seldom to give feedback to their students’ work or performance during the teaching and learning process, those pre-service teachers seem to be afraid to give more information or explanation about students’ work, tell the students’ incorrect work and give the students the correct answer explicitly, correct the students pronunciation, restate the correct form of students’ utterances, etc. To achieve the purpose of study, the writer used qualitative research method. The research participants were be taken from English Department students of Wiralodra University Indramayu that applied for apprenticeship program, there were 20 students that experienced their apprentceship program in several schools in Indramayu. The instrument of the research were observation and questionnaire modified from Sultana (2015). The finding showed that pre-service teachers’ were aware by the important of oral feedback to correct students’ mistakes, clarify the incorrect information, correct the students’ pronunciation, and restate the correct form of students’ utterances. Unfortunately in the teaching and learning process many of pre-service teachers did not execute oral feedback when they have to. Most of the oral feedback given to the students were focused on mispronunciation, grammar and vocabulary. Pre-service teachers seems did not notice misinformation mistakes and did not really aware of giving advice on students’ performance as the improvement strategy]]>
<![CDATA[AN INVESTIGATION OF ANXIETY MANIFESTATION AND COPING MECHANISM USED BY THE UNIVERSITY STUDENTS IN SPEAKING EFL CLASSROOM ]]>
<![CDATA[atikah wati]]>;
<![CDATA[gina larasaty]]>
<![CDATA[ Wiralodra English Journal Vol. 4 No. 2 (2020): Wiralodra English Journal ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/wej.v4i2.113
<![CDATA[This study focuses on the manifestation of speaking anxiety and the coping mechanism that used by the second semester of university students. Young (1991) claimed that anxiety may affect the quality of an individual’s communication or willingness to communicate. Students with anxiety show a passive attitude in their studies such as low motivation in learning and poor in performances and examination. Thus, this study used a descriptive qualitative approach, the data collection was carried out through observation and interview adopted from (Hadziosmanovic, 2012). There were 6 students who are belong to different levels of anxiety participated in this study. The result showed that students experienced hearth racing, dry throat and mouth, muscle twisted, trembling hands, embarrassed, and nervous feeling which belong to physiological manifestation, 3 students experienced lost the words and could not find the right vocabularies in English that leads to switched the language use which belong to linguistic manifestation. In coping mechanism, reminiscence, relearning, and remediation were used by the students. However, only 2 students learn to re-experiencing their previous experiences for the successful performances. Future researches may considered the anxiety manifestation and its coping mechanism in online learning.]]>
<![CDATA[Students’ Understanding of Generic Structure of the Text and the Quality of Writing: A Correlational Study ]]>
<![CDATA[Atikah Wati]]>
<![CDATA[ Jurnal Bahasa Inggris Vol 2 No 1 (2018) ]]>
Publisher : <![CDATA[LPPM Universitas Pancasakti Tegal ]]>
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DOI: 10.24905/efj.v1i2.51
<![CDATA[Indriyani et al, (2013) stated that many students had dificulty in understanding the generic structure of analytical exposition text. Therefore, the present study tried to investigate the correlation between students understanding in writing generic structure of analytical exposition and the quality of students’ writing in second grade of senior hight school. Grounded in explanatory correlational research design by Creswell (2011), this study conducted over two weeks in one of senior high school in Indramayu. Close-ended questionnaire and writing test were instruments to collect the data and it was analyzed by using SPSS 22. The statistical calculation from students understanding in writing generic stucture of the text and writing test indicated that the value of tcount was 3.23 and the value of ttable was 0.361. It can be concluded that the hypothesis was accepted because tcount 3.23 > ttable 0.361. The finding reveal that there was middle correlation or middle prediction in students understanding of generic structure of analytical exposition and students writing quality with the score 0,52.]]>
<![CDATA[AN INVESTIGATION OF UNDERGRADUATE STUDENTS' ORAL COMMUNICATION STRATEGY (OCS) IN DEBATE CLASS ]]>
<![CDATA[Indra Yoga Prawiro]]>;
<![CDATA[Chintia Fita Diyales]]>;
<![CDATA[Atikah Wati]]>
<![CDATA[ Journal of English Language Learning Vol. 6 No. 1 (2022) ]]>
Publisher : <![CDATA[English Language Education Department, Universitas Majalengka ]]>
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DOI: 10.31949/jell.v6i1.2502
<![CDATA[Dornyei (1995) classifies communication strategies based on the problem-oriented perspective. In this taxonomy, the oral communication strategies refer to the speakers’ strategies used when encountering some communication problems. This qualitative study was conducted in a descriptive case study to investigate undergraduate students’ oral communication strategy in debate class. The participants of this study were the third semester of undergraduate students who join in a critical speaking class. There were 24 students. The observation was used to obtain the data. The data has been collected from this instrument was analyzed using the steps from Gay et al. (2006) with memoing, describing, and classifying. The result of the study revealed that the students used 11 of 12 types of oral communication strategies. The first is message abandonment with 12 utterances (4.5%). The second is topic avoidance with five utterances (1.81%). The third is circumlocution with one utterance (0.37%). The fourth is an approximation with six utterances (2.25%). The fifth is using all-purpose words with five utterances (1.81%). The sixth is word coinage with five utterances (1.81%). The seventh is using non-linguistic means with 12 utterances (4.5%). The eighth is foreignizing with two utterances (0.75%). The ninth is code-switching, with 27 utterances (10.2%). The tenth is the appeal for help with 35 utterances (13.2%), and the last is the use of fillers applied by students with 157 utterances (58.8%). Meanwhile, the students do not apply the literal translation as a communication strategy when conducting a debate. It implies that the types of oral communication strategies used by the students in this study involve the ability to overwhelm language faults in English.]]>
