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All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris ELTIN Journal: Journal of English Language Teaching in Indonesia Triadik 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 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.
Co-Authors Adeliani, Cici Alamsyah Harahap, Alamsyah Algrin, Algrin Hayadi arsyad, safnil Azhar Aziz Lubis Efendi, Marzon Fatonah, Astri Amaliah Haryanti, Septri Iis Sujarwati Ira Maisarah Julmukya, Tiarsa Kurniawan, Ildi Maghdalena, Jeane Melati Melati Novitasari, Heryanti Nurbaiti Nurbaiti Nurmaisa, Nurmaisa Rustiyani, Rustiyani Safryadin, Safryadin Syafryadin, Syafryadin Syafutri, Tania SYAHRIAL SYAHRIAL Tarigan, Stevani Likasari Zahrida, Zahrida