Garuda - Garba Rujukan Digital

Pelatihan TOEFL untuk Mahasiswa: Meningkatkan Kemampuan Bahasa Inggris dan Kesiapan Menghadapi Ujian TOEFL Devi, Anit Pranita; Izfadllillah, Thesa; Kodrat, Denny; Nurhasanah, Nurhasanah
Jurnal Pengabdian Pada Masyarakat Vol 9 No 2 (2024): Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/jppm.v9i2.739

Pada saat ini, kemampuan bahasa Inggris merupakan hal esensial yang tidak bisa dilepaskan dalam konteks pendidikan tinggi, sehingga skor TOEFL dijadikan salah satu syarat untuk mengikuti sidang skripsi. Berdasarkan alasan tersebut, program pelatihan TOEFL ini diselenggarakan untuk memberikan mahasiswa pemahaman tentang struktur tes, strategi penyelesaian, dan peningkatan keterampilan berbahasa Inggris pra-sidang skripsi. Kegiatan ini mencakup pelatihan intensif yang meliputi pengajaran keterampilan mendengarkan, membaca, dan tata bahasa dalam bahasa Inggris. Metode pengajaran yang digunakan meliputi kelas interaktif, latihan praktis, dan simulasi ujian. Selain itu, program ini juga mencakup peningkatan kesadaran akan kebutuhan individual mahasiswa, dengan fokus pada area di mana mereka mengalami kesulitan. Mahasiswa diberikan kesempatan untuk berlatih dan meningkatkan kemampuan mereka dalam lingkungan yang mendukung. Diharapkan bahwa melalui pelatihan intensif ini, mahasiswa akan dapat menguasai keterampilan bahasa Inggris dengan lebih baik dan dengan percaya diri menghadapi ujian TOEFL, yang selanjutnya akan meningkatkan peluang dalam memasuki dunia profesional. Evaluasi efektivitas program dilakukan melalui survei dan analisis hasil ujian TOEFL sebelum dan setelah pelatihan. Pelatihan TOEFL ini diharapkan dapat memberikan kontribusi signifikan bagi peningkatan kemampuan bahasa Inggris mahasiswa dalam konteks akademik mereka. English language skills are one essential thing that is inevitable in the higher education context so that the TOEFL score becomes the requirement for taking part in thesis defense. Based on this reason, this TOEFL training program is held to provide students with an understanding of the test structure and completion strategies, and to improve their English language skills before the thesis defense. This program covers a series of intensive training in listening, reading and grammar skills in English. The teaching methods used are interactive instruction, practical exercises, and exam simulations. The program also includes increasing awareness of students' individual needs, focusing on areas where they experience difficulties. Students are given the opportunity to practice and improve their abilities in a supportive and motivating environment. It is hoped that through this training, students will be able to master English language skills better and confidently face the TOEFL test, which will increase their chances in entering the professional world. Evaluation of the program's effectiveness was carried out through surveys and analysis of TOEFL exam results before and after training. It is hoped that this TOEFL training can make a significant contribution to improving students' English language skills in their academic context.

Digital collaborative writing technique using Padlet in essay writing classroom Devi, Anit Pranita; Puspitasari, Rianny
ELT in Focus Vol. 6 No. 2 (2023): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/eltinfc.v6i2.10934

This research explores the utilization of Padlet as a collaborative writing platform in enhancing students' argumentative essay writing skills. Employing a case study by means of observation, document analysis, and interviews, the study examines how Padlet is employed on collaborative essay writing classroom and how it facilitates students’ writing skills in argumentative essay writing process. The research findings reveal that while Padlet effectively fosters collaborative interactions among students, enabling them to engage in constructive feedback provision and substantive discussions, its underutilization remains noticeable. The platform's inability to facilitate targeted feedback due to the absence of specific text highlighting and commenting features emerged as a critical limitation hindering comprehensive feedback provision. In spite of these limitations, Padlet significantly improved various dimensions of students' writing skills. The collaborative environment nurtured by Padlet enabled peer feedback exchange, leading to enhancements in grammar, vocabulary, coherence, and overall essay quality. However, students' restricted exploration of Padlet's features underscores the gap between its potential and actual utilization within the classroom. To advance this research, future studies should focus on addressing Padlet's functional limitations by advocating for feature enhancements facilitating targeted feedback.

Lecturers' Attitude in Teaching Foreign Cultural Values in English Language Classroom: Balancing Global Perspectives and Local Identity Puspitasari, Rianny; Devi, Anit Pranita; Dewi, Shafira Anastasya
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.5589

This research aimed to explore lecturers' attitudes and the challenges faced in teaching foreign cultural values in English language learning. This research employed descriptive qualitative and hermeneutic phenomenological designs in which the research instruments used were documentation, observation, and interview. This research involved lecturers of the English Literature study program of one private university in Indonesia. The results of the data analysis showed that the lecturers' attitudes towards teaching foreign cultural values in English language learning varied. However, in general, the majority of lecturers realize the importance of integrating foreign cultural values (in this case English culture) as part of English language teaching and choose to modify materials about conflicting English cultural values. They argued that providing information about foreign cultural values that conflict with local culture is still important, but it should be accompanied by reinforcement that these values do not follow Indonesian culture. The challenges reported by the lecturers included the difficulty of finding sufficiently representative and up-to-date reference sources, the use of authentic materials that require lecturers to deliver content that contains negative cultural values or is contrary to local culture, and the strengthening of national values and local culture so that students are not easily exposed to foreign cultural values. From the student side, the challenges were the lack of motivation, learning ethos, and English skills when understanding English-language reference sources. Future researchers are advised to expand the study of the impact of using authentic materials containing foreign cultural values on student perceptions and attitudes.

