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All Journal English Review: Journal of English Education ELLITE: Journal of English Language, Literature, and Teaching Journal of English Language and Education TEFLA Journal (Teaching English as Foreign Language and Applied Linguistic Journal) Pubmedia Jurnal Pendidikan Bahasa Inggris Jurnal Teknologi Pendidikan
Indri Astutik
Universitas Muhammadiyah Jember
Arts Humanities Education Languange, Linguistic, Communication & Media Other

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THE PRACTICES OF INTENTIONAL VOCABULARY ACQUISITION FOR ASIAN EFL LEARNERS: A SYSTEMATIC REVIEW Peggy Magdalena Jonathans; Utami Widiati; Indri Astutik; Devinta Puspita Ratri
English Review: Journal of English Education Vol 9, No 2 (2021)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v9i2.4350

Abstract

This systematic literature review attempts to shed light on the practice of vocabulary acquisition in EFL contexts (incidental versus intentional mode) and the recommendation for Asia. Aiming to fill theoritical gap, the present study elucidates methodological-related variables dealing with vocabulary acquisition Asia EFL teaching mostly needed and relevantly applicable. The study serves as a call for Asia EFL teachers to elaborate all reviewed components into ELT practice and curriculum. PRISMA is applied for the study methodology while inclusion criterion used to key terms in search engines which found 13,653 articles, and resulted into 27 the most related studies within the 15-year-time frame after being circumscribed, comprising publication on incidental and intentional vocabulary acquisition. The findings from the analysis indicated that extensive reading as the main input with additional of other skills. Exposure and repetition for meanings and retentions should be balancedly planned preventing from counterproductive effects. The explicit instruction needs of integration of interrelated components for the acquisition and learning to occur, namely input, media, time length, meanings, tasks, EFL teachers roles, L2 learners motivation, references, and evaluation. The larger the vocabulary size, the greater their engagement in L2 learning and real communication. The pedagogical implication recommends strongly intentional vocabulary acquisition with intentional vocabulary mode as supplementary since the two modes codeswitch in the cognitive domain.
Contextual Clues Effect on Students Reading Comprehension Using The Wonderful Wizard of Oz Novel Yeni Mardiyana Devanti; Agryanda Agryanda; Indri Astutik
ELLITE Vol 7, No 1 (2022): ELLITE: May
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v7i1.7621

Abstract

The research was pre-experimental research and it was conducted by using one group pre-test post-test design. The subject was the fourth year students of English Language Education Program consisting of 33 students. The text used during the treatment was The Wonderful Wizard of Oz Novel by L. Frank Baum published by World Public Library. It consists of 214 pages but only some parts of the novel that was used during the treatment. The data collected using both of the test above, and the instrument used was a reading comprehension test about The Wonderful Wizard of Oz Novel. The test consists of 20 questions in multiple choices form. T-test was used in order to analyze the data. It was found that the result before and after the treatment were very much different. The t-test score is -6.875 and the t-table is 2.997 in the level of significant 5%. In the t-test the plus and minus signs are not considered so that the value of -6.857 2.997 (ttable). Therefore, the final conclusion can be stated as that there was a significant effect of contextual clues on students’ reading comprehension using The Wonderful Wizard of Oz Novel.
Questioning Strategies in EFL Classroom: The Teacher’s Perceptions Indri Astutik; Novi Indriani; Nurkamilah Nurkamilah
TEFLA Journal (Teaching English as Foreign Language and Applied Linguistic Journal) Vol 3 No 2 (2021)
Publisher : Program Studi Pendidikan Bahasa Inggris, FKIP, Universitas Muhammadiyah Banjarmasin

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (234.223 KB) | DOI: 10.35747/tefla.v3i2.827

