Lulus Irawati, Lulus
IKIP PGRI Madiun

Published : 17 Documents
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Journal : English Teaching Journal

Cognitive Framework Underlying Learning Strategies for Academic Speaking Irawati, Lulus
English Teaching Journal Vol 1, No 1 (2013)
Publisher : English Teaching Journal

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Abstract

This article aims to discuss about cognitive framework underlying learning strategies for acadeic speaking. Cognitive framework underlies learning strategies, since there are four stages of encoding process that cover not only the way store things to be learnt but also the way people organize way store things to be learnt but also the way people organize. Moreover, the learning strategies are helpful for motivating the students to be active and creative in order to develop their communicative competence. In the learning strategies, the students are encouraged to participate actively in real communication. Hopefully, this article can give contribution to the teacher and lecturer in teaching speaking skill
Critical Thinking in ELT: Theory and Practice Irawati, Lulus
English Teaching Journal Vol 2, No 1 (2014)
Publisher : English Teaching Journal

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Abstract

Critical thinking may be considered as an essential substance contributing to the success of students learning a language, in this English. Some skills in English such as listening, speaking, reading and writing can be successfully achieved whenever students were critical, since critical thinking is also the ability allowing the students to express everything freely. Unfortunately, utilizing critical thinking is not as simple as seen. There should be a regular and consistent process done to encourage the students to be critical. Thus, some approaches, methods, techniques or media need to be applied in order to succeed the achievement of being critical thinkers. Thus, this paper reveals some theories and practices based on reviewing some articles of critical thinking in English Language Teaching (ELT).
USING DIGITAL VIDEO TO RAISE STUDENTS’ MULTI-LITERACIES IN TEACHING ENGLISH FOR YOUNG LEARNERS Irawati, Lulus
English Teaching Journal Vol 2, No 2 (2014)
Publisher : English Teaching Journal

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Abstract

Teaching English for Young Learners is not as simple as people thought. There are a lot of things toconsider. One of them is fostering young learners to be multi-literate. It means that they need to master more than one skill in their life. The skills or abilities are listening, speaking, reading, writing, counting, et cetera, with the sources either from hardcopy (books) or softcopy (internet). Therefore, it is needed a medium to help the young learners to achieve multi-literacies, that it is a digital video. This mini-research aimed to use digital video to raise students’ multi-literacies in TEYL, by utilizing descriptive qualitative design. The mini-research was conducted in English course for the age of 9-10 years old. It was done for a month in total of 4 meetings, with duration about 60 minutes. The teacher was successful to use digital video combined with picture series.  The students felt happy and interested, since they firstly watched the digital video “sleeping beauty” before being asked to arrange picture series. The teacher also explored some vocabulary in the video and tried to contrast them with reality in surrounding. The kind of activity helped the young learners to communicate cross culturally.  In  fact,  communicating  cross  culturally  was  also  one  of  additional  skill  that indicated the students as multi-literate people. All in all, based on the findings of interview, the researcher also recommended conducting further research.
The effect of crossword puzzle on the eighth grade students’ reading comprehension of descriptive text at SMPN 1 Barat Magetan Munawaroh, Agustin Noni; Irawati, Lulus; Kurniawan, Arri
English Teaching Journal : A Journal of English Literature, Language and Education Vol 6, No 1 (2018)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (390.855 KB) | DOI: 10.25273/etj.v6i1.4454

Abstract

The objective of this experimental research is to know whether or not there is an effect of using Crossword Puzzle on the Eighth grade students’ Reading Comprehension of Descriptive texts at SMP Negeri 1 Barat. The researcher uses design True-experimental research in sub design The Randomized Posttest-Only Control Group Design.  This research uses random sampling. The data collection method is test.  The researcher uses primary data consisted of the students’ scores collected by a Reading Comprehension. The researcher uses Pair-Sample t-test to know the result whether it was statistically significant. In research procedure the researcher uses planning, application, and reporting. The results of the research are that: (1) the procedures of teaching reading by using Crossword Puzzle consists of preparation and teaching and learning process. In preparation activities, the researcher prepares the material of descriptive text and RPP or lesson plan. In teaching and learning process, the researcher does three activities in two meetings. The first meeting, teaching a reading by using a conventional technique and the second meeting, by using a Crossword Puzzle. (2) The effect of using a Crossword Puzzle on the eighth grade students’ reading comprehension of the descriptive text at SMP Negeri 1 Barat is significant. It can be seen from the significant value (2-tailed) of  that is 0.000.  It is lower than 0.05. It means that the mean score of one class is different. The mean score of pretest is 55.7813 while the mean score of the post test is 96.7188. It means that a crossword puzzle is effective to teach a reading comprehension..
Cognitive Framework Underlying Learning Strategies for Academic Speaking Irawati, Lulus
English Teaching Journal : A Journal of English Literature, Language and Education Vol 1, No 1 (2013)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (190.87 KB) | DOI: 10.25273/etj.v1i1.715

