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All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris ELTIN Journal: Journal of English Language Teaching in Indonesia Triadik Edu-Ling: Journal of English Education and Linguistics SALTeL Journal (Southeast Asia Language Teaching and Learning) Journal of English Education and Teaching (JEET) Jurnal Abdi Insani ENGLISH FRANCA : Academic Journal of English Language and Education Linguistic, English Education and Art (LEEA) Journal Indonesian Journal of Educational Development (IJED) Jurnal Inovasi Pengabdian Masyarakat Pendidikan International Journal of Innovation and Education Research Jurnal Bilingual Jurnal Penelitian, Pengabdian dan Pemberdayaan Masyarakat English Education: English Journal for Teaching and Learning LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Sofyan, Dedi
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The correlation between writing attitude and academic writing competence at state university in Bengkulu city Julmukya, Tiarsa; Sujarwati, Iis; Sofyan, Dedi
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 1 (2025): May 2025
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i1.4678

Abstract

This study aims to examine the correlation between students’ writing attitudes and academic writing competence among state university students in Bengkulu City. The samples of this research were 111 University students. This research used three instruments, they are: questionnaire, writing test, and interview. This research used a mixed-method design with the explanatory sequential design. The data were analyzed by using application SPSS 29. The mean result of writing attitude was 74.31. It was categorized as had positive attitude. The mean result of academic writing competence was 78.87. It was categorized as very good. Pearson product moment correlation was used to find out the correlation between. writing attitude and writing competence. The result showed that Pearson correlation coefficient (r) is 0.824, indicating a very strong positive correlation between writing attitude and academic writing competence. Based on the interview the affective responses revealed that students generally perceived academic writing as a vital component of their academic development. Most participants acknowledged that writing facilitates the communication of ideas, enhances critical thinking, and supports the demands of academic and professional tasks.
Levels of Cognitive Domain of Tasks in English Textbooks for Senior High School: A Revised Bloom’s Taxonomy Analyses Rustiyani, Rustiyani; Sofyan, Dedi; Syafryadin, Syafryadin
English Education: Jurnal Tadris Bahasa Inggris Vol 14 No 2 (2021): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v14i2.9960

Abstract

This study is a descriptive qualitative which aims to know the appropriateness of the textbook’s content with the cognitive dimension of Revised Bloom’s Taxonomy and to know the dominant cognitive category of the Revised Bloom’s Taxonomy in the textbook. This research was focused on analyzing the English Textbook, “Pathway to English”, which is published by Erlangga. The data was analyzed through data analysis table to categorize the activity with defined as any one of the following: a question or instructional activity, based on cognitive dimension. The result showed that there are 271 activities in the textbook. The activities spread over 105 (38.7%) remembering, 76 (28%) understanding, 48 (17.7%) applying, 28 (10.3%) analyzing, 7 (2.6%) evaluating, and 7 (2.6%) creating. The total number of activities that included to HOTS are 42 activities or 15.5% and the activities that included to LOTS are 229 activities or 84.5%. The most dominant activity was remembering which the lowest dimension of cognitive level of Revised Bloom Taxonomy. Then, the number of LOTS and HOTS activities in each chapter are very different. Hence, it is not enough if the teacher just only uses the English textbook as a teaching tool to improve students HOTS ability.
PENINGKATAN KOMPETENSI PEDAGOGIK GURU MELALUI PELATIHAN PENGGUNAAN ARTIFICIAL INTELLIGENCE DALAM PENGAJARAN BAHASA INGGRIS Sujarwati, Iis; Sofyan, Dedi; Julmukya, Tiarsa
Jurnal Abdi Insani Vol 12 No 3 (2025): Jurnal Abdi Insani
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/abdiinsani.v12i3.2397

