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All Journal Indonesian Journal of Applied Linguistics (IJAL) ETNOLINGUAL HARMONI Journal of English Education and Teaching (JEET) Holistics Journal Jurnal Masyarakat Madani Indonesia International Journal of English Language and Pedagogy Jurnal Abdimas Bencoolen
Ningrum, Sulistya
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Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Gender-preferential language use in L1 and L2 argumentative essays? Evidence against lists of ‘gendered’ language features Ningrum, Sulistya; Crosthwaite, Peter
Indonesian Journal of Applied Linguistics Vol 10, No 1 (2020): Vol. 10, No. 1, May 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i1.25100

Abstract

This study identifies and compares the gender-preferential language features present in the argumentative writing of L1 Indonesian and Indonesian L2 English learners. The data is comprised of 80 English argumentative essays sampled from the International Corpus Network of Asian Learners of English (ICNALE, Ishikawa, 2011) and a comparative corpus of 80 L1 Indonesian argumentative essays collected online from Indonesian university students, both equally divided by gender. Comparison of the data was performed through quantitative analysis of three supposed ‘male-preferential’ features and seventeen ‘female-preferential’ features between the male- and female-produced corpora in L1 and L2 writing. This study investigated (1) the extent of variation in the use of ‘gendered language features’ between male and female-produced L1 and L2 texts; (2) whether the use of male/female ‘gendered-language features’ across male/female produced L1/L2 texts match their suggested gender preference, and (3) to what extent L1’s preference for ‘gender language features’ affects male and female learners’ use of such language in L2. The results suggest the majority of supposed gender-preferential features were not significantly different across male/female produced texts, indicating that argumentative essays may be gender-neutral to a certain extent. This study also revealed that L1 preference of gendered language forms does not determine their preferences in the L2. In conclusion, male and female students adopt similar linguistic features to express their arguments. We may claim that gender language forms are not fixed and absolute in academic discourse because instructive texts tend to have a set model to fulfil the pedagogical criteria.
An ESP Project of Authentic Scholarship Essays by L2 Vocational Students Ningrum, Sulistya; Zakaria
Holistics (Hospitality and Linguistics) : Jurnal Ilmiah Bahasa Inggris Vol. 15 No. 1 (2023): HOLISTICS JOURNAL: HOSPITALITY AND LINGUISTICS
Publisher : Politeknik Negeri Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study investigated an English for Specific Purposes (ESP) project centered on authentic scholarship essays created by English as a Second Language (ESL) vocational learners. The project aligned with ESP principles, emphasizing tailored language instruction to meet learners’ communicative needs and genre-specific language skill development. Scholarship essays, authored by ESL learners, represent a nexus of linguistic diversity and academic achievement, offering insights into their language proficiency development. The study explored the linguistic challenges faced by ESL learners in composing scholarship essays within vocational settings. Evaluating project-based outcomes, the research sheds light on the difficulties students encounter in self-assessment, coherence, punctuation usage, and conveying enthusiasm. The findings underscored the importance of a scaffolded approach, providing guidelines, exemplars, and targeted feedback to enhance authentic self-assessment and writing proficiency. The study contributed to understanding the role of ESP projects in developing discipline-specific language skills among vocational students and informs strategies for effective scholarship essay composition in ESL settings.
Hedges and Boosters in Academic Writing of ASEAN EFL Learners Ningrum, Sulistya; Hilda Puspita; Ahmad Iman Mulyadi
Journal of English Education and Teaching Vol. 8 No. 1 (2024): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.8.1.202-218

