Articles
<![CDATA[GOOGLE FORMS AS AN EFL ASSESSMENT TOOL: POSITIVE FEATURES AND LIMITATIONS ]]>
<![CDATA[Angela Bayu Pertama Sari]]>;
<![CDATA[Dwi Iswahyuni]]>;
<![CDATA[Sri Rejeki]]>;
<![CDATA[Sutanto Sutanto]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 9, No 2 (2020): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO) ]]>
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DOI: 10.24127/pj.v9i2.3037
<![CDATA[This study presents an assessment tool in which it aims to investigate the positive features and limitations of Google forms as an EFL assessment tool. The research method used in this study is a descriptive qualitative study in which the instruments employed are class activity log and observation checklist. Moreover, the participants are 240 non-English major students. The results of the study showed that there are 5 positive features and 2 limitations of Google Forms as an EFL assessment tools. It can be concluded that the positive features of Google forms as an EFL assessment tool are in terms of efficiency in time and energy, conformity to the students’ characteristics, less cost, detail result, and helpful features. In other words, the significant implication is that the use of Google Forms as an assessment tool can alleviate the lecturer’s workload. Furthermore, the limitations deal with scoring and tools issues.]]>
<![CDATA[POST-MILLENIAL STUDENTS’ ATTITUDES TOWARDS THE ONLINE SEARCH ENGINE IN EFL LEARNING ]]>
<![CDATA[Angela Bayu Pertama Sari]]>;
<![CDATA[Sri Rejeki]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 8, No 1 (2019): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO) ]]>
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DOI: 10.24127/pj.v8i1.1933
<![CDATA[This research attempted to depict teachers' perspectives towards the post-millennial students' attitudes on using the online search engine in EFL learning. The research employed descriptive-interpretative qualitative research. 12 English teachers of the non-English major students were purposefully selected to be the subject of the research. The findings of the research pointed out that students' who were categorized as post-millennial generation used online search engine a lot in EFL learning. The findings showed that some negative attitudes occurred in EFL learning regarding the usage of the online search engine. The two most prominent ones were the act of plagiarism and being lazy due to the access to instant information. Despite it all, the results showed that the students’ positive attitude towards online search engine was more significant than the negative ones. Furthermore, the other research findings also illustrated that the EFL learning activities that were interfered by the online search engine at most is writing. Then, Google is the most used online search engine by the EFL post-millennial students. ]]>
<![CDATA[MILLENNIAL LECTURERS’ ATTITUDES IN INCORPORATING THE ONLINE APPLICATION IN THE EFL CLASSROOM ]]>
<![CDATA[Angela Bayu Pertama Sari]]>;
<![CDATA[Catharina Brameswari]]>;
<![CDATA[Haya Haratikka]]>
<![CDATA[ PROJECT (Professional Journal of English Education) Vol 3, No 3 (2020): VOLUME 3 NUMBER 3, MAY 2020 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/project.v3i3.p337-347
<![CDATA[Millennial lecturers are considered to be proficient in teaching by making use of the technology in their classrooms. Nine millennial lecturers were involved in this study. It was carried out as qualitative research. The data collection technique was open-ended questionnaires then analyzed through thematic analysis. Three research questions were aimed to be examined. The first one was the investigation on the variety of the online applications used in the EFL classrooms; the second one was questioning about the lecturers’ attitudes in getting the benefits of online application, and the third one was observing the lecturers’ attitudes in overcoming the limitations that they found in incorporating the online application in the EFL classroom. The results showed that seventeen types of the online mobile application that were used by the nine millennial lecturers in this study. The millennial lecturers took advantage of the online applications by establishing communication, encouraging students’ self-study, improving the assessment, motivating the students, and improving the teaching instruction. Other result showed that they overcame the limitations of online mobile applications by giving more information and giving assignment to solve the learning management issues and also adjusting the learning when tools issues occur. Keywords: millennial, lecturer, online application, EFL]]>
<![CDATA[EFL WRITTEN ONLINE DISCUSSION ABOUT VIRAL TOPICS ON PADLET DURING THE COVID-19 PANDEMIC ]]>
<![CDATA[Angela Bayu Pertama Sari]]>
<![CDATA[ PROJECT (Professional Journal of English Education) Vol 5, No 3 (2022): VOLUME 5 NUMBER 3, MAY 2022 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/project.v5i3.p544-552
<![CDATA[Covid-19 pandemic has greatly affected the EFL learning system. With the support of advanced technology, students and educators now have a limitless concept of time and space for learning. One of the worthy web tools for learning is padlet. This research aims to project the students’ perception of what they liked and disliked from the online discussion conducted through padlet. The research participants were 130 non-English students from one of the private universities in Yogyakarta. This study used the qualitative descriptive method and employed thematic data analysis. The data collecting method used open-ended questionnaires. Based on the research findings, the positive things students liked from padlet online discussion on the viral topics are: (1) it improves their skills and knowledge, (2) it creates an enjoyable learning atmosphere, (3) serves practicality. The negative things that the students dislike from an padlet online discussion on viral topics are (1) internet connection issue, (2) shallow and monotonous discussion results, (3) creating the feeling of missing out. Keywords: EFL, Online Discussion, Padlet, Viral, Covid-19]]>
