Articles
<![CDATA[The Effectiveness Of Online Learning Activity Through Students’ Speaking Ability At Ibrahimy University ]]>
<![CDATA[Musdalifah Musdalifah]]>;
<![CDATA[Raudhatul Islam]]>
<![CDATA[ MUNAQASYAH : Jurnal Ilmu Pendidikan dan Pembelajaran Vol 4 No 2 (2022): Ilmu Pendidikan dan Pembelajaran ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat STI. Blambangan Banyuwangi ]]>
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DOI: 10.58472/mnq.v4i2.97
<![CDATA[Online learning activity is one of the most effective lecture methods during the covid-19 pandemic. It can be done using a technology connecting internet by Android smartphone or a computer. Through this lecture is applying an online teaching learning process on the students’ speaking ability. The research objective is to determine the effect of online learning activity method on the university student on speaking at Ibrahimy University of Situbondo East Java. This research uses pre experimental research with one group pre-posttest design. The number of respondents was 07 persons who take an online learning activity. The data was taken using an application of kinemaster as pretest and posttest scores. The final data that can be conclude by comparing a mean score of the pretest and posttest. The average of pretest shows 49,3 and the average of posttest score shows 63,6.]]>
<![CDATA[The Jigsaw Technique on Students' Reading Comprehension across Learning Styles ]]>
<![CDATA[Raudhatul Islam]]>
<![CDATA[ Language-Edu Vol 9, No 1 (2020): Volum 9 Number 1 ]]>
Publisher : <![CDATA[Graduate Program, University of Islam Malang ]]>
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<![CDATA[This research was conducted to investigate the effect of the jigsaw technique on reading comprehension with the students’ learning style. The aims of this research were to analyze whether the students who are taught by using jigsaw have better reading comprehension scores than taught by using conventional technique, to analyze whether the students who are different learning style have different reading comprehension scores and to analyze whether there is any interaction between jigsaw and learning style in students’ reading comprehension score. This research was quasi-experimental design with experimental and control groups of tenth grade of MA Zainul Hasan 4 Pakuniran. The instrument used questionnaire and reading comprehension test. This study used the independent t-test and two way ANOVA. The findings showed mean of experimental groups was 76.40 and control group was 68.00. Therefore, it meant that the students who taught by using jigsaw have better reading score than those who taught by using conventional technique. In accordance with second research problem, the significance value was .084. It meant the students who are different learning style have different reading comprehension scores. Concerning the third research problem, the result of the analysis of jigsaw and students’ learning style presented significance value was .319. It meant that there is no interaction between jigsaw technique and learning style in reading comprehension.]]>
<![CDATA[Teaching Speaking Skill of English as Foreign Language in Secondary School Level ]]>
<![CDATA[Raudhatul Islam]]>;
<![CDATA[Musdalifah Musdalifah]]>
<![CDATA[ Journey: Journal of English Language and Pedagogy Vol 5 No 2 (2022): Journey: Journal of English Language and Pedagogy ]]>
Publisher : <![CDATA[IKIP Budi Utomo Malang ]]>
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DOI: 10.33503/journey.v5i2.2083
<![CDATA[The study investigated the teaching speaking skill of English as foreign language in Secondary School level at SMAN 2 Malang from some aspects, the English teacher’s role, the teaching activities, materials, the media, and the assessment of the English teacher. The design of the research belongs to descriptive qualitative research. The participant of this research was an English teacher and the 33 students of X MIPA 2. The setting was SMAN 2 Malang. The data was obtained through observation, interview and documents. The result of this research noted that the teacher has already known role in teaching speaking. Based on the 2013 curriculum students centered was applied and the teacher facilitated the students, teacher created fun speaking activity such as role play, presentation in group and individual, the teacher also used modern media to support the teaching speaking, material that suitable for speaking activities is provided by the teacher based on the syllabus. Fluency, accuracy, pronunciation and expression were the aspect to assess students speaking skill. In this research, the researcher concluded that the teaching speaking skill in SMAN 2 Malang has already well.]]>
<![CDATA[A LEXICAL COHESION ANALYSIS ON OSCAR WILDE’S SHORT STORY THE SELFISH GIANT ]]>
<![CDATA[Raudhatul Islam]]>
<![CDATA[ English Language Teaching Journal Vol. 2 No. 1 (2022) ]]>
Publisher : <![CDATA[IAI Al-Qolam ]]>
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DOI: 10.35897/eltj.v2i1.709
