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Rhetorical styles of Introduction in English language teaching (ELT) research articles Rochma, Anis Firdatul; Triastuti, Anita; Ashadi, A.
Indonesian Journal of Applied Linguistics Vol 10, No 2 (2020): Vol. 10, No. 2, September 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i2.28593

Research articles have been considered as the primary media of knowledge production. Nevertheless, for some undergraduate students, writing a research article can be a challenging task since they need to be aware of its rhetorical styles. Even though previous studies have been conducted to reveal the rhetorical styles of scientific papers, yet tend to focus more on research articles obtained from well-established journals. Hence, this study aims to reveal the rhetorical styles and draw the rhetoric pattern from the introduction section of 73 research articles written by the undergraduate students of English Language Education (ELE) at a state university in Yogyakarta. This is a qualitative investigation whose data were collected by random sampling technique and went through Safnilâ€™s (2013) four analysis stages. As the primary framework for analysis, the modified CARS (Create a Research Space) model (Swales Feak, 2004) was adopted. The results show that Step 2: Making topic generalization in Move 1 and Step 1B: Indicating a gap in Move 2 are the obligatory steps in writing the introduction section. Nevertheless, the results reveal that mostly undergraduate research papers lack 1 step in Move 1, 2 steps in Move 2, and 3 steps in Move 3. The omission of steps in the CARS model by these student-authors seems to happen due to two major factors, namely the scarcity of control over the writing process and linguistic resources, hence suggesting pedagogical implications for academic writing courses.

Auto-Mobile Language Learning: Autonomous Language Learning Based on the Practicality of Mobile Applications Anis Firdatul Rochma; Sulis Triyono
International Journal of Pedagogy and Teacher Education Vol 3, No 2 (2019): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v3i2.23288

Establishing autonomous language learning is believed to be critical because it contributes to learners’ capabilities in independently mastering a target language. One of many strategies employed to develop learner autonomy is to incorporate modern technology, such as smartphones, into language learning activities (Steel, 2012). However, the implementation of modern technology in the learning process seems quite ineffective in creating situations in which the learner’s autonomy is achieved (Na, 2018). Henceforth, the present study is projected to seek the beneficial impacts of the Edmodo, Duolingo, Memrise, Socrative and Quizlet applications. The qualitative method and the substitution-augmentation-modification-redefinition model are adopted to examine and discuss the findings. Employing mobile applications facilitates learners to not only learn the language but also to acquire the target language to develop their language competence. Additionally, incorporating mobile applications can assist learners in fostering self-instructed, self-directed, self-accessed learning, and the individualised instruction of language learners.

A Discourse Analysis: Cohesion of the Introduction Section of Research Article Anis Firdatul Rochma; Sulis Triyono
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(1), April 2019
Publisher : Yayasan Visi Intan Permata

As an effort to give contribution to the existing knowledge, it is expected for the undergraduate students to compose an engaging research article in order to convince the readers about the importance of the research article. However, there is only a little attention given to the articles written by the undergraduate students although it is considered very critical to examine whether the exposure of English academic writing has significantly enhances the writing competence of the students. Furthermore, as it is also very crucial to build a meaningful semantic meaning among the sentences in order to disclose the worthiness of the research article, it is essential to analyze the cohesion of the research article written by the undergraduate students. Henceforth, the present research is projected to investigate the cohesion of the research articles written by the undergraduate students of English Language Teaching. As the introduction section of research article is likely to be an area to portray the logical explanation of the research, the present research solely focuses on examining the cohesion of the introduction section of research article. By adopting a qualitative design and involving several steps to analyze the introduction section, it is revealed that the grammatical cohesion is considered to be the most utilized type of cohesion in writing the introduction section. Still, the lexical cohesion is also necessary to build an eloquent semantic meaning about the topic as well the importance of the research article.

The Classroom Management Approach in the Grammar Practice Class Anis Firdatul Rochma; Sutrisna Wibawa; Basikin Basikin
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 5(1), April 2020
Publisher : Yayasan Visi Intan Permata

The grammatical competence is a capacity that is considered necessary to organize words and sentences accurately. Since the teaching of grammar means training the students to improve their communicative competence as well, thus it requires a great deal of time. Although the adequate grammar learning classrooms have been managed, yet the additional grammar practice class is considered necessary to carry out. A number of studies related to traditional and modern grammar learning activities have been conducted. However, there are only a few interests on the classroom management approaches utilized in the grammar practice class. Hence, this study is conducted to analyze the systems, structures, and expectations of the grammar practice class conducted by the English Department at a university in Indonesia. The four primary approaches of classroom management are selected as the main framework in this study. The case study research is chosen to portray the structure of grammar practice class to reveal a particular classroom management approach employed in this program. The process of data analysis discloses that the grammar practice class utilizes the assertive discipline. As a result, the grammar instructor is likely to be classroom leader to create a systematic classroom management.

