Vindy Cahya Ekaningrum, Vindy Cahya
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THE EFFECTIVENESS OF ORAL RETELLING STRATEGY AND WRITTEN RETELLING STRATEGY ON STUDENTS’ READING COMPREHENSION: A COMPARISON Ekaningrum, Vindy Cahya
LET: Linguistics, Literature and English Teaching Journal Vol 7, No 1 (2017)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (493.096 KB) | DOI: 10.18592/let.v7i1.1513

Abstract

Reading comprehension skill is important in our social lives which relates to texts, emails, networking sites, and many others. In order to find an effective teaching reading technique, there are studies conducted and developed. One of the strategies to teach reading is called retelling. Many studies found that retelling strategy is effective to teach reading comprehension (Sylvia(2015); Ebaugh (2013); Schisler (2008)). However, there is a contradictory result between those studies found related to the implementation of two types of retelling strategy: oral and written retelling. Sylvia’s (2015) study claims that the written retelling significantly better than oral retelling strategy. However, Schisler’s (2008) study shows result in vice versa. Ebaugh’s (2013) study reveals that there were no significant differences between those two strategies. From the contradictory results seen from previous studies, further study is still needed to figure out more reliable research result on the effectiveness of both strategies.
Students’ Perception on Pre-reading Activities in Basic Reading II Class of the English Language Education Study Program of Sanata Dharma University Ekaningrum, Vindy Cahya; Prabandari, Carla Sih
LLT Journal: A Journal on Language and Language Teaching Vol 18, No 2 (2015)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (917.459 KB)

Abstract

The students’ perception on the teacher instruction shows whether the teaching techniques meet the students’ need or not. Because of this reason, the researcher wants to find out the varieties of pre-reading activities used by the teacher and the students’ perception on the implementation of the pre-reading activities. There were two problem formulations in this study: 1) What kinds of pre-reading activities that are used by Basic Reading II teacher in the English Language Education Study Program of Sanata Dharma University? 2) How is the students’ perception on pre-reading activities used by the teacher? This research was a survey research. In gathering the data, there were two instruments used in this research. They were interview and questionnaire. The interview was done by interviewing the teacher of Basic Reading II Class. The interview was used to answer the first research question about the varieties of pre-reading activities in Basic Reading II class. Then, the researcher distributed the questionnaire to 56 students of Basic Reading II class. The questionnaire was used to answer the second research question about the students’ perception on pre-reading activities used by the teacher. The result of this research showed that brainstorming, pre-teaching vocabulary, pre-questioning, visual aids, and KWL strategy were the varieties of pre-reading activities used by the teacher. There were two different implementation of pre-teaching vocabulary. There were also two activities combined together, they were the use of visual aids and KWL strategy. The students had positive perception on the implementation of pre-reading activities in Basic Reading II Class. DOI: https://doi.org/10.24071/llt.2015.180206
UTILIZING MEMES TO PROMOTE STUDENTS’ MOTIVATION IN LANGUAGE CLASSROOM Purnama, Agnes Dian; Desiarti, Elsa Marina; Aflahah, Noor Aida; Ekaningrum, Vindy Cahya
LET: Linguistics, Literature and English Teaching Journal Vol 7, No 2 (2017)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1003.751 KB) | DOI: 10.18592/let.v7i2.1946

Abstract

Keeping students’ motivation to learn L2 is a challenging activity in teaching and learning process. Teachers are expected to perform their job dutifully by engaging students into attractive learning activities. At the same time, they are also contested with students’ characteristics diversity. The utilization of memes is a proposed teaching strategy to minimize the gap between students’ traits, technology rapid development, and the constant need of renewing effort to enhance students’ performance. Seeking an opportunity of integrating between various mobile application, gadgets as well as internet access, memes creation may be considered as a breakthrough in educational field. The result of this study shows students’ positive responses in creating memes activity. Most of the EFL students’ responses stated that the activity is interesting therefore it is able to boost their motivation. The activity covers up three essential motivation values for learning an L2; intrinsic value, integrative value, and instrumental value.