<![CDATA[This article aims to discuss what lexical cohesive devices are applied to a short story The selfish Giant written y Oscar Wilde. Since the data of this article have been collected by reading some books in the library, it is called the library research. Since the data in this article are lexical cohesive devices found in the short story The Selfish Giant, they are called qualitative data. This article uses descriptive method to analyze the data. Through the analysis and the discussion, it is found that there are many lexical items in the short story The Selfish Giant that can be categorized as lexical cohesive devices. The lexical cohesive devices establish the cohesion and coherence in the short story. Repetition plays an important role in making the text coherent and unified. That is why the lexical cohesive device of repetition is frequently used in The Selfish Giant. This repetition creates the relation of meaning in the clauses, so it can build continuity in the text. The continuity that is demonstrated by the repetition shows that there is cohesion in the text. The synonym is the second type of reiteration that is found in The Selfish Giant. The use of the synonym shows two lexical items or more that are similar in meaning. The use of synonym in the text is very helpful to build cohesion because synonym holds the sentences together and gives cohesive effect to the text. The application of lexical cohesive devices makes the text coherent and unified because it links the sentences and helps the readers understand the text. Moreover, the analysis shows that the lexical cohesive device that is most often used to relate sentences in The Selfish Giant is repetition. Therefore, the repetition is claimed as the simplest way of connecting sentences, and of course the repetition plays an important role in making the text coherent and unified. Keywords : Discourse Analysis, Short Story, Lexical Cohesion.]]>
<![CDATA[STUDENTS’ PERCEPTION TOWARD TEACHERS’ ATTITUDE, TEACHING STYLE, AND TEACHING STRATEGIES IN LEARNING ENGLISH ]]>
<![CDATA[Feri Ferdiyanto]]>;
<![CDATA[Beny Hamdani]]>;
<![CDATA[Raudhatul Islam]]>;
<![CDATA[Novi Dwi Harzanah]]>
<![CDATA[ Teaching English as Foreign Language, Literature and Linguistics Vol. 1 No. 2 (2021): TEFLICS ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari ]]>
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DOI: 10.33752/teflics.v1i2.2162
<![CDATA[Teachers’ attitudes, teaching styles, and teaching strategies are needed to motivate students’ enthusiasm and interest in learning English. This study aims to analyze students’ perceptions of teachers’ attitudes, styles, and strategies. This study uses quantitative method with a survey design which used a questionnaire as the research instrument to get data. The study is conducted by using Google Form to get the data from the participants. The population of this study is the students of English Department of Zainul Hasan Islamic University Genggong. The sample used in this study are thirty-six students that are from several high schools around the area of Kraksaan. The collected data of this study is then analyzed by using a statistical formula to get the percentage of each question. The results shows that most of the teachers high schools around the area of Kraksaan have good attitudes and strategies in teaching English.]]>
<![CDATA[Teaching Material and Method toward English Students at Vocational High School ]]>
<![CDATA[Raudhatul Islam]]>
<![CDATA[ Journal of English Language Teaching and Cultural Studies Vol 6, No 2 (2023): September 2023 ]]>
Publisher : <![CDATA[English Education Department, Postgraduate, Universitas Sultan Ageng Tirtayasa, Indonesia ]]>
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DOI: 10.48181/jelts.v6i2.21373
<![CDATA[This research aimed to analyze the English learning method toward students at SMK Hafsawaty Zainul Genggong Probolinggo and found out which material are relevant to their needs. This research used a qualitative research involving twenty students and English teachers at SMK Hafsawaty Zainul Hasan Genggong. Data obtained by using interviews, questionnaires, documentation, then analyzed using qualitative data analysis method. The interview was purposed for an English teacher and the questionnaire was filled by twenty students. The result of this research found that the students could be easy to understand the material that deliver by the teacher. It proved that the teaching method applied by the teacher was appropriate for the students need. From the teaching material, the school had to develop the education system by considering the teaching material needs for the vocational students. Then, when viewed from the needs, the material has not focused on the needs of students majoring in Islamic banking. However, English for specific purposes have to consider the material need for the students.]]>
<![CDATA[Engaging Students’ Autonomous Learning across Vocational Secondary Schooling: Teachers’ Role and Challenge ]]>
<![CDATA[Beny Hamdani]]>;
<![CDATA[Raudhatul Islam]]>;
<![CDATA[Husnul Hotimah]]>
<![CDATA[ English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics Vol. 1 No. 2 (2021): ETJaR Volume 1 Number 2 December 2021 ]]>
Publisher : <![CDATA[Center for the Research and the Community Service, Islamic Institut of Hasanuddin Pare - Kediri ]]>
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DOI: 10.55148/etjar.v1i2.254
<![CDATA[In the industrial revolution 4.0., autonomous learning is considered as a desirable goal in English language teaching and learning in Indonesia. The movement towards learner-centered approaches has resulted in more emphasis on the benefits of learner autonomy in the success of English language teaching and learning. The research examines the capabilities of vocational secondary English teachers in Probolinggo, East java, Indonesia to engage students’ autonomous learning. The term capabilities refers to substantive freedom or opportunities that English teachers hold to do and to be a certain thing that they consider valuable. Data for the study were generated through interviews with twenty vocational secondary English teachers across remote area, urban area, Pesantren and state vocational secondary school. English Teachers were interviewed by autonomous learning issues based on their knowledge and understanding of these issues. Further, data were obtained from classroom observations and analysis of curriculum documents which include the national curriculum framework of Indonesia, English teachers’ syllabi and lesson plans. Data analysis is qualitative. The study revealed that vocational secondary English teachers in Probolinggo are still problematic and facing several challenging particularly in view of autonomous learning which was centered on traditional didactic and teacher-directed modes of delivery. This indicates that Indonesian vocational secondary English teachers in Probolinggo are not effectively engaged in autonomous learning in spite of their concerted efforts to do so.]]>
