Articles
<![CDATA[Contrastive Analysis of Discourse Representation In Indonesia Newspaper (KOMPAS) and English Newspaper Reports (Jakarta Post) ]]>
<![CDATA[Syafryadin, Syafryadin]]>
<![CDATA[ ENGLISH FRANCA : Academic Journal of English Language and Education Vol 3, No 02 (2019) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Negeri (STAIN) Curup ]]>
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DOI: 10.29240/ef.v3i02.1051
<![CDATA[Discourse representation deals with language structures which has crucial role not only for the text, but also for social practices. Newspaper is one of the real implementations of discourse representation because newspaper comprises several components in discourse representation. Newspaper in every country is made based on its language and every newspaper has difference and similarity in terms of discourse representation. Therefore, this study aimed to investigate the contrastive analysis of discourse representation in Indonesia newspaper and English newspaper reports. The subjects of this study were KOMPAS as representative of Indonesia newspaper and Jakarta Post as representative of English newspaper. This present study applied descriptive qualitative design which focused on representing verbs and modes of discourse representation (direct and indirect discourse). The findings of this study were that both newspapers have differences and similarities even though the difference was not quite dominant. The similarity of these newspapers could be seen from the use of reporting verbs and indirect discourse which were more dominant than the other parts in discourse representation. The difference could be seen also from representing verbs and modes of discourse representation. Although, reporting verbs are majority parts in Indonesia newspaper and English newspaper, but several words in Indonesia had the same translation into English. Manner of speaking verbs, mental verbs were still rare found in Indonesia newspaper. In Indonesia newspaper had only direct and indirect discourse, while in English newspaper had direct, indirect, free direct discourse, and indirect discourse in headline. In short, these newspapers have contrastive analysis in terms of discourse representation.]]>
<![CDATA[THE EFFECT OF TIME CONSTRAINT ON STUDENT READING COMPREHENSION TEST PERFORMANCE IN NARRATIVE TEXT ]]>
<![CDATA[Martina, Feny]]>;
<![CDATA[Syafryadin, Syafryadin]]>;
<![CDATA[Juwita, Sisma]]>;
<![CDATA[Rakhmanina, Lisa]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 8, No 3 (2020): In Press ]]>
Publisher : <![CDATA[IKIP Mataram ]]>
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DOI: 10.33394/jollt.v8i3.2625
<![CDATA[The objective of this study was to know whether there is any affect between the time constraints of students when doing exams using (extended time) with students who take exams using (non extended time). The sample used in this study amounted to 60 grade 11 students in SMA 03 Kaur. The method used in this research was quantitative method and uses ex post facto design. In collecting data the author gives multiple choice exam questions consisting of 50 questions, these are questions in the form of narrative texts. In analyzing the data, the authors used the Mann Whitney U-Test in SPSS 16.0.The results of this study indicate that the influence of time constraints on student examinations using extended time.]]>
<![CDATA[Students’ Strategies in Learning Speaking: Experience of Two Indonesian Schools ]]>
<![CDATA[Syafryadin, Syafryadin]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 9, No 1 (2020) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv9i14791
<![CDATA[The present study was an effort to investigate strategies mostly used in learning speaking, which covered direct strategies and indirect strategies. To this end, 60 students from two different high schools in a city in Indonesia, in which 30 students for each school participated this study. In collecting the data, this study used close-ended questionnaires with Strategy Inventory Language Learner (SILL) consisting of 39 items, which were analyzed by using a scoring system. The results of the study showed that students of both schools generally used the same and different learning strategies. The same learning strategies used by the students of both schools were organizing and evaluating learning, referring to metacognitive or indirect strategies. Meanwhile, the different learning strategies used by the students of both schools occurred on five strategies at a medium level. From the six types of learning strategies, as indicated in this study, the most popular learning strategies which were used by students of both schools were organizing and evaluating learning.]]>
<![CDATA[Boosting Classroom Interaction Based on Higher Order Thinking Skills (HOTS) in English Learning for Beginners ]]>
<![CDATA[Syafryadin, Syafryadin]]>;
<![CDATA[Harahap, Alamsyah]]>;
<![CDATA[Haryani, Haryani]]>;
<![CDATA[Astrid, Annisa]]>
<![CDATA[ International Journal of Language Education Vol. 5, No. 1, 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Makassar ]]>
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DOI: 10.26858/ijole.v5i1.15211
