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All Journal JALL (Journal of Applied Linguistics and Literacy) JELITA: Journal of Education, Language Innovation, and Applied Linguistics

Etika Rachmawati

Universitas Galuh Ciamis

Author-ID : 4151958

Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Articles

MALE AND FEMALE STUDENTS’ ATTITUDES TOWARD ENGLISH VOCABULARY MASTERY IN LEARNING SPEAKING (A Survey Study at one of MA Islamic Boarding School in Tasikmalaya) Prihatini Purbandari; Etika Rachmawati; R. Bunga Febriani
JALL (Journal of Applied Linguistics and Literacy) Vol 2, No 2 (2018)
Publisher : Universitas Galuh

This study aimed to explore the attitudes of Senior High School male and female students toward English vocabulary mastery in learning speaking. This study also investigated the factors influence students’ attitudes toward English vocabulary mastery in learning speaking. Attitude is individual’s response towards an object, inferred from individual’s belief or opinion about it. (Gardner, 1985). The writer conducted the questionnaire to measure the students’ attitudes toward English vocabulary mastery in learning speaking. The writer also interviewed a number of eleventh grade students to explore the factors that affect their attitudes toward English vocabulary mastery in learning speaking. The participants of this study consisted of 58 students of eleventh grade of one of MA Islamic Boarding School in Tasikmalaya. They were 25 male students and 33 female students. These students were purposively chosen. The results of the study showed that most of male and almost all of female students have positive attitude toward English vocabulary mastery in learning speaking. The results also indicated the factors influence their attitudes were their pronunciation, grammar and vocabulary knowledge, their habits speaking English in front of many people, their needs toward English and support from social environment. In conclusion, students’ attitudes toward English vocabulary mastery in learning speaking is important. It helps students improving their English speaking skill. In addition, this study recommends the future research on the same topic can carried out by using other design in order to enrich the development of the theory of attitude. Key words: male and female students, attitude, vocabulary mastery, speaking skill

DIGITAL HANGMAN GAME TO IMPROVE STUDENT’S VOCABULARY MASTERY IN TEACHING NARRATIVE TEXT Zaqiyah Lailatul Farihah; Etika Rachmawati
JALL (Journal of Applied Linguistics and Literacy) Vol 4, No 1 (2020)
Publisher : Universitas Galuh

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This study aims at investigating the use of digital hangman game to improve students’ vocabulary mastery in teaching narrative text at tenth grade at one of Islamic Senior High School in Padamulya Ciamis, Indonesia. The writers used convergent parallel mixed methods design as a method of the study because the convergent parallel mixed method is a form of mixed-method design in which the researcher converges quantitative and qualitative data in order to provide a comprehensive analysis. Experimental research was used in this study. Moreover, the data in this study were collected from several sources including achievement tests, questionnaires, and observation. The result showed that t-observe was 10.992 and t-critical at df=19 on level 0.05 with a two-tailed test was 2.093, which means that t-critical was less than t-observe and alternative hypotheses were accepted. Thus, the students generally pleased with the teaching narrative text by using the digital hangman game. Furthermore, almost the students gave their good responses to the implementation of the game. For further researchers, it gives broad opportunities in making this study more complete in the same field with a different interest such as how to teach narrative text through other strategies.Keywords: Hangman Game, Vocabulary, Narrative Text

MALE-FEMALE EFL STUDENTS’ PERCEPTION ON THE USE OF AUDIO VISUAL AIDS TO IMPROVE THEIR VOCABULARY MASTERY Firda Fauziah; Etika Rachmawati; Misbahudin Misbahudin
JALL (Journal of Applied Linguistics and Literacy) Vol 2, No 1 (2018)
Publisher : Universitas Galuh