<![CDATA[A Comparative Study of English and French Gender ]]>
<![CDATA[Beny Hamdani]]>;
<![CDATA[Dian Luthfiyati]]>;
<![CDATA[Raudhatul Islam]]>;
<![CDATA[Husnul Hotimah]]>
<![CDATA[ English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics Vol. 1 No. 2 (2021): ETJaR Volume 1 Number 2 December 2021 ]]>
Publisher : <![CDATA[Center for the Research and the Community Service, Islamic Institut of Hasanuddin Pare - Kediri ]]>
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DOI: 10.55148/etjar.v1i2.255
<![CDATA[This article looks critically the comparison between English and French Gender. The problem that will be discussed in this article is: What kind of similarities and differences do they have in gender, especially in distinguishing male from female persons? The significance of the study are to get inputs on gender in English and French in order to improve their ability in understanding gender from both languages . One of the characteristics of Indo-European language is gender, which classifies nouns to express sex distinctions. The following discussion will deal with two forms of gender, natural and grammatical gender, and the ways of showing gender. From the linguistics analysis of English and French gender that has been done in this article and the comparison between them, it can be concluded that both languages have some differences and similarities in the application of gender. The differences are focused on the kinds of gender used, English uses natural gender while French uses grammatical gender. The use of grammatical gender makes French does not have neuter gender. So the inanimate objects are considered to have gender, masculine or feminine, and the ways of showing their gender are afforded by the use of article, le for masculine and la for feminine.]]>
<![CDATA[Identification of Academic and Professional English Language Needs for Health Students at Hafshawati University ]]>
<![CDATA[Siti Aisyah Syaiful Arifin]]>;
<![CDATA[Raudhatul Islam]]>;
<![CDATA[Lilik Rohmatul Amelia]]>;
<![CDATA[Moh. Jibrail El-Furqon]]>;
<![CDATA[Abdul Hanan]]>
<![CDATA[ Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Vol. 3 No. 2 (2025): June: Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris ]]>
Publisher : <![CDATA[Asosiasi Periset Bahasa Sastra Indonesia ]]>
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DOI: 10.61132/fonologi.v3i2.2024
<![CDATA[English language skills are an essential competency for health students, especially in accessing scientific literature, understanding medical terminology, and facing the demands of professional globalization. However, the suitability of the English language learning curriculum with the specific needs of health students is still an issue. This study aims to identify the academic and professional English language needs of health students at Hafshawati University. The study used a qualitative approach with an open-ended questionnaire instrument that was analyzed thematically. Participants consisted of five students from various semesters and health study programs. The results showed that the ability to read and understand English-language medical references was the main need, followed by speaking skills in the context of professional communication. Non-formal learning media such as YouTube and TikTok were also actively utilized by students. The implications of this study indicate the importance of curriculum reformulation based on needs analysis and strengthening the English for Specific Purposes (ESP) approach in health education. These findings provide a basis for the development of teaching materials, lecturer training, and more contextual and applicable learning designs.]]>
<![CDATA[Design Lesson Planning for English Specific Purpose ]]>
<![CDATA[Nur Fadilah]]>;
<![CDATA[Raudhatul Islam]]>;
<![CDATA[Inayatul Makrufah]]>;
<![CDATA[Wardatun Navisah]]>;
<![CDATA[Muhammad Irfan]]>
<![CDATA[ Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Vol. 3 No. 1 (2025): March: Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris ]]>
Publisher : <![CDATA[Asosiasi Periset Bahasa Sastra Indonesia ]]>
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DOI: 10.61132/fonologi.v3i1.2129
<![CDATA[This study explores the lesson planning practices of an English lecturer at Universitas Hafsawaty who teaches English for healthcare students. The findings indicate that the lecturer adopts a contextual and profession-oriented approach, aligning language instruction with medical content and professional communication needs. The lesson plans incorporate materials from health journals, clinical simulations, and academic writing tasks, aiming to enhance both linguistic proficiency and professional relevance. Instructional strategies such as scaffolded learning and multimodal media use are applied to accommodate students’ diverse English proficiency levels. The discussion highlights the integration of English for Specific Purposes (ESP) and Content and Language Integrated Learning (CLIL) frameworks, emphasizing experiential learning and interdisciplinary collaboration. Overall, the study underscores the importance of context-driven lesson planning and the need for institutional support in developing English instruction tailored to professional domains.]]>