Abstract

A crucial ability expected of EFL students is critical and creative thinking ability. Questioning method is regarded as the most important technique for encouraging students to build this ability. Being anxious about making mistakes, students remain silent when teachers ask them. Thus, using questioning strategies in giving questions can be a way to engage them in interactive activities. This research, therefore, aimed to investigate teacher’s questioning strategies in teaching English and the reasons for using them. This study employed qualitative descriptive design by conducting an online interview and giving questionnaire to an English teacher of a private junior high school in Jember. The results of this study showed that the English teacher always (100%) used divergent questions in class in the middle and at the end of learning process. The goals were to know student’s opinion, develop their critical and creative thinking skills and improve their knowledge. Further, the teacher usually (80%) used procedural questions in the beginning of the lesson to maintain time management, check students’ conditions and class routine. Finally, the teacher sometimes (60%) used convergent questions to get short answers from the students and help them recalled the material.
UNDERSTANDING NEUROSCIENCE, HOW THE BRAIN WORKS, AND THE IMPLICATION ON GRAMMAR TEACHING AND LEARNING Indri Astutik; Peggy Magdalena Jonathans; Devinta Puspita Ratri; Yeni Mardiyana Devanti
ELLITE Vol 8, No 1 (2023): ELLITE: May
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v8i1.10063

Abstract

One of the human attributes is the ability to process language.  Over the last few decades, we have learned a lot more about its neurological foundation that specific linguistic functions are believed to be supported by various brain’s sections in left and right hemispheres. However, studies have shown that language comprehension and grammar depend on other areas of the brain outside the so-called Broca's region, which corresponds to Brodmann areas 44 and 45. It has been linked to an expanded brain activity including BA44, BA45, and BA47, the anterior insula (BA13), the mesial part of the supplementary motor area (the lateral expansion of BA6), and the bottom layer of the forebrain. Studies have also exposed the brain’s memory systems in language learning, storage, and usage, which are called as declarative/procedural memory systems. Further, studies have unveiled that these declarative/procedural memory systems can be enhanced through interventions. Thus, understanding these issues is advantageous for language teachers/instructors to know how the brain works in learning a language and its grammar, which is vital to have effective teaching and learning. Such understanding may lead teachers to develop their syllabus and materials, select strategies and methods, and design various class activities that result in effective learning.
The Effect of Pick, List, Evaluate, Active, Supply, End (PLEASE) Strategy on Students’ Writing Ability in Developing Descriptive Paragraphs Suci Anjar Sari; Henri Fatkurochman; Indri Astutik
Journal of English Language and Education Vol 8, No 2 (2023)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v8i2.413

Abstract

The purpose of this study was to look into the effect of the PLEASE (Pick, List, Evaluate, Activate, Supply, and End) approach on the development of paragraph writing skills. It attempted to look into the effect. In previous study, the research was conducted in areas outside East Java and this research was conducted in the area of East Java, to be precise at SMP Negeri 2 Genteng, Banyuwangi. Seventy-three EFL students from SMP Negeri 2 Genteng took part in the study and were divided into experimental and control groups. The researchers used a pre- and post-test on both groups to achieve the study's goal. The research was analyzed by comparing the pre-test and post-test of both group by using normality test, homogeneity test and independent sample t-test. The findings of the data analysis revealed that the PLEASE method had a significant effect on developing paragraphs.
An Analysis on Cohesive Devices of Students’ Recount Paragraphs Writing Feby Tri Lestari; Indri Astutik; Indah Werdiningsih
Pubmedia Jurnal Pendidikan Bahasa Inggris Vol. 1 No. 1 (2023): October
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jpbi.v1i1.14