<![CDATA[Code Switching in Traditional Market ]]>
<![CDATA[Haya Haratikka]]>;
<![CDATA[Angela Bayu Pertama Sari]]>
<![CDATA[ Pioneer: Journal of Language and Literature Vol 12 No 2 (2020) ]]>
Publisher : <![CDATA[Faculty of Letters, Universitas Abdurachman Saleh Situbondo ]]>
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DOI: 10.36841/pioneer.v12i2.703
<![CDATA[Indonesia is one of the countries that have ethnic and cultural diversity. One such culture is a culture of Aceh in Aceh province where the origin of Acehnesse inhabit in this province. They use Aceh language and Bahasa Indonesia in their daily communication. The aim of this study was to find out the reason of switching in Aceh traditional market. This is a descriptive qualitative research which implemented purposive sampling. The researchers took five informants (orange sellers) in one of traditional markets in Aceh. The data of this research were in the form of phrases, sentences, and paragraph from the orange sellers’ utterances. The researchers gained the data through recording the conversation between the orange sellers and the buyers in traditional market. The researchers focused on the code switching made by the orange sellers as the data. Then, researchers analyzed the data by applying the thematic analysis. The finding was code switching used by bilingualism such as in the traditional market, they were for: (1) repetitive and (2) relationship-building.]]>
<![CDATA[YouTube for Assisting Autonomous Deaf English Learners in Mastering EFL ]]>
<![CDATA[Angela Bayu Pertama Sari]]>
<![CDATA[ JELLT (Journal of English Language and Language Teaching) Vol 6 No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.36597/jellt.v6i2.13280
<![CDATA[Teaching English to students with special needs has been a concern in Indonesia. However, there were still some limitations in the practice of teaching and learning in class. Thus, this research tried to portray the use of YouTube to improve the quality of English learning outside the classroom. This research attempted to depict YouTube's use to assist autonomous deaf learners in mastering English as a foreign language. This research utilized case study research and thematic data analyses. The subject of the research was one autonomous deaf English learner. The data collecting technique was a written interview through an online chat application. The first result of the research pointed out that there were four learning manners of the autonomous deaf learner in optimizing the English learning process through YouTube, namely using the caption feature, backward feature, comment section, and google translate to learn more about English. The second result revealed that the autonomous deaf English learner obtained three insights from the learning process through YouTube: grammar knowledge, vocabulary, and general knowledge, particularly about knitting. Finally, it may be concluded that the YouTube features that served captions, backward buttons, and comment sections became the paramount factors for supporting the learning autonomy of the deaf learner in mastering English as a foreign language.]]>
<![CDATA[Discrimination index, difficulty index, and distractor efficiency in MCQs English for academic purposes midterm test ]]>
<![CDATA[Sri Rejeki]]>;
<![CDATA[Angela Bayu Pertama Sari]]>;
<![CDATA[Sutanto Sutanto]]>;
<![CDATA[Dwi Iswahyuni]]>;
<![CDATA[Devita Widyaningtyas Yogyanti]]>;
<![CDATA[Helta Anggia]]>
<![CDATA[ Journal of English Language and Pedagogy Vol 6 No 1 (2023): Article in Press ]]>
Publisher : <![CDATA[Universitas Sarjanawiyata Tamansiswa ]]>
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DOI: 10.36597/jelp.v6i1.14738
<![CDATA[Test item analysis in language learning plays a crucial role in ensuring that the test can be an effective assessment tool in the learning process. It is a quantitative study that aimed to analyze Multiple Choice Questions of reading sections in English for Academic Purposes (EAP) subject for non-English majors to find out the Discrimination Index (DI), Difficulty Index (DIF), and Distractor Efficiency (DE). The participants of this study were first-year students majoring in the civil engineering program at Universitas Muhammadiyah Surakarta. Researchers collected the primary data from the answer sheets of the reading section. The data analysis was conducted by using Microsoft Excel and uploaded to Anates. It quickly gave the result of all the calculations of DI, DIF, and DE. The findings revealed the DI and DIF of this test were not good because most of the results were poor DI and too easy DIF, which meant that most test items needed modifications and distractors. Most distractors used in this test were not functional and must be removed, changed, or modified.]]>
<![CDATA[Re-Examing the Indonesian Language Pragmatic Abilities of Students Majoring in Hospitality as a Basis for Exploring Students' Intercultural Abilities in Japanese ]]>
<![CDATA[Devita Widyaningtyas Yogyanti]]>;
<![CDATA[Dwi Iswahyuni]]>;
<![CDATA[Angela Bayu Pertama Sari]]>