Abstract

Hedges and boosters in general, and academic writing in particular, assume significant role in allowing writers to mitigate opposing claims while strengthening their arguments supported by reliable data. This study aimed to quantify the frequencies of hedges and boosters used by second language (L2) learners of English in ten ASEAN countries, including China, Hong Kong, Indonesia, Japan, Korea, Pakistan, Philippines, Singapore, Thailand, and Taiwan. Research samples were collected from the ICNALE learner corpus comprising 5,400 two different, determined topics of academic writings. Lancsbox 6.0 was utilized to analyse the sample texts. The results elucidate a notable trend wherein ASEAN English as a Foreign Language (EFL) learners exhibit a preference for boosters over hedges Among the identified overused boosters are completely, really, and always, while overused hedges include usually, often, and maybe. This inclination suggests that EFL learners express confidence in articulating their perspectives. Boosters serve as instrumental tools to reinforce confidence and certainty, emphasize significance and relevance, strengthen persuasiveness, enhance coherence and flow, and establish authority and academic voice. Nevertheless, it is imperative for L2 learners to recognize the importance of hedges in denoting tentativeness, softening criticism, acknowledging limitations, and establishing expertise.
PELATIHAN ENGLISH VOCABULARY FOR KIDS DI KAMPUNG LITERASI 26 ILIR Ningrum, Sulistya; Shahab, Aisyah; Zakaria, Zakaria; Ningsih, Wirda; Ma'ruf, Zidni
Harmoni: Jurnal Pengabdian Kepada Masyarakat Vol 8, No 1 (2024): HARMONI
Publisher : Departemen Linguistik, Fakultas Ilmu Budaya Universitas Diponegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/hm.8.1.72-79

Abstract

ABSTRAKBahasa Inggris merupakan bahasa internasional yang paling banyak memiliki penutur dan sering kali digunakan pada pertemuan antarnegara. Oleh karena itu, kemampuan Bahasa Inggris perlu dikuasai oleh siswa sebagai penerus generasi agar dapat meningkatkan kualitas sumber daya manusia. Kampung Literasi yang menjadi tempat belajar nonformal bagi siswa dimanfaatkan sebagai perluasan akses informasi, khususnya terkait pembelajaran Bahasa Inggris. Permasalahan yang diangkat dalam penelitian ini meliputi 1. Apa materi yang tepat digunakan dalam pelatihan vocabulary for kids di Kampung Literasi 26 Ilir Palembang? dan 2. Bagaimana metode yang diterapkan dalam pelatihan vocabulary for kids di Kampung Literasi 26 Ilir Palembang? Berdasarkan permasalahan tersebut, tim Pengabdian kepada Masyarakat Jurusan Bahasa Inggris Politeknik Negeri Sriwijaya memberikan pelatihan kepada siswa di Kampung Literasi 26 Ilir Palembang. Kegiatan pelatihan ini dilakukan dengan metode ceramah, diskusi, dan praktik kosa kata dalam Bahasa Inggris. Metode pelatihan conversation yang telah dilaksanakan adalah dengan drilling method di mana peserta pelatihan diminta melakukan hal yang sama, berulang-ulang secara sungguh-sungguh dengan tujuan untuk menyempurnakan keterampilan speaking, terutama pronunciation agar peserta mengetahui cara pengucapan yang benar. Target yang diharapkan dari kegiatan pengabdian masyarakat ini yaitu meningkatkan keterampilan, menambah pengetahuan, dan mempertajam pemahaman terkait kosa kata Bahasa Inggris sehari-hari kepada anak-anak untuk dapat meningkatkan kompetensi speaking.ABSTRACTEnglish is the most widely spoken international language and is often used in international meetings. Therefore, English proficiency needs to be mastered by students as the next generation to improve the quality of human resources. The Literacy Village, which serves as a non-formal learning place for students, is utilized to expand access to information, especially related to English learning. The issues raised in this study include: 1. What is the appropriate material used in vocabulary training for kids in Literacy Village 26 Ilir Palembang? and 2. What methods are applied in vocabulary training for kids in Literacy Village 26 Ilir Palembang? Based on these issues, the Community Service Team from the English Department of Sriwijaya State Polytechnic conducted training for students in Literacy Village 26 Ilir Palembang. This training was carried out using lecture, discussion, and English vocabulary practice methods. The conversation training method implemented was the drilling method, where the trainees were asked to perform the same task repeatedly in a serious manner to enhance speaking skills, especially pronunciation, so that participants know the correct pronunciation. The expected target of this community service activity is to improve skills, increase knowledge, and sharpen understanding of everyday English vocabulary for children to enhance their speaking competence. Keywords: Conversation, English Vocabulary, Kampung Literasi 26 Ilir, Kids, Pronunciation
Gamified English Language Learning in the ESP Context Ningrum, Sulistya
International Journal of English Language and Pedagogy Vol. 1 No. 2 (2023): International Journal of English Language and Pedagogy
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijelp.v1i1.5052

