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All Journal Cakrawala Pendidikan Indonesian Journal of Applied Linguistics (IJAL) Jurnal English Education: Jurnal Tadris Bahasa Inggris ELTIN Journal: Journal of English Language Teaching in Indonesia PREMISE: Journal of English Education and Applied Linguistics Englisia Journal English Review: Journal of English Education Vision: Journal for Language and Foreign Language Learning JEES (Journal of English Educators Society) ENGLISH FRANCA : Academic Journal of English Language and Education LLT Journal: A Journal on Language and Language Teaching IJoLE: International Journal of Language Education Register Journal Edu-Ling: Journal of English Education and Linguistics Journal of Languages and Language Teaching JET (Journal of English Teaching) Adi Buana Journal of Pragmatics Research Journal of English Education and Teaching (JEET) English Focus: Journal of English Language Education Jurnal Wahana Pendidikan Jurnal Pendidikan Guru (JPG) ENGLISH FRANCA : Academic Journal of English Language and Education JOLLT Journal of Languages and Language Teaching Cendikia : Media Jurnal Ilmiah Pendidikan Jurnal Pengabdian Masyarakat Ilmu Terapan (JPMIT) Studies in English Language and Education Komunita: Jurnal Pengabdian dan Pemberdayaan Masyarakat Jambura Arena Pengabdian Journal of Language Intelligence and Culture International Journal of Education Research and Development Jurnal Bilingual Lire Journal (Journal of Linguistics and Literature) REGISTER JOURNAL Jurnal Pendidikan Progresif LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING Disastra: Jurnal Pendidikan Bahasa dan Sastra Indonesia
Syafryadin, Syafryadin
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The Rhetorical Structure of Method Section of Research Articles in Reputable International Journal of ELT Published in Indonesia S, Arief Hadianto; Arsyad, Safnil; Syafryadin, Syafryadin
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.v10i1.4263

Abstract

This study investigated the rhetorical structure of method section in English language teaching articles. A corpus consisting of 80 research articles in reputable international journal of English language teaching published in Indonesia was systematically sampled to serve as data input for analysis. The results showed that the method section of English language teaching articles were characterized by structural complexity and rich, nuanced descriptions. English language teaching researchers generally used three rhetorical moves to realize the overall communication goal of the methods section: 1) Describing the research design, 2) Describing the data collection procedures, and 3) Describing the data analysis procedures. While Move-1 was a Conventional move and did not have constituent steps, the second and third Move have a series of constituent steps, with Move-2 was an Obligatory move and the Move-3 was a Conventional. The most hypothetical model of method section in the results of this research were Describing research design (M1), Describing the Data Collection Procedure (M2): Describing the Samples (Move 2- Step B), Describing Research Instruments (Move 2- Step C), Elaborating on Data Collection Procedure (Move 2-Step D), and Describing the Data Analysis Procedure (Move 3): Relating (or recounting) data analysis procedure/s (Move 3- Step A). These Moves and Steps provide very detailed information on various aspects of the methodology. Pedagogically, the results can provide input for lecturers and students in writing research method section of English education field.Keywords: Academic writing, Rhetorical structure, Research method, Reputable international journal
GENDER BASED STUDENTS’ LEARNING AUTONOMY IN ENGLISH FLIPPED CLASSROOM IRIANTI, LENI; SYAFRYADIN, SYAFRYADIN; MONETA WIBOWO, ELDA RESI; FEBRIANI, R. BUNGA
Linguists : Journal of Linguistics and Language Teaching Vol 7, No 1 (2021): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v7i1.4152

Abstract

This research is aimed at finding out the effectiveness on applying flipped classroom to enhance learning autonomy and how its impact on gender based students’ learning autonomy. The researchers was applied convergent parallel mixed methods design. The populations of this study were senior high school in Pangandaran and the researchers selected a particular class. The class which participated is X MIPA 4 which consist of 11 male and 19 female as the experimental group and X MIPA 1 as the control one which consist of 12 male and 18 female. The totals of participants are 60 students. The data collected from pre-post Learning Autonomy Questionnaire (LAQ) and pretest-posttest as quantitative data and interview as qualitative data. The questionnaire was analyzed by using SPSS 16.0 for Windows. The result showed there is a significant difference in students’ learning autonomy between students who are taught by means of flipped classroom and those who are not. Moreover, female indicates more autonomy than male in both classes even before or after the treatment. Pretest-posttest indicated although the score of autonomy is increased, it does not have significant impact on their narrative reading comprehension test. On the other hand, based on the interview both female and male students respond positively about applying flipped classroom to enhance their learning autonomy even though there is no huge difference for male. In conclusion, flipped classroom has given a good impact in students’ learning autonomy even for female or male students although not give significant impact in students’ learning outcomes especially in narrative reading comprehension. 
THE EFFECT OF SKIMMING METHOD TO IMPROVE STUDENTS’ ABILITY IN READING COMPREHENSION ON NARRATIVE TEXT SINGH DHILLON, BOBBY PRAMJIT; HERMAN, HERMAN; SYAFRYADIN, SYAFRYADIN
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.v6i1.3940

