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All Journal ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH Journal of English Teaching, Literature, and Applied Linguistics Didaktika: Jurnal Pemikiran Pendidikan JASL - Journal of Applied Studies in Language

Risa Triassanti

Universitas PGRI Ronggolawe Tuban

Author-ID : 405546

Education Languange, Linguistic, Communication & Media Mathematics Other

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Articles

Lexical and Grammatical Problems Coped with Communication Strategies Triassanti, Risa; Mansur, Mansur; Wardhono, Agus
Jetlal Vol 2 No 2 (2018)
Publisher : Universitas Muhammadiyah Gresik

Based on preliminary observation most students feel hesitate to continue English conversation when they lacked of vocabularies and structured grammatical sentences. The students prefer to stop speaking. Therefore they need strategies to keep the communication on. Dealing with the problems, the present study investigates the lexical and grammatical communication problems that can be managed by communication strategies. An observation was done to 60 students in different levels of proficiency. it was revealed that there was a significant difference in the frequency and percentage of learnersâ€™ solved lexical problems (72.2 %) and grammatical problems (27.8%). The results drawn from these items were that EFL students used communication strategies on lexical problems are more frequent than used communication strategies on grammatical problems. This strategy is one small step towards clarifying the balanced of using communication strategy on lexical and grammatical problems in communication.

THE IMPLEMENTATION OF METACOGNITIVE STRATEGY TRAINING TO ENHANCE EFL STUDENTS ORAL PRESENTATION SKILL Christina Innocenti Tumiar Panggabean; Risa Triassanti
English Education:Journal of English Teaching and Research Vol 5 No 1 (2020): Baohuan Zhang
Publisher : Universitas Nusantara PGRI Kediri

Doing oral presentation has been a common classroom activity for university students including EFL students for almost any subject they are taking, but the writer found that students still had problems with their presentation and could not do their presentation effectively. In order to do the task successfully, students need metacognitive skill because they need to think about the task, plan for the task, monitor the task, and evaluate how well they have done the task. To reach this purpose, teachers need to facilitate the process through strategy instruction, especially metacognitive strategy instruction. By applying metacognitive strategies, students will be more aware of the importance of their active role in their learning. This paper is intended to present metacognitive strategy instruction adopting Oxford’ metacognitive strategies to enhance EFL students’ oral presentation skill in their speaking class and the students’ responses toward the strategy instruction. Based on the analysis of the students’ performance, video recording, teacher evaluation, self evaluation, peer evaluation, and written reflection, they have done their oral presentation better, and they had positive responses toward metacognitive instruction and became more aware of themselves as learners who are responsible for their success. Keywords: EFL students, Oral presentation skill, metacognitive strategy training

TEACHERS AND STUDENTS’ PERCEPTIONS ON THE USE OF ICT IN LEARNING ENGLISH AT A JUNIOR HIGH SCHOOL IN TUBAN Risa Triassanti; Christina Innocenti Tumiar Panggabean; Budi Susatyo; Agus Wardhono; Yoliete Rohmadtis; Sholahudin Al Magribi
DIDAKTIKA Vol 28 No 2 (2022): Februari 2022
Publisher : Universitas Muhammadiyah Gresik

This study focuses on the perceptions of students and teachers regarding the use of ICT media in learning English. This study also aims to determine the attitudes of students and teachers about the use and benefits of ICT media in learning and teaching in English classes and to find out the problemsfaced by teachers when using or operating ICT media in English classes. This study uses a descriptive quantitative approach applying survey. Data was collected from a survey in the form of giving a questionnaire or questionnaire, which involved 10 randomly selected students from grades VI and VII and two English teachers at SMP PGRI 3 Tuban. The quantitative data obtained were analyzed by calculating the percentage of each item and the average to draw conclusions descriptively. The findings of this study revealed a positive response from teachers and students regarding the use of ICT media in English classes, students felt that learning English using ICT media was more fun and not boring in class, they were also more enthusiastic in participating in English learning in class. class, students also feel more understanding of English material when the teacher uses the TIK or ICT to teach in the classroom. The teacher also responded very well where the teacher agreed with the use of ICT media in the classroom and the teacher felt the benefits of using the media but there were several obstacles faced by the teacher when using ICT, such as operating constraints. This study provides insight into how students and teachers view ICT as a teaching and learning tool that can help provide a better English learning experience, as well as identify the barriers teachers feel when using ICT media.

Peer-feedbacks based application in teaching speaking and students’ perception towards peer-feedbacks Risa Triassanti; Christina Innocenti Tumiar Panggabean; Mansur Mansur
Journal of Applied Studies in Language Vol. 7 No. 1 (2023): Jun 2023
Publisher : Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/jasl.v7i1.99-106

Most of the students in EFL classes have less exposure and chances to speak with friends and colleagues in English. In the present study, students were situated on video. The peer feedback-based application was employed for guiding students to provide comments on peers' speaking performance. In order to investigate peer feedback, an online observation was conducted in the English education study program, online class. The online questionnaire was also done to recognize the students’ perceptions of peer feedback. The study results reveal some steps done in doing the peer-feedback-based application in terms of the learners' speaking aspects including pronunciation, grammar and vocabulary, and fluency. Moreover, it was found that the students can give feedback comprehensively to their peers. The perception of students toward peer feedback is positive and significantly helps students to improve their speaking ability. In conclusion, students have to think about their feedback before sending it to their peers. Future research should find the effectiveness of teacher feedback-based application and the correlation with the type of feedback.

Strategi Pembelajaran Bahasa Siswa EFL Pada Kelas Argumentative Writing di UNIROW Tuban Putri Amifalahiya Iqlima; Rissa Sofia; Risa Triassanti; Christina Innocenti Tumiar Panggabean
English Education:Journal of English Teaching and Research Vol 8 No 2 (2023): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v8i2.20968

The focus of this research is on EFL students’ language learning strategies used in Argumentative Writing class at UNIROW Tuban. It sought to determine the students’ most frequent language learning strategies and the strategies’ distinctions between students, both male and female. The descriptive qualitative was employed as the design of research for this study. The study's participants are 15 EFL students enrolled in Argumentative Writing class from English Language Education department undergraduate program of UNIROW Tuban. The questionnaire and interview data were qualitatively examined using Oxford's (1990) theories of language learning. It was identified that there were six kinds of language learning strategies used by the students, namely memory strategies, cognitive strategies, compensation strategies, metacognitive strategies, affective strategies, and social strategies. The findings showed that in the Argumentative Writing class, both genders of students most frequently employed cognitive strategies (30,1%). Additionally, it was discovered that female students (23,5%) employed more varied language learning strategies than male students (22,5%). The cognitive strategies appear to be the finest support strategies employed in Argumentative Writing class that can overcome students' writing limitations.

Co-Authors Agus Wardhono Budi Susatyo Christina Innocenti Tumiar Panggabean Mansur Mansur Mansur Mansur Putri Amifalahiya Iqlima Rissa Sofia Sholahudin Al Magribi Yoliete Rohmadtis

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