This study attempted to investigate male-female EFL students’ perception on the use of audio visual aids in learning vocabulary mastery. The aims of this study were to finding out the male EFL students’ perception on the use of audio visual aids in learning vocabulary, the female EFL students’ perception on the use of audio visual aids in learning vocabulary, and how audio visual aids help students in improving their vocabulary mastery. The participants were 19 students at the tenth grade students in one of senior high schools in Ciamis. This study employed one type of qualitative strategies that was using case study. The writer used three instruments to gain the data, they were questionnaire, interview and observation. The result for the first question asserted that male students perceive the use of audio visual aids was good to be used in learning process, especially in learning vocabulary. Moreover, the result for the second question revealed that female students perceive audio visual aids have some benefits in learning process, especially in learning vocabulary. Then, the result for the third question asserted that audio visual aids help the students in improving their vocabulary mastery. It can be concluded that male-female EFL gave positive perceptions toward the use of audio visual in learning vocabulary and audio visual aids help the students to improve their vocabulary mastery. Besides, it is suggested for the English teacher, it is hoped that this study could be a new way in giving the new situation in the classroom. Moreover, it is suggested for the students because the most students feel helped in learning process, especially in learning vocabulary by using audio visual aids. For further researchers, the result of this study can be used as reference in the same field with the different interest.Keywords: perception, gender, audio visual aids, vocabulary, vocabulary mastery

EFL MALE AND FEMALE STUDENTS’ PERCEPTION ON SPEAKING ANXIETY IN CLASS-ORAL PRESENTATIONS Debby Almira; Etika Rachmawati; Didih Faridah
JALL (Journal of Applied Linguistics and Literacy) Vol 2, No 2 (2018)
Publisher : Universitas Galuh

The study attempted to investigate the perceptions of EFL male and female students about speaking anxiety in class-oral presentations and the strategies of EFL male and female students do to handle their speaking anxiety in class-oral presentations. Afterwarrds, the writer set forth two research questions: (1) What are the perceptions of EFL male and female students about speaking anxiety in class-oral presentations? (2) What are the strategies of EFL male and female students do to handle their speaking anxiety in class-oral presentations?. This study employed qualitative strategies by using case study. The participants were 30 second grade students which consists of 15 male and 15 female students from one of private university in Ciamis. The results for the first research question found that male and female students always felt anxiety if they should present a presentation at class and that anxiety was caused by some factors such as anxiety because of their selves, other students and their teachers. Moreover, the results for the second research question revealed that strategies used by students do to handle their speaking anxiety in class-oral presentations as follows. The first, trying to be confident. The second, making the atmosphere more cheerful. The third, well prepare. Finally, it is expected that class-oral presentations make the students feel anxious but still could handle their speaking anxiety with several strategies. Besides, it is suggested for further teachers to find out some technique to improve their ability in teaching English and must consider the aspect of students’ psychology such as anxiety and motivation when they teach. . Keywords: speaking anxiety, gender, perception, class-oral presentations

Voicing The Students’ Need of English Vocabulary English for Specific Purposes in Vocational High School Dwi Siska Maulani; Lilies Youlia Friatin; Etika Rachmawati
JELITA: Journal of Education, Language Innovation, and Applied Linguistics Vol 1, No 1 (2022): JELITA
Publisher : Universitas Siliwangi

The goal of this study was to identify the English vocabulary requirements for agriculture students. The purpose of this study is to find out what students think about the importance of English vocabulary for agriculture students. The qualitative case study design was used in this investigation. This study was undertaken at a Tasikmalaya vocational school with a horticulture major. The researchers employed an open-ended questionnaire to collect data from twenty-one participants, including one English teacher and twenty agricultural students in the horticulture major. The researcher evaluated and interpreted the results of the open-ended questionnaire. When conducting analysis, the researcher assigns a code to each participant's response, organizes the data, and finally obtains the questionnaire's conclusion. The findings of an open-ended questionnaire based on students’ perceptions revealed that agricultural vocabulary is important for some areas, such as English for agriculturists, animal breeders, and in some fields of agriculture, such as cultivating the plants, care the plants, agricultural equipment, or scientific names of plants because learning English vocabulary can increase students' knowledge, particularly specific vocabulary, as well as learning English vocabulary for ag. Finally, the researchers make recommendations on how to better meet the demands of vocational students, particularly in terms of the English vocabulary required of agriculture students.Keywords: English for Specific Purposes; English Vocabulary; Voicing; Students’ Need; Vocational High School.

Co-Authors Debby Almira Didih Faridah Dwi Siska Maulani Firda Fauziah Lilies Youlia Friatin Misbahudin Misbahudin Prihatini Purbandari R. Bunga Febriani Zaqiyah Lailatul Farihah

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