Abstract

This research aims to know the effect of using skimming method in teaching reading comprehension AT SMK Negeri 2 Pematangsiantar on narrative text. The problem of this research are (1) what is the students’ ability in reading without using skimming method at Grade XI students’ of SMK N.2 Pematangsiantar. (2) what is the students’ ability in reading by using skimming method at Grade XI students’ of SMK N.2”. The purposes of this research are to find out the students’ ability in reading without using skimming method at grade XI students in SMK N 2 Pematangsiantar on reading narrative text and to find out the students’ ability in reading by using skimming method to the skill of grade XI students in SMK N 2 Pematangsiantar on reading narrative text. To answer the problems, the researchers used theories: Micklukey and Jefferies (2007), Grellet (2000), Milter (2001), Jhon and Dara (2005), David Nunan (1991), Douglas Newton (2000), Douglas Brown (2003), Rae Pica (2000), Roger Brown (1973), Ronald Carter (1998), Scoot Thornburry (2002), Wilga Rivers (1987), Diane Larsen (1990), Judi Willis (2008), Jack and Theodore (1986). This study employed a quantitative research. As an experimental research, it aims to know the effect of the technique that given and apply whether it influences to the object or no. In this research in collecting the data the researcher has to do three steps, they are pre-test, treatment, post-test. The researchers find out that the effect of using skimming method can increase the students’ skill in reading of narrative text. It can be proven from the test of students’ score in post-test of experimental class which the treatment the researchers did the treatment by using skimming method. By using skimming method, the students can increase their ability in reading of narrative text.
THE STUDY OF GENDER ON LANGUAGE USE THROUGH CONVERSATION OF XI SOCIAL 1 STUDENTS AT SMAN 9 MUSI RAWAS Anggraini, Liza; MAISARAH, IRA; SYAFRYADIN, SYAFRYADIN; ARSYAD, SAFNIL
Linguists : Journal of Linguistics and Language Teaching Vol 8, No 2 (2022): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v8i2.3921

Abstract

The focus of this research is a sociolinguistic examination of the impact of gender on language use. The primary goal of this research is to analyze the implications of men's and women's roles on their language usage. This research aims to highlight the variables that contribute to disparities in how gender impacts language use. This study's inquiry method is a questionnaire and audio-recoding. This study has shown differences in how men and women use language in our society and others like it. They use only some of the same forms; instead, they use different quantities or frequencies of the same form. In a society where gender plays a significant role, language is essential in contributing to that role. Gender roles, men's and women's identities, the hierarchical nature of gender relations, and men's dominance are all factors that contribute to differences in language use. Gender differentiation does not exist in a vacuum; it interacts with other types of social differentiation in a complex way. Language and gender, on the other hand, are formed through participation in everyday social activities. In conclusion, gender and language are inextricably linked.
AN ANALYSIS OF ENGLISH TEACHERS’ STRATEGIES IN OPENING THE LESSON IN THE CLASSROOM ARSETA, NORA; HARAHAP, ALAMSYAH; SYAFRYADIN, SYAFRYADIN
Linguists : Journal of Linguistics and Language Teaching Vol 7, No 2 (2021): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v7i2.4174

Abstract

This research analyzed the strategies used by English teachers in opening learning at SMA N in Bengkulu Selatan. This study aims to find out the most prevalent strategy for opening lessons used by English teachers and why the English teachers choose those strategies in opening learning. The approach used in this research is qualitative with a descriptive research type. The subjects in this study were thirteen English teachers from five SMA N in Bengkulu Selatan. The instruments used in this research were observation checklists, interviews, and documentation. The data were analyzed using data reduction, data presentation, and conclusions. The results showed that the most dominant strategies used by English teachers in opening learning at SMAN N Bengkulu Selatan were focusing attention and arousing students' interest, and generating student motivation. Teachers used those strategies to attract the students' attention and encourage students to be more involved in the learning process. This strategy is believed to be able to create a good relationship between teachers and students.
THE EFFECT OF TALKING CHIPS TECHNIQUE TOWARD THE STUDENTS’ SPEAKING ACHIEVEMENT SYAFRYADIN, SYAFRYADIN
Linguists : Journal of Linguistics and Language Teaching Vol 6, No 2 (2020): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v6i2.3948