Abstract

This article aims to discuss about cognitive framework underlying learning strategies for acadeic speaking. Cognitive framework underlies learning strategies, since there are four stages of encoding process that cover not only the way store things to be learnt but also the way people organize way store things to be learnt but also the way people organize. Moreover, the learning strategies are helpful for motivating the students  to  be  active  and  creative  in  order  to  develop  their  communicative competence. In the learning strategies, the students are encouraged to participate actively in real communication. Hopefully, this article can give contribution to the teacher and lecturer in teaching speaking skill
USING DIGITAL VIDEO TO RAISE STUDENTS’ MULTI-LITERACIES IN TEACHING ENGLISH FOR YOUNG LEARNERS Irawati, Lulus
English Teaching Journal : A Journal of English Literature, Language and Education Vol 2, No 2 (2014)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (579.102 KB) | DOI: 10.25273/etj.v2i2.762

Abstract

Teaching English for Young Learners is not as simple as people thought. There are a lot of things toconsider. One of them is fostering young learners to be multi-literate. It means that they need to master more than one skill in their life. The skills or abilities are listening, speaking, reading, writing, counting, et cetera, with the sources either from hardcopy (books) or softcopy (internet). Therefore, it is needed a medium to help the young learners to achieve multi-literacies, that it is a digital video. This mini-research aimed to use digital video to raise students? multi-literacies in TEYL, by utilizing descriptive qualitative design. The mini-research was conducted in English course for the age of 9-10 years old. It was done for a month in total of 4 meetings, with duration about 60 minutes. The teacher was successful to use digital video combined with picture series.  The students felt happy and interested, since they firstly watched the digital video ?sleeping beauty? before being asked to arrange picture series. The teacher also explored some vocabulary in the video and tried to contrast them with reality in surrounding. The kind of activity helped the young learners to communicate cross culturally.  In  fact,  communicating  cross  culturally  was  also  one  of  additional  skill  that indicated the students as multi-literate people. All in all, based on the findings of interview, the researcher also recommended conducting further research.
Critical Thinking in ELT: Theory and Practice Irawati, Lulus
English Teaching Journal : A Journal of English Literature, Language and Education Vol 2, No 1 (2014)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (323.454 KB) | DOI: 10.25273/etj.v2i1.721

Abstract

Critical thinking may be considered as an essential substance contributing to the success of students learning a language, in this English. Some skills in English such as listening, speaking, reading and writing can be successfully achieved whenever students were critical, since critical thinking is also the ability allowing the students to express everything freely. Unfortunately, utilizing critical thinking is not as simple as seen. There should be a regular and consistent process done to encourage the students to be critical. Thus, some approaches, methods, techniques or media need to be applied in order to succeed the achievement of being critical thinkers. Thus, this paper reveals some theories and practices based on reviewing some articles of critical thinking in English Language Teaching (ELT). 
THE EFFECT OF TWO STAY TWO STRAY (TSTS) METHOD ON RECOUNT TEXT WRITING AT THE EIGHTH GRADE STUDENTS OF SMPN 2 SAWAHAN Apriliawati, Devi; Irawati, Lulus; Styati, Erlik Widiyani
English Teaching Journal : A Journal of English Literature, Language and Education Vol 5, No 2 (2017)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v5i2.5445

Abstract

This research is conducted to explain about the Effect of Two Stay Two Stray (TSTS) Method on Recount text Writing. The objectives of this research are to describe the effect of two tay two stray (TSTS) method on recount text writing at eighth grade students of SMPN 2 Sawahan. The sample of this research are 8-A consisted of 21 students in the eighth grade of SMPN 2 Sawahan. The research approach that is used in this study is quantitative. The research was conducted by using experiment. The technique that is used in this research is paired sample T-test that has pre-test and post-test. The result of this research shows that Two Stay Two Stray (TSTS) Method gives significant effect to the students? writing ability in recount text. It can be seen from the value of t  is -8,840 with significant value 0,000. It shows that the probabilities value of students? writing ability is lower than 0,05 (0,000<0,05) level of significant. So, the null hypothesis (H0) is rejected and the alternative hypothesis (Ha) is accepted. It can be stated that there is a significant different of students? writing ability before being taught using Two Stay Two Stray (TSTS) Method and after being taught using Two Stay Two Stray (TSTS) Method. The conclusion of this research is Two Stay Two Stray (TSTS) Method help the students to increase their achievement in writing recount text and this method also has possitive effect on students? writing ability especially on recount text.