EFL Teachersâ€™ Use of Digital Technology to Facilitate M-Learning Dzul Rachman; Anis Firdatul Rochma; Paulus Widiatmoko
Borneo Educational Journal (Borju) Vol. 5 No. 1 (2023): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v5i1.1084

Taking the concept of mobile-learning as development of instructional technology of what commonly called e-learning, this study aimed to firstly identify the digital products and approach used by EFL teachers for online instruction. Moreover, frequently used digital technologies chosen by the teachers along with contextual factors of using them were investigated. To achieve these objectives, SAMR (substitution, Adaptation, Modification, and Redefinition) model was selected as the framework of corresponding the technology use with the four levels to facilitate effective online instruction. Descriptive analysis of a questionnaire distributed to twenty-three English teachers from four universities in Indonesia resulted in almost equal distribution of technology use to facilitate m-learning purposes within the four levels. Moreover, contextual factors related to the institutional policy of online learning, the features and nature of the technology products, and the studentsâ€™ varied challenges were admitted affecting teachersâ€™ use of digital technology to facilitate m-learning.

Corrective oral feedback on students’ errors in speaking courses Anis Firdatul Rochma
Journal of English Language Teaching and Learning (JETLE) Vol 4, No 2 (2023): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v4i2.20442

It is considered essential to improve students' speaking abilities in order to communicate in English. Unfortunately, students face a variety of difficulties in acquiring their speaking skills. Despite the fact that corrective feedback is claimed to have an influence on students' performance, particularly in speaking courses, research focused explicitly on the perceptions of students and lecturers on corrective feedback in speaking courses is still rare. Employing descriptive study including observation and survey methods, the findings revealed three results: the length of oral corrective feedback given by the lecturer, the forms of oral corrective feedback offered by lecturer in speaking courses, and the types of oral corrective feedback most desired by students during speaking courses particularly students taking courses of Speaking for Social Intercultural Communication and Speaking for Academic Purposes. The present study indicates that the teachers should be able to recognize which errors to correct and which sorts of corrective feedback to employ in their speaking classes.

DESIGNING READING-WRITING TEACHING STRATEGY FOR THE ACADEMIC WRITING COURSE Anis Firdatul Rochma
Jurnal Bahasa Lingua Scientia Vol 15 No 1 (2023): Articles
Publisher : Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2023.15.1.107-138

The concept of integrating reading and writing in the language instruction has been portrayed through an increasing number of research studies. Nevertheless, many areas remain to be explored. Even though previous research studies often portrayed the beneficial impacts of integrating reading and writing, yet they do not suggest how such impacts affect the students in a specific course. Hence, the present research study aims to propose a design of reading-writing teaching strategy that needs to be addressed within a specific course especially the academic writing course. This research study employed the adapted model of ADDIE (Dick et al., 2015) to develop the proposed teaching strategy. The process of need analysis was carried out through analysing the introduction section of research articles written by the undergraduate students using Swales and Feak’s CARS model (2004) and examining the syllabus of reading and writing courses. Meanwhile, as the primary frameworks for the teaching strategy development, the rhetorical reading strategies and academic writing were adopted. The results of need analysis show that, mostly, undergraduate students’ research articles lack 1 step in Move 1, 2 steps in Move 2, and 3 steps in Move 3 particularly in the introduction section. The omission of steps in the CARS model by these student-authors seems to happen due to two major factors, namely the scarcity of (1) control over the writing process and (2) linguistic resources. Hence, suggesting the reading-writing teaching strategy for academic writing courses is considered essential.