<![CDATA[Asking activity is a form of class interaction that needs attention. With the asking activity, it can increase the questioner’s knowledge. This study aimed to identify the questions form that filed by teachers and students in the classroom following the framework of thinking mandated in the revised Bloom Taxonomy and to explore the problems faced by lecturers in implementing the HOTS-based learning process. This study used qualitative methods by applying observation sheets and interview to collect data. The data analysis of this research used analysis of domain, taxonomy, component, and theme. The results of this study indicate that lecturers and students have applied the principles of Higher Order Thinking Skills (HOTS) from core learning activities to final learning activities. The form of the question is in level C4 (Analyzing), C5 (Evaluating), and C6 (Creating), but in the form of Creating questions, students still need to increase the frequency in asking. The problem faced is the difficulty in stimulating students who can answer and ask questions at level C6 in HOTS. Therefore, lecturers also try to overcome these problems by implementing strategies in the learning process.]]>
<![CDATA[Compliment Responses in English Made by Seventh Grade Students of SMPN 8 Sekayu ]]>
<![CDATA[Gusmuliana, Paidi]]>;
<![CDATA[Apriani, Eka]]>;
<![CDATA[Supardan, Dadan]]>;
<![CDATA[Syafryadin, Syafryadin]]>;
<![CDATA[Suhermanto, Hadi]]>
<![CDATA[ JET ADI BUANA Vol 5 No 02 (2020): Volume 5 Number 02 October 2020 ]]>
Publisher : <![CDATA[English Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/jet.v5.n02.2020.2376
<![CDATA[This paper showed the compliment responses in English made by 7th grade students at SMP Negeri 8 Sekayu. The sample of this study was five females and five males of the 7th grade students. From the seven categories of compliment responses, there were only six compliment responses in English made by students: acceptance, positive elaboration, neutral elaboration, denial, smiling, and no response. The result of this study showed that: 1) female had highest percentage in positive elaboration and smiling; 2) male had highest percentage in denial and no response; and 3) female and male had same percentage in acceptance and neutral elaboration response. There was no negative elaboration response used by students (female and male). Hence, it can be said that students gender hold important effect in giving compliment responses in English.]]>
<![CDATA[PENYULUHAN DAN PELATIHAN ICT-ENHANCED TEACHING –LEARNING SEBAGAI MODEL PENGEMBANGAN PROFESIONAL GURU DI KOTA BENGKULU ]]>
<![CDATA[Azwandi, Azwandi]]>;
<![CDATA[Harahap, Alamsyah]]>;
<![CDATA[Syafryadin, Syafryadin]]>
<![CDATA[ Jurnal Pengabdian Masyarakat Ilmu Terapan (JPMIT) Vol 1, No 1 (2019) ]]>
Publisher : <![CDATA[Vokasi Universitas Halu Oleo ]]>
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DOI: 10.33772/jpmit.v1i1.9389
<![CDATA[The use of ICT in learning is rarely found particularly in areas with low literacy. Like a high school teacher at Bengkulu City, they do not use ICT in learning, especially they whom with over the age of 40 years old. The lact of fasilitators also make difficult to reach innovative  learning with high quality. Thus, It absolutely needs counseling and training on ICT. This training aims not only to give guidance on ICT, but also to move the teachers  for using ICT as a medium of professional learning in their class routines. This training used the method of lectures, discussions and practice with the participatns of 20 teachers at Anggut Atas Village, Gading Cempaka District, Bengkulu City on all subjects. The results of this training indicated  that the use of ICT on learning suach as Mobile-Asissted Language Learning (MALL) ataupun Computer-Assisted Language Learning (CALL) could be received and actualized by the teachers at Anggut Atas Village, Gading Cempaka District, Bengkulu City. This training can be concluded that implementation of ICT with the existance of facilitators are very needed in developing innovative and efficient learning with high quality.]]>
<![CDATA[Teacher readiness and challenges in creating learner autonomy in ICT-based English learning activities ]]>
<![CDATA[Syafryadin, Syafryadin]]>;
<![CDATA[Suherdi, Didi]]>;
<![CDATA[Nadya, Nyayu Lulu]]>;
<![CDATA[Harahap, Alamsyah]]>;
<![CDATA[Astrid, Annisa]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 11, No 3 (2022): Vol. 11, No. 3, January 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v11i3.34667
<![CDATA[The significance of learner autonomy in today’s English Language Teaching (ELT) context has been well recognized and confirmed by many research findings; however, in some cases in which independent learning is not well established, the implementation may not be easy. Thus, this research is intended to provide data on teachers’ readiness and challenges in promoting learner autonomy during online learning activities. This research employed quantitative and qualitative data collection. The quantitative data were gained by a survey that has been conducted to 38 English teachers in 38 junior high schools in Bengkulu. In addition, the qualitative data were collected from an interview that has also been carried out to six teachers. The quantitative data obtained were then analysed through descriptive statistics analysis in the form of percentages and frequency. Meanwhile, the qualitative data were analysed by using thematic analysis. The results showed that in general most teachers were ready to build learner autonomy in ICT-based English learning. Most teachers used various methods in online teaching, gave freedom for the students to access different online resources according to their interest, found it easy to carry out online learning, yet most of them did not prefer to implement online learning activities. In the implementation, some challenges were faced by teachers, including poor internet connection, students’ different characteristics, and lack support from school policymakers.]]>