Abstract

Penguasaan teknologi telah menjadi kompetensi pedagogis penting yang harus dimiliki oleh para pendidik modern untuk dapat berinteraksi secara efektif dengan para siswanya. Di Lubuklinggau, ditengarai masih banyak guru bahasa Inggris yang kesulitan untuk mengintegrasikan kemajuan teknologi, khususnya Kecerdasan Buatan (AI), ke dalam praktik mengajar. Kesenjangan pengetahuan ini menyoroti kebutuhan mendesak akan pelatihan yang terarah yang berfokus pada pemanfaatan AI untuk meningkatkan pengajaran bahasa Inggris secara efektif dan efisien. Tujuan utama dari pelatihan ini adalah untuk meningkatkan keterampilan pedagogis para guru agar dapat mengembangkan dan memberikan pengalaman belajar yang memenuhi harapan dan tuntutan pendidikan kontemporer. Untuk mencapai hal ini, program pelatihan menggunakan berbagai metode seperti: ceramah, diskusi interaktif, dan evaluasi praktis, dilakukan untuk melibatkan peserta secara mendalam dan memfasilitasi pemahaman materi yang komprehensif. Proyek Pengabdian Masyarakat ini dilakukan melalui kemitraan kolaboratif antara IAI Al-Azhar Lubuklinggau dan Musyawarah Guru Mata Pelajaran Bahasa Inggris Sekolah Menengah (MGMP). Kemitraan ini mempertemukan para pakar pendidikan dan guru-guru lokal untuk menumbuhkan lingkungan belajar yang memperkaya. Kuesioner terstruktur diberikan kepada para peserta untuk mengevaluasi efektivitas pelatihan. Data yang dikumpulkan dari evaluasi ini menunjukkan respons yang sangat positif, dengan 95% peserta menyatakan puas dengan kegiatan pelatihan dan mengakui potensi dampaknya terhadap praktik mengajar mereka. Sebagai kesimpulan, bukti menunjukkan bahwa inisiatif pelatihan ini telah berhasil meningkatkan kompetensi pedagogis guru bahasa Inggris di Lubuklinggau, membekali mereka dengan keterampilan yang diperlukan untuk menciptakan pengalaman belajar yang lebih relevan dan inovatif yang sejalan dengan lanskap pendidikan yang terus berkembang
Rhetorical Structure of Discussion Sections in Undergraduate Theses Written by students of the English Tadris study Program at IAIN Curup Haryanti, Septri; Arsyad, Safnil; Sujarwati, Iis; Maisarah, Ira; Sofyan, Dedi
International Journal of Innovation and Education Research Vol. 4 No. 1 (2025): International Journal of Innovation and Education Research (IJIER)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijier.v4i1.43401

Abstract

This qualitative study investigated the rhetorical structure of discussion sections in undergraduate theses, addressing a notable gap in research concerning specific institutional contexts and the need to examine the source of guidance and references utilized. The objectives of this study were to identify the rhetorical moves and steps employed by students, to explore how these patterns evolved across academic years (2020-2024), and to analyze the sources of guidance and references used. A corpus of 35 undergraduate theses from IAIN Curup's English Tadris study program was subjected to manual text analysis using the Loan & Pramoolsook (2015) framework. Further insights were gathered through semi-structured interviews with seven students who have graduated, with data analyzed using thematic analysis. The findings revealed that fundamental rhetorical moves, such as Move 2 (Reporting Results), were consistently obligatory. However, significant absence and trend to be optional were observed in higher-order analytical and evaluative moves, with crucial steps within Move 4 (Commenting on Results) often being optional, and Move 5 (Summarizing the Study), Move 6 (Evaluating the Study), and Move 7 (Deductions from the Study) rarely incorporated. Furthermore, the study identified that students primarily relied on previous theses and supervisor feedback for guidance. Formal institutional resources, such as the guideline book and academic writing classes, were underutilized. This suggests a need for more targeted pedagogical interventions to encourage advanced rhetorical competence in undergraduate thesis writing among students in the English Tadris study program at IAIN Curup. Keywords: Rhetorical Structure, Discussion Section, Undergraduate Thesis, Thesis Discussion Section, IAIN Curup
DEVELOPING COMMUNICATIVE AND WEB BASED-ENGLISH SYLLABUS FOR ECONOMICS AND BUSINESS STUDENTS MELATI, MELATI; SYAHRIAL, SYAHRIAL; SOFYAN, DEDI
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.v8i2.3920