Corrective oral feedback on students’ errors in speaking courses Anis Firdatul Rochma
Journal of English Language Teaching and Learning (JETLE) Vol 4, No 2 (2023): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v4i2.20442

It is considered essential to improve students' speaking abilities in order to communicate in English. Unfortunately, students face a variety of difficulties in acquiring their speaking skills. Despite the fact that corrective feedback is claimed to have an influence on students' performance, particularly in speaking courses, research focused explicitly on the perceptions of students and lecturers on corrective feedback in speaking courses is still rare. Employing descriptive study including observation and survey methods, the findings revealed three results: the length of oral corrective feedback given by the lecturer, the forms of oral corrective feedback offered by lecturer in speaking courses, and the types of oral corrective feedback most desired by students during speaking courses particularly students taking courses of Speaking for Social Intercultural Communication and Speaking for Academic Purposes. The present study indicates that the teachers should be able to recognize which errors to correct and which sorts of corrective feedback to employ in their speaking classes.

The Philosophy of Education Integrated in the English Module for Senior High School Entitled English Language Skill Rochma, Anis Firdatul
E-Structural (English Studies on Translation, Culture, Literature, and Linguistics) Vol. 6 No. 02 (2023): December 2023
Publisher : Universitas Dian Nuswantoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33633/es.v6i02.8303

Abstract. Teaching resources, such as textbooks and modules, play crucial roles in English language teaching. Thus, it is considered necessary to assess their contents in portraying the appropriateness with the English learning standards and criteria. However, most studies of printed teaching resources mainly focused on design and organization, grammar, vocabulary, language skills features, and practical organization. Those aspects are considered essential, yet the content analysis related to the philosophy of education is expected to be carried out as well since it holds several values that need to be embedded into English language teaching. Hence, the present study is projected to analyze the contents of the English module designed and created for the Senior High School grade X. This study utilizes the inferential type of content analysis. The data analysis discloses that the English module for Senior High School Grade X is recognized to incorporate three types of philosophy of education, namely pragmatism, existentialism, and progressivism. Each type of philosophy of education is considered able to develop the student’s English knowledge and skills. In addition, each philosophy of education incorporated in the English module is likely to assist the students in obtaining significant qualities for their future experiences.Keywords: contents; module; philosophy of education; teaching resourcesAbstrak. Sumber daya pembelajaran, seperti buku pelajaran dan modul, memainkan beberapa peran penting dalam pengajaran bahasa Inggris. Dengan demikian, dianggap perlu untuk menilai isinya dalam menggambarkan kesesuaian dengan standar dan kriteria pembelajaran bahasa Inggris. Namun, sebagian besar studi sumber daya cetak dicetak terutama berfokus pada desain dan organisasi, tata bahasa, kosa kata, fitur keterampilan bahasa, dan organisasi praktis. Aspek-aspek tersebut dianggap penting, namun analisis konten yang terkait dengan filsafat pendidikan diharapkan dilakukan juga karena memiliki beberapa nilai yang perlu dimasukkan ke dalam pengajaran bahasa Inggris. Oleh karena itu, penelitian ini diproyeksikan untuk menganalisis isi modul bahasa Inggris yang dirancang dan dibuat untuk kelas X SMA.Penelitian ini menggunakan tipe analisis konten inferensial. Analisis data mengungkapkan bahwa modul bahasa Inggris untuk Sekolah Menengah Atas Kelas X diakui untuk memasukkan tiga jenis filsafat pendidikan, yaitu pragmatisme, eksistensialisme, dan progresivisme. Setiap jenis filsafat pendidikan dianggap mampu mengembangkan pengetahuan dan keterampilan bahasa Inggris siswa. Selain itu, setiap filosofi pendidikan yang tergabung dalam modul Bahasa Inggris kemungkinan akan membantu siswa dalam mendapatkan kualitas yang signifikan untuk pengalaman masa depan mereka.Kata kunci: konten; modul; filosofi pendidikan; sumber daya pembelajaran

Strategies to Minimize Bullying and Enhance Motivation in English Language Learning: A Literature Review Rochma, Anis Firdatul
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 6 No 2 (2024): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/edulink.v6i2.3755

Maintaining strong motivation, self-esteem, and self-confidence is crucial for learners to achieve proficiency in English. However, traditional and cyberbullying are significant issues that can undermine learners' motivation, leading to a decline in English learning progress. Henceforth, the present study is projected to investigate the impacts of bullying toward the learnersâ€™ motivation in learning English. The qualitative research is adopted by specifying a detailed description of both traditional and cyberbullying carried out in English language learning. The discussion related to why the act of bullying might happen in English language learning is also presented. The analysis reveals that experiences of bullying significantly affect EFL learners' intrinsic and extrinsic motivation. The study suggests that incorporating educational philosophy can offer effective strategies to reduce bullying and foster greater motivation in English learning environments.

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