Abstract

Cohesive devices are linguistic elements or techniques used to establish connections and create coherence within a text. They serve to link ideas, sentences, and paragraphs, making the overall discourse more cohesive and facilitating the smooth flow of information. Cohesive devices contribute to the logical organization and understanding of a written or spoken text. By employing cohesive devices effectively, writers can enhance the coherence and cohesion of their texts, allowing readers to follow and understand the information more easily. This study aims to examine how cohesive devices are utilized in recount paragraphs written by students as well as to identify the challenges and underlying reasons for their difficulties in using such devices. The research involved 20 tenth-grade students from MAN 2 Jember and adopted a qualitative analysis research design. The data collection process encompassed documentation, observations, and student interviews. The analysis focused on two aspects of cohesion: lexical cohesion (reiteration and collocation) and grammatical cohesion (reference, substitution, ellipsis, and conjunction). The findings reveal the following: (a) Students employed five types of cohesive devices in their recount paragraph writing, with reference (31.29%) and conjunction (28.75%) being the most frequent, followed by substitution (12.72%), ellipsis (1.78%), as well as reiteration (13.48%) and collocation (11.95%); (b) Students exhibited varying levels of familiarity and competence with different cohesive devices. The study highlights the importance of comprehensive instruction and support to enhance students' proficiency in using cohesive devices. To address the identified challenges, pedagogical interventions are recommended.
Teknik Mind Mapping untuk Meningkatkan Keterampilan Menulis Teks Deskriptif pada Peserta Didik Kelas VII di SMP Negeri 1 Glenmore Elok Faiqoh; Windriyani Yuliastri; Indri Astutik
Jurnal Teknologi Pendidikan Vol. 1 No. 2 (2023): December
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jtp.v1i2.75

Abstract

The mind mapping technique is an innovative learning approach that can creatively develop ideas. This research aims to determine the use of mind mapping to improve the descriptive text writing skills of 7th-grade students at SMP Negeri 1 Glenmore. The method used in this research is Classroom Action Research (CAR) or action research involving 2 cycles, with each cycle consisting of 2 meetings. From the research results, the researcher found that the mind mapping technique can enhance the descriptive text writing skills of the students. The average scores of the students before and after being taught using the mind mapping technique show that before the intervention (58.81), in the first cycle (67.40), and in the second cycle (71.14). It can be concluded that there is an improvement in the students' descriptive text writing skills. In conclusion, English learning with the application of the mind mapping technique to enhance descriptive text writing skills has a significant impact on the learning outcomes of 7th-grade students at SMP Negeri 1 Glenmore.
Peningkatan Partisipasi dan Penguasaan Vocabulary Siswa Kelas VII A SMP 1 Kabat Menggunakan Media Flashcard Anggun Nirmala Safitri; Anisatul Miunadiroh; Indri Astutik
Jurnal Teknologi Pendidikan Vol. 1 No. 2 (2023): December
Publisher : Indonesian Journal Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/jtp.v1i2.79

Abstract

In the primary school level, English is no longer a compulsory subject to be taught. In some schools, English is only a local subject. As a result, when students enter secondary school, they have very little knowledge of the English language. This is also the case in SMP 1 Kabat. Students' knowledge of English vocabulary is very low. Therefore, teaching vocabulary becomes crucial because vocabulary mastery is the foundation of learning the other four English language competencies. This research aims to enhance the participation and vocabulary mastery of 7th-grade students at SMP 1 Kabat using Flashcards as a media. This study employs the Class Action Research (CAR) method, consisting of two cycles, each with four stages: planning, acting, observing, and reflecting. Collaborative action research (CAR) is conducted, meaning students work together with the English teacher. The researcher collects data using tests, observations, and questionnaires. To analyze the data, the researcher uses both quantitative and qualitative descriptive analysis. Based on the research conducted, it was found that the percentage of student participation in the learning process in cycles 1 and 2 was 76.67% and 86.67%, respectively. As for the learning outcomes in the first cycle, it was 57%, which did not meet the passing target. However, in the second cycle, there was an increase to 80%, surpassing the minimum target of ≥75%. Based on the results obtained from the research, it can be concluded that the use of Flashcards as a media is highly effective in improving the participation and vocabulary mastery of 7th-grade students at SMP 1 Kabat.
Co-Authors Agryanda Agryanda Anggun Nirmala Safitri Anisatul Miunadiroh Devinta Puspita Ratri Devinta Puspita Ratri Elok Faiqoh Feby Tri Lestari Henri Fatkurochman Indah Werdiningsih Jonathans, Peggy Magdalena Novi Indriani Nurkamilah Nurkamilah Peggy Magdalena Jonathans Suci Anjar Sari Utami Widiati Windriyani Yuliastri Yeni Mardiyana Devanti