<![CDATA[Responding To Drama: The Efl Students’ Reader-Response Literary Analysis ]]>
<![CDATA[Febriani, R Bunga]]>;
<![CDATA[Rohayati, Dedeh]]>;
<![CDATA[Syafryadin, Syafryadin]]>
<![CDATA[ Wahana Pendidikan Vol 11, No 1 (2024): Januari ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jwp.v11i1.12861
<![CDATA[This article presents the EFL students' reader-response literary analysis of an English drama. The study aims to investigate the EFL students' engagement in reading drama as one of the literary genres and the way they make a Reader-Response literary analysis of the drama. The writer carried out the present research by analyzing the students' reflective essays in which they respond to an English drama entitled "The Other Player" written by Owen G. Arno. The study consists of 9 student participants enrolling in the Introduction to Literature subject at an English Education Program of one private university in West Java. Introduction to Literature subject was taught to English as a Foreign Language students in the university and is a subject that introduced the students to literature and literary works and led the students to evaluate, describe, and analyze literary works. In responding the given drama, the students were asked several questions. Then, the students answered the questions based on their interpretation and understanding. The study revealed several findings. The findings of the first part revealed that the students showed active engagement in the reading of drama because they were able to tell their enjoyment of the story, make a relation between the story and the other's life experiences, and make judgments and arguments about the things happened in the story. The finding of the second part revealed that the student participants were able to actualize themselves upon the drama they were reading and put it into the reflective essays or reflections.]]>
<![CDATA[The Rhetorical Structure of Students’ Presentation in Speaking Class ]]>
<![CDATA[Novitasari, Heryanti]]>;
<![CDATA[Syafryadin, Syafryadin]]>;
<![CDATA[Sofyan, Dedi]]>
<![CDATA[ ENGLISH FRANCA : Academic Journal of English Language and Education Vol 6, No 2 November (2022): ENGLISH FRANCA : Academic Journal of English Language and Education pro ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Curup ]]>
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DOI: 10.29240/ef.v6i2.5451
<![CDATA[This study aims to find the rhetorical structure of Move and Step which are often found in the Speaking for Presentation class. Additionally, this research looks into the typical pattern of students’ presentations in the Speaking for Presentation class. This study used a mixed-method research strategy that incorporates qualitative and quantitative data. The object of the research is 30 video presentations of 4th-semester English education students from the Speaking for Presentation class at Bengkulu University. From this study, it was found that the rhetorical structures of the Moves and steps that are most often found in students' presentations in the Speaking for Presentation class are Greeting the audience, Introduction of oneself/other speakers, Announcing the topic of oral presentation, Hortatory/narration, Summarizing the points/conclusion, and Thanking/Thank you. Then, the second of the Moves and the steps that are most often found in students' presentations in the Speaking for Presentation class are Leading the audience into the content and Suggestion. Furthermore, the typical patterns found in student presentations are Obligatory and Conventional. ]]>
<![CDATA[Error Analysis on Noun Phrase in Students’ Undergraduate Theses ]]>
<![CDATA[Syafutri, Tania]]>;
<![CDATA[Syafryadin, Syafryadin]]>;
<![CDATA[Sofyan, Dedi]]>
<![CDATA[ ENGLISH FRANCA : Academic Journal of English Language and Education Vol 6, No 2 November (2022): ENGLISH FRANCA : Academic Journal of English Language and Education pro ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Curup ]]>
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DOI: 10.29240/ef.v6i2.4659
<![CDATA[The aim of this research is (1) to analyze the components of noun phrase errors that are often made by students in the introduction parts of their undergraduate theses, (2) to analyze the types of noun phrase errors that are often made by students in the introduction parts of their undergraduate theses, (3) to find out the differences between noun phrase errors made students in the introduction parts of their undergraduate theses. The method used in this research was mix method. The instrument comprised observation and documentation. The result of this research was as follows: (1) the most dominant component of noun phrase error made by UPI and Unib students in the introduction parts was a head error, (2) the most dominant type of error in noun phrases made by UPI was addition error; however, the most dominant type of noun phrase errors among Unib students was omission error, (3) the number of noun phrase errors in Unib was higher than those in UPI. It is recommended that students improve their mastery of noun phrases, that lecturers teach students how to write the introduction well, specifically on noun phrases, and that next researchers investigate additional aspects of noun phrases. ]]>