<![CDATA[ Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 9 No. 2 (2023) ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
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DOI: 10.30605/onoma.v9i2.3036
<![CDATA[This research focuses on the intercultural competence of Japanese language students majoring in hospitality at three vocational schools in Yogyakarta. To be able to find out students' intercultural competence, a contrastive analysis method is used regarding politeness strategies in the context of greeting guests, asking the guest's name, asking for general information, rejecting the guest's wishes, asking for something from the guest and confirming. There are three things compared in this research, namely, politeness strategies in Indonesian sentences made by students, politeness strategies in Japanese sentences from native Japanese and the suitability of Indonesian translations into Japanese made by students. Brown and Levenson's face-threatening act (FTA) management theory was used as the theoretical basis for this research. The research results show that politeness strategies in the mother tongue do influence how students translate. In general, there are many similarities in strategies between Indonesian and Japanese regarding politeness strategies in the hospitality context. The similarity of these strategies will make it easier for students to achieve intercultural competence. It is just that a lack of linguistic ability still causes pragmalingustic failure and sociopragmatic failure. Furthermore, the difference in strategy is that the use of bald on record in Indonesian produces a bald on record translation in Japanese, which causes sociopragmatic failure.]]>
<![CDATA[Metakognitif sebagai Strategi Belajar Mahasiswa dengan Kemahiran Bahasa Inggris yang Tinggi pada Jurusan Sistem Informasi ]]>
<![CDATA[Angela Bayu Pertama Sari]]>;
<![CDATA[Nur Amalia Solikhah]]>;
<![CDATA[Cindyra Galuh Wardani]]>
<![CDATA[ Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 2 (2024) ]]>
Publisher : <![CDATA[Universitas Cokroaminoto Palopo ]]>
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DOI: 10.30605/onoma.v10i2.3166
<![CDATA[Penelitian ini mengidentifikasi strategi metakognitif sebagai strategi yang paling dominan digunakan oleh mahasiswa jurusan Sistem Informasi dengan kemahiran bahasa Inggris yang tinggi. Peneliti menggunakan metodologi deskriptif kualitatif dengan melibatkan 16 responden, yaitu mahasiswa pada jurusan Sistem Informasi yang mempunyai tingkat kemahiran bahasa Inggris yang tinggi. Instrumen penelitian yang digunakan untuk mengumpulkan data primer adalah kuesioner SILL (Strategy Inventory for Language Learning). Hasil penelitian mengungkapkan bahwa ada empat strategi metakognitif yang secara menonjol dilakukan dalam praktik belajar bahasa Inggris oleh para responden tersebut. Keempat strategi tersebut memiliki persentase tingkat “sering” dalam pemakaian di atas 80%. Pertama, pembelajar bahasa Inggris mencurahkan perhatian ketika seseorang berbicara bahasa Inggris. Kedua, pembelajar bahasa Inggris mencoba menemukan sebanyak mungkin cara untuk mempraktikkan kemampuan bahasa Inggris yang mereka miliki. Ketiga, pembelajar bahasa Inggris menyadari kesalahan dalam berbahasa Inggris dan menggunakan informasi tersebut untuk meningkatkan kemampuannya. Keempat, pembelajar bahasa Inggris mencoba mencari tahu cara-cara untuk meningkatkan kompetensi bahasa Inggri yang mereka miliki. Namun, penelitian ini menemukan bahwa perencanaan jadwal untuk belajar bahasa Inggris menjadi strategi metakognitif yang jarang diterapkan oleh mahasiswa tersebut yang ditunjukkan dengan persentase “sering” hanya 6%. Untuk meningkatkan validitas temuan, penelitian mendatang disarankan untuk memperluas cakupan sampel responden agar lebih representatif. Oleh karena itu, penelitian selanjutnya dapat memberikan wawasan lebih komprehensif terkait strategi metakognitif dalam konteks belajar bahasa Inggris bagi mahasiswa Sistem Informasi dengan kemahiran bahasa Inggris yang tinggi.]]>
<![CDATA[FIGURATIVE LANGUAGE IN A SHORT STORY ENTITLED “AN ANGEL IN DISGUISE” ]]>
<![CDATA[Dwi Iswahyuni]]>;
<![CDATA[Sri Rejeki]]>;
<![CDATA[Angela Bayu Pertama Sari]]>;
<![CDATA[Devita Widyaningtyas Yogyanti]]>
<![CDATA[ PROJECT (Professional Journal of English Education) Vol. 7 No. 2 (2024): VOLUME 7 NUMBER 2, MARCH 2024 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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<![CDATA[This study endeavored to find out the types of figurative language in a short story entitled “An Angel in Disguise” and the most frequent occurrence of the figurative language type. This short story was chosen because it contained good moral values. The method employed in this study was a descriptive qualitative method. The steps in analyzing data in this study encompassed reading the short story, looking for the phrases or sentences that belonged to figurative language, classifying those phrases or sentences based on the types of figurative language, interpreting the figurative language found, drawing the conclusions. The results showed that there were several types of figurative languages found in the short story. They were personification, metaphor, hyperbole, and simile. Moreover, the most frequent occurrence was hyperbole. The use of exaggeration (hyperbole) in the short story can make the readers excited in reading it and avoid the readers’ boredom. Furthermore, this short story can be used as learning materials for Senior High School students as it can enrich students’ insights about narrative text and how to make a story interesting.]]>