Abstract

This study investigated how the Talking Chips Technique can help students to improve their speaking. The sample was only one class and  total number of students was 36 students. This study used a time series design and three data collection, i.e. note taking, participant observation, and speaking test. The data from observation were analyzed by using thematic analysis and band score of speaking. This study was conducted by using multiple pre-test and post-test. Therefore, the findings of this study were based on pre- test, treatments and post- test. During the treatments, there were problems related to classroom management (noisy, low participation, laughing), fluency (pause, flow and speed) and accuracy (pronunciation, grammar and vocabulary). Those problems could be minimized. After post-test, there were still problems, but the problems were fewer than previous ones like only fluency and accuracy because students had showed the awareness and enthusiasm in speaking English. This study showed the improvement of students’ speaking achievement from treatment until posttest. It was proved by the mean score pretest and posttest. In pre-test, the mean score of fluency was 61.1 and 62.81 for accuracy. In post-test, the mean score of fluency was 71.451 and accuracy was 74.69. Then, t- test for fluency was 7.05 and t-test for accuracy was 8.31 with t critical or table was 2.031. It meant that H1 was accepted. There was significance improvement of students’ speaking in terms of fluency and accuracy.  The findings suggest that the students still need further treatments to improve their speaking even though they have achieved the target. 
Needs Analysis for developing augmented reality-based critical reading materials for EFL students Yulianawati, Ida; Lestari, Zubaedah Wiji; Syafryadin, Syafryadin; Anggrarini, Natalia
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.43391

Abstract

English has been a compulsory subject in higher education across Indonesia. However, concerns about students proficiency remain widespread. Despite the importance of integrating technology into English instruction, especially for enhancing critical reading and thinking skills, many teachers still rely on intuition rather than a systematic needs analysis when developing teaching materials. Consequently, the content often fails to address learners actual needs or improve language mastery effectively. This study aims to explore the specific needs and challenges EFL students face in developing critical reading skills and their perceptions of augmented reality (AR)-based materials used in such classes. A mixed-methods approach was employed, involving surveys and interviews with 79 purposively selected students from two private universities in West Java, Indonesia. Findings revealed that students commonly use online platforms as sources for critical reading activities. They acknowledged the importance of critical reading and expressed that AR significantly enhanced their engagement and fostered independent learning. Pedagogical advantages of AR-based materials included promoting multisensory learning, improving students critical literacy and confidence, increasing enjoyment, and supporting a student-centered approach to technology. Additionally, AR allowed for the integration of virtual and real-world element in meaningful learning environments, which helped reduce cognitive load. The students also recognized ARs role in expanding access to education by making learning experiences more inclusive, engaging, and responsive to diverse learning preferences. Overall, AR-based materials were perceived as a valuable tool to support the development of critical reading skills in English language education.
Compensation strategies in speaking activities for non-English department students: poor and competent speakers Syafryadin, Syafryadin; Martina, Feny; Salniwati, Salniwati
JEES (Journal of English Educators Society) Vol 5 No 2 (2020): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v5i2.819

Abstract

This study investigated the compensation strategies which were used by competent and poor speakers to avoid communication gap in speaking activities. This study used descriptive quantitative desaign. The use of descriptive method because of this study was not searching about compararison or making prediction, but only finding out about mostly strategies used either competent or poor speakers in developing their speaking activities to avoid communication gap. Descriptive research is also chosen because it explores and catches social situation particularly in the class wholisticly, widely and deeply. Data collection used an observation sheet and a questionnaire. Population of this study was 83 students categorized as competent and poor speakers of semester 4 at English Study Program in one of the universities in Kendari. The findings of this study showed that the strategy which dominant used by either competent speakers or poor speakers as their group tendencies that was selecting the topic with the same overall average score of 4.0; competent speakers mostly used selecting the topic with the overall average of 4.0, adjusting or approximating the message with the overall average of 3.6 and using mime or gesture with the overall average of 3.5; poor speakers also mostly used selecting the topic with the overall average of 4.0 and coining word of 3.5. Competent speakers much more used compensation strategies than poor speakers. Thus, its major implication for pedagogy is that compensation strategies are extremely useful as guidance to avoid communication gap in speaking activities
Students’ rhetorical structure mastery of the finding and discussion section in English thesis Syafryadin, Syafryadin; Harahap, Alamsyah; Astrid, Annisa; Sudarmaji, Imam
JEES (Journal of English Educators Society) Vol 7 No 1 (2022): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v7i1.1643