Abstract

Although the English lecturers have created an English syllabus since they started to teach English based on Higher Education Curriculum, it still needs to cover the needs of economic students. This research aimed: 1) to determine the needs of English learning materials (e.g., English skills, English sub-skills, and topic and themes), develop the learning objectives of communicative and WEB based-English syllabus, and 2) measure the eligibility of communicative and WEB-Based English syllabus for students of Economics. This research was designed as a developmental research that involved thirty-three economic students, four English lecturers, four alumni, and two stakeholders. This research data was gathered from a set questionnaire, interview, and documentation. The results of this research revealed that the students of Economics need integrated English language skills. Then, the communicative approach used in designing the communicative syllabus focuses on communication as the organizing principle for teaching rather than mastering the grammatical structure. Moreover, from the experts' perspective, the communicative and WEB Based English Syllabus eligibility was in a very good category (97.08%). Students could use this developed syllabus to improve their English proficiency. It could optimally solve the problems of a non-existent English course syllabus for economics students' qualification to compete for jobs, the global market, and the ASEAN Economics Community. In conclusion, economic students need English learning syllabus and materials related to their disciplines, and the developed communicative and WEB-based syllabus has been suitable for the economic students' needs in improving their English proficiency.
AN ANALYSIS OF HIGHER ORDER THINKING SKILL (HOTS) IN MERDEKA CURRICULUM ENGLISH TEXTBOOK “PATHWAY TO ENGLISH” PUBLISHED BY ERLANGGA FOR GRADE X OF SENIOR HIGH SCHOOL Arisman, Arisman; Maisarah, Ira; Yunita, Wisma; Sujarwati, Iis; Sofyan, Dedi
Jurnal Bilingual Vol 14, No 1 (2024): Jurnal Bilingual EDISI MEI 2024
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/j.bilingual.v14i1.7904

Abstract

Higher order thinking skills (HOTS) refer to the more advanced mental processes outlined in Anderson and Krathwohl's updated version of Bloom's taxonomy (2021), comprising analysis, evaluation, and creation.". This research aimed to investigate the composition of HOTS (Higher Order Thinking Skill) in language tasks and knowledge of the English textbook on titled “Pathway” To English For SMA/MA Grade X and to explain the dominant cognitive dimension used in this textbook. The design of this research was descriptive qualitative. This research is classified as a content analysis. A table checklist based on the cognitive domain of the revised Bloom’s taxonomy was the instrument of this research. The findings of the research indicate that for language skills, this book is more concerned with HOT than LOTS with the percentage of HOTS at 58,34% and LOTS at 41,66%.  The result showed The most dominant level of thinking skill of language skill in this book is analyze (C4), followed by apply (C3), remember (C1), create (C6), evaluate (C5), and understand (C2).  For knowledge, it can be concluded that the composition of the Higher Order Thinking Skill (HOTS) presented in the instruction question on the English Textbook is not lower than the Lower Order Thinking Skill (LOTS) with the percentage of HOTS at 20,83% and LOTS at 79,17%. The dominant composition is Apply (C3), followed by Remember (C1), Apply (C4), and Understand (C2).   The researcher concludes that for language skill and knowledge, the cognitive dimension of each instruction question is present in the imbalance portion. Based on the result, this book has followed the ministry of education regulation and mereka curriculum in providing HOTS material in the teaching and learning process for language skills and proving LOTS material for knowledge because grammar and vocabulary teach the basics of language. It is suggested for teachers who use this book to be innovative, and creative, even teachers can adapt from other sources in giving instruction to develop students’ critical thinking.
Ideology of Translating Cultural Terms in Novel "Laut Bercerita" into "The Sea Speaks His Name" Santika, Pelsi; Sofyan, Dedi; Yunita, Wisma
Edu-Ling: Journal of English Education and Linguistics Vol. 7 No. 1 (2023): December
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v7i1.3893