Abstract

Gamification is the use of game elements in non-game contexts to improve learning and engagement Although it has been increasingly recognized as a promising approach for enhancing English language learning, only a few studies have been conducted to investigate its roles, benefits, and drawbacks in English for Specific Purposes (ESP) pedagogy. This study discusses the use of gamification in language learning in ESP. This study employed a qualitative research approach, involving a collection and analysis of non-numerical data gathered from peer-reviewed journal articles and books. A literature review was used in the current study to provide an overview of the latest state of the literature on gamified English language learning in the ESP context. The novelty of the current study is to provide a complete review of the use of gamification in the ESP field, including the target audience, examples of gamification platforms, the gamification elements, the challenges, the effectiveness, the benefits, and the drawbacks of gamified English language learning. The target audience of gamified English language learning includes professionals or students seeking to improve their language skills for specific purposes. Gamification has been shown to provide several benefits, including increased motivation, active learning, and improved language proficiency. However, there are some challenges to the implementation of gamification in ESP, including curriculum integration, design and development, technology infrastructure, and assessment and evaluation.
VOCABULARY TEACHING STRATEGIES APPLIED ON LEARN ENGLISH WITH PAPA TEACH ME YOUTUBE CHANNEL Septian, Paradesa; Artha, Almira Fidela; Ningrum, Sulistya
ETNOLINGUAL Vol. 8 No. 2 (2024): ETNOLINGUAL
Publisher : Department of Master of Linguistic, Universitas Airlangga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20473/etno.v8i2.66676

Abstract

Abstract: During COVID-19, some teaching strategies for vocabulary, as with other materials, cannot be re-adopted since the teaching activities have shifted to online. Language teachers started providing students with educational videos taken from YouTube to overcome this situation. Using technology, mainly YouTube, to learn English has persisted since the Covid-19 pandemic. Despite being a trend nowadays, vocabulary teaching strategies on videos for English learning on YouTube are relatively unexplored. Therefore, this study aims to investigate the vocabulary teaching strategies on Learn English with Papa Teach Me YouTube channel. This study adopted a qualitative approach. The data of this study were obtained from a playlist titled “English Vocabulary” on Learn English with Papa Teach Me. The data were analyzed using Harmer‟s (1991) vocabulary teaching strategies. The findings show that Learn English with Papa Teach Me applied five of seven vocabulary teaching strategies proposed by Harmer (1991), which are: (1) mime, action, and gesture; (2) picture; (3) explanation; (4) enumeration; and (5) translation. Three strategies that were most frequently used are mime, action, and gesture (59 times), picture (54 times), and explanation (51 times). Therefore, this study recommends the utilization of (1) mime, action, gesture, (2) picture, and (3) explanation strategies for teachers. Teachers can combine these strategies to catch students‟ attention, help them understand the vocabulary context, and enhance their memorization ability. Keywords: educational videos, online teaching, vocabulary teaching strategies
PELATIHAN CONVERSATION DI PESANTREN TAHFIDZ TAKHASSUS DAARUL QUR'AN PALEMBANG Ningsih, Wirda; Aryanti, Nurul; Ningrum, Sulistya; Tanjung, Ahmad Khoirul Akhir
Jurnal Abdimas Bencoolen Vol. 1 No. 2 (2023)
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/abdimas.v1i2.31234

