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All Journal Alsina : Journal of Arabic Studies Indonesian Journal of English Teaching Journal of Linguistics, Literacy, and Pedagogy LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Masrupi, Masrupi
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Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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Mushkilāt Ta‘līmi al-Lughah al-‘Arabiyyah fī Thailand wa al-Ḥulūl ‘Alaiha Masrupi, Masrupi; Murtadho, Nurul; Huda, Ibnu Samsul
Alsina : Journal of Arabic Studies Vol 2, No 1 (2020)
Publisher : Universitas Islam Negeri Walisongo Semarang - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/alsina.2.1.5395

Abstract

The present research aims to describe linguistic and non-linguistic problems in Arabic learning process at “Songserm Wittaya Mulnithi Kuttao”, Thailand and to offer alternative solutions for both. This research uses descriptive qualitative research methods. The result of this research are linguistic and non-linguistic problems; the linguistic problems are the difficulty in pronouncing some Arabic letters, the presence of tashrif in Arabic, and the differences in sentence arrangement and the non-linguistic problems are the learning method I used did not have any variation, the learning media I used did not have any variation, and the students are not motivated to learn Arabic. The alternative solutions to the linguistic problem are the repeating of Arabic letters that are different by Siam language for phonology problems, simplify the material of binyah kalimah and the material of mawaqi’ al i’rob for morphology problems, the giving of patterns of jumlah ismiyyah and jumlah fi’liyah and their examples for syntax efficiency problems. The alternative solutions to the non-linguistic problem are the use of learning methods that are varied and in accordance with the learning objectives, student conditions, and the material taught for the problems in the learning method, the use of learning media that are varied for the problems in the learning media, developing students' enthusiasm by learning Arabic for the problems in students.
The Implementation of "Listen English Daily Practice" Application in Learning Listening Comprehension Nurhidayat, Afinka Ramandani; Masrupi, Masrupi; Rima, Rosmania
Journal of Linguistics, Literacy, and Pedagogy Vol 2, No 2: November 2023
Publisher : Journal of Linguistics, Literacy, and Pedagogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v2i2.21205

Abstract

The objectives of this research were to describe the implementation of Listen English Daily Practice in learning listening comprehension and to find out the students' responses in using the application. This research employed descriptive qualitative research, conducted at SMA Islam Al-Layyinah. The data was obtained from the observation, interviews, and documentation. The findings show that the implementation of application was carried out in three stages of followed the pre-listening, while-listening, and post-listening phases. The application was uesful to assist the students in learning listening comprehension in the classroom. Moreover, the application helped the students to enhance their listening comprehension ability. Apart from that, the use of the applications received positive feedback from the learners as the suggested that the application provided the familiar topics, interesting features of the app, joyful learning process, and easy to use.
The Use of Peer Feedback in Teaching Writing Procedure Text at High School Alfinia, Fitria Maya; Masrupi, Masrupi; Hamer, Welliam
Journal of Linguistics, Literacy, and Pedagogy Vol 3, No 1 (2024): Mei 2024
Publisher : Journal of Linguistics, Literacy, and Pedagogy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v3i1.21572

Abstract

This study aims to investigate the implementation and response of students on peer feedback at a high school of SMA Informatika Kota Serang. The researcher used qualitative research with a case study method. Observation, questionnaires, and interviews were used as the data collecting technique. The subject of this research were tenth grade students, which consisted of 18 students. Based on the findings, it was found that the implementations were implemented in stages as:1)pre-training stage,2)while editing stage,3)post-editing stage. Students were training their critical thinking as well as communication skills as they exchanged the paper with their peers. This way, students are able to know their mistakes. The teacher also supervises peer feedback activity in class, making sure the teacher rechecks students' work after receiving comments from their peers. Additionally, based on the students’ response towards peer feedback, it has been found that students responded positively towards peer feedback activity. Students found it helpful and fun. They gain new knowledge from being the reviewer and the comments receiver. The students were enthusiastic in using peer feedback in the classroom. Thus, the researcher concludes that the implementation by the teacher was easy to follow and students reacted positively towards the usage of peer feedback in helping them make procedure text.
AN EXPLORATION OF INDONESIAN EFL LEARNERS' SPEAKING ANXIETY MELIYANI, YULI; MASRUPI, MASRUPI; UTOMO, DHAFID WAHYU
Linguists : Journal of Linguistics and Language Teaching Vol 8, No 1 (2022): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v8i1.3926

Abstract

This research reports the factors that trigger Foreign Language Speaking Anxiety as perceived by Indonesian EFL learners. The qualitative method was employed in this research. The participants of this research were the 33 Indonesian EFL learners from the class X IPS 3 of SMAN 1 Pandeglang, year academic 2019-2020. The initial process of collecting the data was by spreading a questionnaire known as Foreign Language Anxiety Scale (FLCAS) developed by Horwitz et al. (1986). Then it was followed by an in-depth interview for the ten students with high anxiety levels based on their FLCAS Score. The data was then analysed through three steps developed by Miles and Huberman (1994). The triangulation technique was used to strengthen this research's credibility. This research found that the factors that could trigger students' anxiety are divided into two. The first is teacher-related factors such as assertive teaching and the teacher's calling method. The second is student-related factors such as their negative view of English, being mocked by friends, fear of making mistakes, self-confidence, and inadequate support to practice English speaking. To reduce anxiety, students need to be exposed to the target language as often as possible and get used to it to improve their confidence in speaking English. In addition, the teacher should always be able to find a way to make an entertaining and less tense classroom environment.
A Comparative Study between the Use of Role Play and Discussion Method in Teaching Speaking Ability Pahamzah, John; Syafrizal, Syafrizal; Gailea, Nurhaedah; Masrupi, Masrupi; Mulyati, Enung
IJET (Indonesian Journal of English Teaching) Vol. 9 No. 2 (2020): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2020.9.2.227-241

Abstract

The study aims to investigate if role play and discussion methods can improve students’ speaking skills significantly. The researcher also attempts to investigate whether role play or discussion method that better enhancing the students’ speaking performance after the teaching-learning process conducted. To achieve these aims, the quasi-experimental research design is employed. The data were gathered from 60 students of twelfth grade in one of the vocational high schools in Pandeglang, Banten. Students from two classes were taken randomly and divided into experimental and control groups. Some instruments like pre-test - post-test were employed to collect the data. At the end of the study, many advantages were found to improve the students’ speaking skill including vocabulary, grammar, and pronunciation aspect. Both groups indicated to experience improvement, but the experimental group showed more advanced enhancement indicated by their achieving to reach the ‘good’ category in speaking. While none of the students from the control group could get that. Conclusively, students taught by the discussion method show more improvement with 19.93 as their mean score. While students by role-play method have 13.73 as their mean score. It is significantly different from both methods indicated by the significance value score of 0.14 which is less than 0.05. Hence, the discussion method is more effective than the role-play method in improving students’ speaking ability. For that reason, it is recommended for teachers to use discussion method to improve students’ speaking comprehension.
Co-Authors Alfinia, Fitria Maya Ibnu Samsul Huda John Pahamzah MELIYANI, YULI Mulyati, Enung Nurhaedah Gailea, Nurhaedah Nurhidayat, Afinka Ramandani Nurul Murtadho Rima, Rosmania Syafrizal Syafrizal Utomo, Dhafid Wahyu Welliam Hamer, Welliam