SEMIOTICS SYSTEM’S PERSPECTIVE IN MULTIMODAL EFL TEXTBOOK: MEANING-MAKING MODES IN FOCUS Julistiana, Risma; Devi, Anit Pranita; Chandra, Deni; Mulyanti, Wida
TELL - US JOURNAL Vol 10, No 4 (2024): Applied Linguistics in the Digital Age and Cultural Context
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2024.v10i4.8855

AbstractThe prominent role of textbooks as a learning media is frequently used by educators and learners alike to achieve specific learning objectives. By the standards set forth by the National Education Standards Agency (BSNP), books are deemed effective if they meet four criteria: content, presentation, language, and graphics. The elements identified in the study of multimodal discourse within semiotic systems: linguistic, visual, audio, gestural, and spatial modalities. The combination of two or more semiotic systems is defined as multimodal discourse; it facilitates learners' cognitive and creative development. This article explores the semiotic system potential by Anstey and Bull as textbook evaluation to meet the meaning-making in the EFL textbook, "English for Nusantara," published by the Ministry of Education and Culture of Indonesia. The objective of this research is to examine the concept of multimodal discourse as defined within the theoretical framework of Anstey and Bull's semiotic system theory. The design of this study was descriptive qualitative research with content analysis. The findings show that five different modes were used graded; visual 32%, gestural 23,9%, linguistics 22%, spatial 16,6%, and audio 5,4%. The textbook met the criteria for a quality educational resource, offering valuable cognitive implications for the user through its incorporation of multimodal text. It confirmed the importance of the semiotics system's potential modes in constructing meaning for both learners and educators. The meaning categorization involves: fostering the development of meaningful character traits, creating a sense of unity amidst the diversity of Pancasila, encouraging self-love, and cultivating heightened environmental awareness.Keywords: meaning-making, mode, semiotic system, textbook

AN ANALYSIS OF ILLOCUTIONARY ACTS OF TEACHER-STUDENT INTERACTION IN AN ENGLISH CLASSROOM Putri, Marini Ganthina; Devi, Anit Pranita; Suroto, Suroto
ReALL - Research on Applied Linguistics and Literature Vol. 3 No. 2 (2024): Research on Applied Linguistics and Literature
Publisher : Fakultas Ilmu Budaya and LPPM Universitas Sebelas April

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

This study aims to examine the illocutionary acts performed by the teacher in the English class at Bimbingan Belajar Lita (BBL) Sumedang. It seeks to identify and analyze the various types of illocutionary acts and which type that has the greatest perlocutionary effect used by the teacher. To accomplish this, the study applies Austin’s (1962) theory, which divides speech acts into three types: locutionary, illocutionary, and perlocutionary, as well as Searle’s (1974) theory, which divides illocutionary acts into five categories: assertive, directive, commissive, expressive, and declarative. This study employs descriptive qualitative method, analyzing data obtained by observations, documentation, recording, and its scripts. The findings reveal a total of 174 illocutionary acts and are identified as four types of illocutionary acts produced by the English teacher at BBL Sumedang, which are directives, expressives, representatives, and commissives. The most dominant illocutionary acts produced by the teacher is directives with 87 utterances or 50%, while the commissives are the lowest with 8 utterance or 4.6%. Moreover, there are three types of illocutionary acts that contain perlocutionary effects used by the English teacher at BBL Sumedang, which are directives, representatives, and commissives. Commanding act is the most dominant type of illocutionary act that contain perlocutionary effect, but questioning act has the greatest perlocutionary effect because asking lots of questions will make students active in the long term.

Lecturers' Attitude in Teaching Foreign Cultural Values in English Language Classroom: Balancing Global Perspectives and Local Identity Puspitasari, Rianny; Devi, Anit Pranita; Dewi, Shafira Anastasya
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.5589

This research aimed to explore lecturers' attitudes and the challenges faced in teaching foreign cultural values in English language learning. This research employed descriptive qualitative and hermeneutic phenomenological designs in which the research instruments used were documentation, observation, and interview. This research involved lecturers of the English Literature study program of one private university in Indonesia. The results of the data analysis showed that the lecturers' attitudes towards teaching foreign cultural values in English language learning varied. However, in general, the majority of lecturers realize the importance of integrating foreign cultural values (in this case English culture) as part of English language teaching and choose to modify materials about conflicting English cultural values. They argued that providing information about foreign cultural values that conflict with local culture is still important, but it should be accompanied by reinforcement that these values do not follow Indonesian culture. The challenges reported by the lecturers included the difficulty of finding sufficiently representative and up-to-date reference sources, the use of authentic materials that require lecturers to deliver content that contains negative cultural values or is contrary to local culture, and the strengthening of national values and local culture so that students are not easily exposed to foreign cultural values. From the student side, the challenges were the lack of motivation, learning ethos, and English skills when understanding English-language reference sources. Future researchers are advised to expand the study of the impact of using authentic materials containing foreign cultural values on student perceptions and attitudes.

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