Abstract

This study aimed to determine the rhetorical structure of the finding and discussion chapters on the thesis and their problems. This study applied a mixed method. The sample of this research was 30 parts of the finding and discussion of the theses of Bengkulu University English Education postgraduate students who graduated from 2019 to 2020. This study used a checklist as a research instrument. The data obtained were analyzed qualitatively by applying several stages such as data reduction, data presentation and drawing conclusions, while quantitative data were obtained through SPSS. The results indicated that students' mastery of rhetorical structures, especially in the finding and discussion section, is categorized as high and medium, where in the finding section, the average value of students was 41 which is categorized as high, while the average value in the discussion section is 37 which is included in the medium category. The next finding was that some students had difficulty in writing the finding and discussion chapters. These problems included analyzing data, interpreting data, writing discussion sections, incomplete rhetorical structures in writing, mastery of English including vocabulary and grammar, writing the evaluation section in the discussion, coherence and cohesiveness in writing and personal problems. HIGHLIGHTS : Rhetorical structure mastery in Findings of Thesis was categorized as high. Rhetorical structure mastery in Discussion of Thesis was categorized as medium. Several students faced challenges in mastering rhetorical structure of findings and discussion,especially interpretation, rhetorical structure, and discussion of findings.
Conversation diary in EFL class: A perspective, problem and solution Syafryadin, Syafryadin
JEES (Journal of English Educators Society) Vol 8 No 2 (2023): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i2.1782

Abstract

Conversation needs two people or more to be conducted. In doing conversation, diary is needed to help students to speak during conversation. Therefore, this study aimed to know the students’ perception on conversation diary, problems and solution. A mixed method was employed to achieve the research objectives. Thirty six students of English Education Study Program were the sample of this research. The instruments used were questionnaire and interview. The data were quantitatively and qualitatively analyzed by the researcher. The quantitative data were analyzed by using descriptive statistics with calculating mean scores and percentage, while the qualitative one used several stages namely reduction, displaying, and concluding the data. The results showed that majority students had a positive perspective on using diary in conversation class because based on the questionnaire, many students opted strongly agree and agree to all items. However, students faced several barriers namely speaking and psychological factors. In speaking skill, several students were lack of vocabulary, pronunciation, and grammar, while the psychological factors covered anxiety, self-confidence and motivation. Another finding displayed that improving motivation and joining public speaking can be alternative ways to deal with those barriers. In conclusion, conversation diary had benefits for students to support them in speaking. HIGHLIGHTS : Students had positive response towards the implementation of Conversation Diary in the classroom. Some students had problems in speaking, such as lack of speaking skill and psychological factors. Lecturer should provide speaking training to deal with the students' problems.
Co-Authors Abdul Gafur Marzuki Afrizon, Ejontomi Ahmad Nofrian Akbar, Muhamad Kenzo Alamsyah Harahap, Alamsyah Alexon, Alexon Algrin, Algrin Hayadi Anggraini, Liza Anggrarini, Natalia Anjani, Wuni Dwi Annisa Astrid Arisman Arisman Arseta, Nora Arsyad , Safnil arsyad, safnil Arsyad, Syafnil Azwandi Azwandi Badeni Badeni, Badeni Binti Khairuddin, Haniza Binti Othman, Juliana Chindy, Chindy Yulia Permatasari Daniel Happy Putra Dedeh Rohayati, Dedeh Defitranita, Defitranita Dhari, Adwitya Widya Dian Eka Chandra Wardhana, Dian Eka Chandra Didih Faridah, Didih Eka Apriani, Eka Fahri Hidayat Farida Esmianti FEBLIANSYAH, MUHAMMAD Febriani, R Bunga Febriani, R. Bunga Gusmuliana, Paidi Haryani Haryani Hasanah, Amalia Hayadi, Algrin Hd. Fadhilah, Izzah Heli yenti, Eva Iis Sujarwati Indah Damayanti, Indah Indah, Zahara Ira Maisarah Irianti, Leni Istiqomah Nur Rahmawati Juwita, Sisma Labiran, Roni Ledy, Neris Mayang M. Iqbal Liayong Pratama Martina, Feny MONETA WIBOWO, ELDA RESI Muhammad Guntur, Muhammad Muhammad Kristiawan Noermnzah, Noermnzah Novitasari, Heryanti Nyayu Lulu Nadya, Nyayu Lulu Pertiwi, Lia Pradana, Satria Adi Pratiwi, Risa Prayudha.S, Joko Rakhmanina, Lisa Ramla Hartini Melo Riyani Riyani Rizki Widiastuti Rustiyani, Rustiyani S, Arief Hadianto Safnil, Safnil Salniwati Santiana Santiana Sari, Meliya Sari, Oktia Puspita Sartika, Utari Dwi Shah, Shanina Bt. Sharatol Ahmad Shynta Amalia SINGH DHILLON, BOBBY PRAMJIT Sofyan, Dedi Sovann, Ly Sudarmaji, Imam Sugianto Sugianto Suherdi, Didi Suhermanto, Hadi Sukesi, Erni Sumarto Sumarto Supardan, Dadan Syafutri, Tania Wati, Gustina Wijayanti, Erfin Yahya, Slamet Yanti, Ela Putri Yasmika Baihaqi, Yasmika Yuhariah, Feti Yulianawati, Ida Yupika Maryansyah, Yupika Zubaedah Wiji Lestari