Abstract

Bahasa Inggris berfungsi sebagai bahasa internasional yang digunakan sebagai alat komunikasi di seluruh dunia. Seiring dengan kemajuan zaman dan perkembangan teknologi yang semakin canggih, kemampuan menguasai Bahasa Inggris menjadi semakin penting. Khususnya, kemampuan berbicara (speaking) dalam bentuk percakapan sangat krusial, karena menjadi sarana utama untuk menyampaikan ide dan pendapat. Berdasarkan kebutuhan tersebut, tim Pengabdian kepada Masyarakat Politeknik Negeri Sriwijaya menginisiasi pelatihan conversation di Pesantren Tahfidz Takhasus Daarul Qur’an Palembang. Pelatihan ini menggunakan metode drill untuk melatih kompetensi santri dalam berbicara Bahasa Inggris. Proses pelatihan dimulai dengan pengenalan materi melalui sesi ceramah dan diskusi, yang kemudian diikuti dengan penerapan materi menggunakan metode drill. Pentingnya pelatihan ini tidak hanya sebatas pada pengembangan kemampuan berbicara Bahasa Inggris, tetapi juga pada pemahaman dan penerapan kemampuan tersebut dalam konteks percakapan sehari-hari. Dengan demikian, pelatihan ini diharapkan dapat memberikan dampak positif dalam meningkatkan keterampilan komunikasi Bahasa Inggris para santri, yang pada gilirannya dapat memberdayakan mereka untuk berkomunikasi secara efektif dalam lingkup global yang semakin terhubung.
Peran Digital Public Speaking dalam Peningkatan Efikasi Diri Siswa EYL di KinderCyl Learning Space Mulyadi, Ahmad Iman; Heriani, Dian; Ningrum, Sulistya
Jurnal Masyarakat Madani Indonesia Vol. 4 No. 3 (2025): Agustus
Publisher : Alesha Media Digital

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59025/v2xrat65

Abstract

Kegiatan pengabdian kepada masyarakat ini dilatarbelakangi oleh pentingnya kemampuan berbicara di depan umum (public speaking) bagi siswa dengan pemanfaatan perangkat teknologi. Tim pelaksana mengadakan program pelatihan digital public speaking yang dirancang untuk meningkatkan efikasi diri siswa EYL (English for Young Learners) di KinderCyl Learning Space, Bengkulu. Kegiatan ini bertujuan untuk 1) mengimplementasikan kegiatan digital public speaking dalam pembelajaran Bahasa Inggris bagi siswa EYL di KinderCyl Learning Space, 2) mengimplementasikan peran digital public speaking dalam meningkatkan efikasi diri siswa EYL dalam konteks pembelajaran bahasa Inggris, dan 3) mengetahui tantangan dan solusi yang dihadapi dalam pelaksanaan digital public speaking bagi siswa EYL di lingkungan pembelajaran non-formal. Kegiatan ini memiliki tahapan sebagai berikut: 1) pembuatan naskah digital public speaking, 2) pemahaman naskah, 3) latihan, 4) rekaman, 5) pemberian umpan balik, dan 6) evaluasi. Evaluasi dilakukan dengan membagikan angket bagi tenaga pendidik terkait kegiatan pengabdian yang dilakukan. Hasil angket efikasi diri menunjukkan adanya peningkatan pada tiga aspek berikut: kepercayaan diri berbicara, usaha saat menghadapi kesulitan berbicara, dan kesiapan berbicara di depan umum. Dengan demikian, kegiatan pengabdian ini dapat disimpulkan berhasil dalam membantu mitra meningkatkan kualitas pembelajaran bahasa Inggris secara lisan melalui pendekatan digital yang relevan
Co-Authors Ahmad Iman Mulyadi ALMIRA FIDELA ARTHA Crosthwaite, Peter Heriani, Dian Hilda Puspita Ma'ruf, Zidni Mulyadi, Ahmad Iman Ningsih, Wirda Nurul Aryanti Septian, Paradesa Shahab, Aisyah Tanjung, Ahmad Khoirul Akhir Zakaria Zakaria Zakaria