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All Journal JELL (Journal of English Language and Literature) STIBA-IEC Jakarta Scope: Journal of English Language Teaching PROJECT (Professional Journal of English Education) Journal of English Language and Culture Community Development Journal: Jurnal Pengabdian Masyarakat Lingua: Jurnal Ilmiah BERNAS: Jurnal Pengabdian Kepada Masyarakat
Saswati, Risna
STBA LIA
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Journal : Scope: Journal of English Language Teaching

 1 
Item Analysis of Reading Comprehension Test: A Study of Test Scores Interpretation Risna Saswati
Scope : Journal of English Language Teaching Vol 6, No 1 (2021): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (399.368 KB) | DOI: 10.30998/scope.v6i1.7675

Abstract

This study sheds lights on the effectiveness of multiple choice of reading comprehension test items in measuring learners’ reading comprehension competence. This study applies descriptive quantitative method of research that uses statistical analysis to measure the effectiveness of the individual test item. The study uses the theories of multiple-choice test type and Item Analysis (IA). The data were taken from multiple choice test type of reading comprehension test given to 51 freshman students attending Literal Reading class. The test had 31 numbers comprising the questions of Text A, B and C. The reading comprehension test items were measured by the procedure of Item Analysis using the Item Facility, Item Discrimination and Distractor Efficiency. The result of this study is there are 13 items in reading comprehension test which are in need to be reviewed by the teachers. It is needed to be revised since the test is intended to be put in the question bank and be used repeatedly for the future use.
Analysis of Classroom Interaction Using IRF Pattern: A Case Study of EFL Conversation Class Risna Saswati
Scope : Journal of English Language Teaching Vol 3, No 1 (2018): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (274.854 KB) | DOI: 10.30998/scope.v3i1.2782

Abstract

This study sheds lights on whether the use of Initiation, Response and Feedback (IRF) in teaching facilitates learner-initiated communication and gives learning opportunity for learners to engage in classroom interaction. This study applies the IRF framework proposed by Sinclair and Coulthard (1975), Initiation from (Mackey (2012) and teacher talk by CUllen (1988). The method applied for this study is qualitative method by classroom observation as the technique for data collection. The video records the classroom observation. The data are taken from classroom interaction of conversation class. The result of this study is the IRF pattern which mostly occurs in classroom interaction can be used to analyze classroom interaction. Additionally, the teaching using IRF pattern can facilitate learner-initiated communication and give learning opportunities for leaners to engage more in classroom interaction.Key words: IRF Pattern, learner-initiated communication, classroom interaction 
Teacher Questioning Strategies Employed in Speaking Classes in EFL Setting: A Study of Classroom Interaction Risna Saswati
Scope : Journal of English Language Teaching Vol 7, No 1 (2022): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v7i1.13570

Abstract

This study investigates the employment of teachers questioning strategies in Speaking classes in an EFL setting. This study intends to find out how the teachers employ those questioning strategies as well as to investigate whether the type of questioning strategies and the way teachers apply those types of questioning strategies assist learners in engaging in classroom interaction. The participants were teachers teaching Speaking classes and learners attending the classes. This study employed descriptive qualitative research using videotaped class observations and transcription as the techniques of data collection. The teachers’ questioning strategies and learners’ responses are highlighted and analyzed. The referential and follow-up questions were applied in the while-speaking stage to gain information from the learners and the class. The questions were addressed to the class and individuals to assist learners getting involved in the interaction. The display and follow-up questions were addressed more in a post-speaking stage, used for an assessment for today’s lesson. The results reveal that teachers mostly use display questions in the pre-speaking stage to introduce the new lesson, set the class mood, as the motivating strategies, and attract the class’s attention to the new lesson. The type of questions employed by the teachers are effective to make the learners involved in classroom interaction must be based on the needs and time. The way teachers address questions should be started in the class, in small groups, and with individuals. Teacher wait-time is one of the facilities for teachers are expected to provide learners as a learning opportunity.
Analysis of Equivalence and Non-equivalence in Harry Potter and the Order of Phoenix Novel and its Translation into Indonesian Saswati, Risna
SCOPE: Journal of English Language Teaching Vol 8, No 2 (2024): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v8i2.20914

Abstract

The study sheds light on the translation of non-equivalency at the word level, above the word level, grammatical equivalency, textual equivalency and pragmatic equivalency. The study applied qualitative research in which the data are taken from the novel Harry Potter and the Order of Phoenix. This study uses the theory of equivalence and strategies from Baker (2018). The result reveals that the use of Google translation as machine translation is not recommended for the translator since the translator needs to restructure the translation. Additionally, it is found that Google Translate applies the strategy of literal translation to all levels: the word level, above the word level, the textual level and the pragmatic level.
Co-Authors Ahmad Kosasih Arifin, Syaadiah Hamzah Puadi Ilyas Intan Puspitasari Soraya Soraya Syaadiah Arifin Syaadiah Arifin