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All Journal Edufisika: Jurnal Pendidikan Fisika Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Pendidikan Sejarah dan Riset Sosial Humaniora (KAGANGA) Jurnal Al-Amwal Jurnal Pendidikan Fisika dan Teknologi Cakrawala: Jurnal Pendidikan DEIKTIS: Jurnal Pendidikan Bahasa dan Sastra Journal of Innovation in Teaching and Instructional Media Madania: Jurnal Kajian Keislaman LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Hakim, M. Arif Rahman
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Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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THE DIFFICULTIES FACED BY INDONESIAN EFL LEARNERS IN PRONOUNCING "S" AND "ES" SUFFIXES IN THE SIMPLE PRESENT TENSE VERBS AND IN PLURAL FORM OF NOUNS SAPUTRA, ANDRI; HAKIM, M. ARIF RAHMAN; SAPUTRA, EKO; RAHMA, YURIKE NADIYA
Linguists : Journal of Linguistics and Language Teaching Vol 6, No 1 (2020): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v6i1.3938

Abstract

The authors perceive that Indonesian EFL learners find it challenging to pronounce -s and -es suffixes properly. This position was first established during the authors’ teaching experiences in some high schools, English centre course and colleges (for students majoring in English Education) in Indonesia. The observations were confirmed not only during teaching, but throughout the authors’ own English study. It seemed difficult to adhere to the rules of suffix use in spoken language, i.e. How -s and -es suffixes should and should not be pronounced during a conversation. Generally speaking, Indonesian EFL learners do not pay much attention to pronouncing the suffixes of -s or –es, and although many English users accept such mistakes in conversation with non-native speakers, it is not, however, an error a native-speaker is likely to make. In fact, this issue could lead to misunderstanding when non-native English users have conversations with native speakers. This study aims to present comparative literature review of a number research studies related to teachers’ experiences and other EFL learners. Firstly, this study explains a presentation of existing relevant research on pronunciation is offered. This is followed by an explanation of the specific difficulties faced by Indonesian EFL learners in pronouncing -s and -es suffixes in the present tense verbs and plural form of nouns. The discussion part suggests practical ways of dealing with the difficulties in pronouncing -s and -es suffixes of present tense verbs and the plural form of nouns, and proposes several activities to this end.
TEACHER’S STRATEGIES IN TEACHING ENGLISH SPEAKING SKILL FOR AUTONOMOUS LEARNERS (A CASE STUDY OF INDONESIAN MIGRANT WORKERS IN PENANG - MALAYSIA) HAKIM, M. ARIF RAHMAN; KHOIRUNNISA, KHOIRUNNISA; FADLI, AKHMAD; ADNAN, NUR ILIANIS
Linguists : Journal of Linguistics and Language Teaching Vol 9, No 2 (2023): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v9i2.2638

Abstract

This study was carried out to investigate strategies used by the teacher in teaching English, speaking competency, for autonomous learners at English Academy Bengkulu Malaysia, an English class program for Indonesian migrant workers. Specifically, it was conducted to identify whether the strategies were proper to be applied in teaching students whose profession as migrant workers. The qualitative method and case study approached were applied in conducting this research. Thirty workers and a teacher were selected as the participants. A series of interview, classroom observations, and video- recordings are done by the researchers to collect the data. Then they were analysed by using Miles and Huberman’s framework of qualitative analysis. The result of the study shows that to arrange proper strategies in teaching Indonesian migrant workers in Malaysia, teacher had to understand their characteristic first. In this study, the researchers found that most of the students had the characteristics of autonomous learners as follows; responsive [AL-BR], independent [AL-BI], well- motivated [AL-BWM], and self-aware [AL-BSA]. Based on these four characteristics, the teacher was able to arrange the strategies that proper to be practiced in the classroom. The strategies used by the teacher in teaching English speaking skill for Indonesian migrant workers were interactive techniques, grammar translation method, cooperative learning, direct instruction, and diary- writing. Students' activities in class as a result of the teacher's strategies were related to and consistent with the teacher's beliefs about autonomous learners and their characteristics. In other words, the strategies are effective, compelling, and appropriate for use in a class with autonomous learners.
English For Islamic Banking: What English Need of Indonesian Syariah Bank Employees in Bengkulu City Kurniawan, Yuda Septian; Hakim, M. Arif Rahman; Yanto, Syafri
Linguists : Journal of Linguistics and Language Teaching Vol 10, No 1 (2024): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v10i1.4503

Abstract

This research aims to determine the English language needs of Indonesian sharia bank employees in Bengkulu City. The research design in this research is qualitative research, while the research subjects are 10 Indonesian sharia bank employees in Bengkulu City. This research data was collected using interviews technique. Research findings show that: (1) Islamic bank employees need English language materials related to banking, accounting and computer applications; and (2) Islamic bank employees need more reading skills than listening, speaking and writing skills because they work more with written documents in English. Bank employees also work with computer programs, so all instructions and terms on the computer use English. Based on these needs, employees should havea good pronunciation in banking, accounting and computer English terms. They also need skills in correspondence via electronic mail or email.
PRE-LISTENING ACTIVITIES AND THEIR INFLUENCE ON EFL LEARNERS' LISTENING COMPREHENSION (A QUASI EXPERIMENTAL RESEARCH AT THE ENGLISH STUDY PROGRAM STUDENTS) Putri, Nurida Andela; Hakim, M. Arif Rahman; Revola, Yashori
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 03 (2024): Volume 09 No. 03 September 2024
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research aims to determine the Effect of pre-listening activities on the listening ability of UINFAS Bengkulu 4th semester English students. The method used in this research is a quantitative method using a quasi-experimental design. The sample in this study was 40 students consisting of 20 students in the experimental class (4 B) and 20 students in the control class (4 D) who were taken using purposive sampling. The experimental class is the class that is treated using the pre-listening activities strategy, while the control class is the class that does not use the pre-listening activities strategy. Pre-test was given in two groups before giving treatment. The research results showed that the average pre-test score for the experimental class was 51.00 and the control class was 50.75. After being given treatment, a post-test was given. The post-test results show that the average score for the experimental class is 73.75 and the control class is 62.75. Furthermore, the sample score from the independent T-test shows that the significant value (2 tailed) is 0.000 <0.05. In other words, Ho is rejected and Ha is accepted. In short, it can be said that students who are taught using the pre-listening activities strategy are more effective. It can be concluded that learning using the pre-listening activities strategy has a positive influence on 4th semester English students at UINFAS Bengkulu.
Co-Authors Abidin, Mohamad Jafre Zainol Afreni Hamidah Ahmad Ajib Ridlwan Akhmad Fadli, Akhmad Aldri Frinaldi Andri Saputra Asiyah, Asiyah Bahari, Agustina Indah Eko Saputra Febriani, Hanura HK, M. Nasron. Injelia, Meranti Jodion Siburian Khoirunnisa Khoirunnisa Kurniawan, Yuda Septian Nungki, Nungki Nur Ilianis Adnan Oktavia, Sri Wina Putra, Pebri Prandika Putri, Nurida Andela Rahayu, Septi RAHMA, YURIKE NADIYA Revola, Yashori Sari, Malika Diah Puspita Sirajuddin M Susanti, Trinur Yanto, Syafri