Abstract

The objective of this study was to find out the ideology frequently applied in translating cultural terms of the novel Laut Bercerita and The Sea Speaks His Name. This study used qualitative research. The data source of this study was the Indonesian novel Laut Bercerita by Leila S. Chudori and the English translation entitled The Sea Speaks His Name by John H. McGlynn. To collect the data, the researcher identified the words or phrases in the novel Laut Bercerita and The Sea Speaks His Name. The results of this study showed that domestication, which had 167 data (74.2%), was more dominant than foreignization, with 58 data (25.8%) in the category of ideology in translating cultural terms. Domestication covered five categories of cultural terms, such as ecology, material culture, social culture, organization, customs, activities, procedures, and concepts, gestures and habits, while foreignization covered four categories of cultural terms, such as ecology, material culture, social culture, and organization, customs, activities, procedures, and concepts. In conclusion, the translator applied domestication in which the translator changed the cultural terms that were suitable for the culture in the target language in order to produce an acceptable and understandable translation for the target audience.  
Pendampingan Calon Guru Pengerak dalam meningkatkan Kreatifitas dan Inovasi dalam Pembelajaran pada Guru Sekolah Dasar dan Menengah di Kota Bima Sofyan, Dedi; Khatimah, Husnul; Yuniarti, Hety
Jurnal Penelitian, Pengabdian dan Pemberdayaan Masyarakat Vol. 1 No. 1 (2024): Jurnal Penelitian, Pengabdian dan Pemberdayaan Masyarakat (JP3M)
Publisher : Yayasan Assyifa Assyaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71301/jp3m.v1i1.18

Abstract

Pendidikan merupakan fondasi utama dalam pembangunan suatu bangsa. Dalam upaya meningkatkan kualitas pendidikan di Indonesia, pendampingan bagi calon guru pengerak menjadi strategi yang penting. Fokus utama dari pendampingan ini adalah untuk meningkatkan kreativitas dalam pembelajaran, terutama di tingkat sekolah dasar dan menengah di Kota Bima. Kota Bima merupakan wilayah yang dihadapkan pada sejumlah tantangan dalam pendidikan, termasuk keterbatasan sumber daya dan variasi kualitas guru. Melalui pendampingan yang terstruktur dan berkelanjutan, calon guru pengerak diberikan bimbingan dan pelatihan untuk mengembangkan keterampilan dalam merancang pembelajaran yang kreatif dan relevan dengan kebutuhan siswa. Pendampingan juga mengatasi tantangan seperti kesiapan teknologi, tuntutan kurikulum yang ketat, dan kebutuhan khusus siswa. Dengan kolaborasi antara pemerintah, lembaga pendidikan, dan masyarakat, diharapkan tercipta lingkungan pembelajaran yang inspiratif dan inklusif bagi generasi masa depan Kota Bima. Melalui pendampingan yang komprehensif, diharapkan terjadi perubahan positif dalam dunia pendidikan yang akan membawa dampak yang berkelanjutan bagi kemajuan masyarakat dan bangsa
Affective Assessment in Online English Classroom: How does It Work? Maisarah, Ira; Arsyad, Safnil; Sofyan, Dedi
English Education : English Journal for Teaching and Learning Vol 11, No 02 (2023)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/ee.v11i02.10354

Abstract

This study discusses the challenging of assessing affective in English online classes at a junior high school in Bengkulu city. The method used was mix method with a questionnaire and structured interview through a google form. There are fifty English teachers who became the informant in this study. The findings showed that English teachers face challenges in assessing affective. Moreover, the assessment cannot be done concurrently, because of the limited time during online learning. Despite the affective assessment-based practice being the main assessment as the goal of learning, the way how to assess was still needed to be improved in the future.
Co-Authors Adeliani, Cici Alamsyah Harahap, Alamsyah Algrin, Algrin Hayadi Arisman Arisman arsyad, safnil Azhar Aziz Lubis Efendi, Marzon Fatonah, Astri Amaliah Haryanti, Septri Husnul Khatimah Iis Sujarwati Ira Maisarah Julmukya, Tiarsa Kurniawan, Ildi Maghdalena, Jeane Novitasari, Heryanti Nurmaisa, Nurmaisa Nurwijayanti Rustiyani, Rustiyani Safryadin, Safryadin Santika, Pelsi Syafryadin, Syafryadin Syafutri, Tania SYAHRIAL SYAHRIAL Tarigan, Stevani Likasari Wisma Yunita Yuniarti, Hety Zahrida, Zahrida