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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ETERNAL(english, teaching, learning, and Research Journal) Indonesian TESOL Journal An Nisa' International Journal in Applied Linguistics of Parahikma Jurnal Manajemen Pendidikan Islam Proceedings of The International Conference on Social and Islamic Studies Tamaddun
Sri Mulyani
Institut Parahikma Indonesia
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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STUDENTS’ PERCEPTIONS TOWARD ORAL CORRECTIVE FEEDBACK ON SPEAKING CLASS AT PARAHIKMA INSTITUTE OF INDONESIA Nurul Istiqamah; Sri Mulyani; Nurfajri Ningsih
International Conference on Social and Islamic Studies Proceedings of the International Conference on Social and Islamic Studies (SIS) 2021
Publisher : International Conference on Social and Islamic Studies

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Abstract

This research is aimed to find out students’ perceptions towards oral corrective feedback on speaking class. 2) The types of oral corrective feedback used by the lecturer on a speaking class at Parahikma Institute of Indonesia. This study applied qualitative research design. The total number of participants who had contributed to this research was thirteen. The data were collected by using qualitative questionnaire and in-depth interview and had been analyzed by applying thematic analysis.  The findings showed that there are three main points which were pointed out by the researcher, they are 1) the benefits of oral corrective feedback that includes increasing students’ knowledge, helpful way to improve students’ speaking ability, and giving positive impacts on students’ learning; 2) the drawbacks of oral corrective feedback, were divided into three such as causing nervousness, causing unappreciated feeling, and causing embarrassed and traumatic, 3) students’ expectation of oral corrective feedback includes motivating, encouraging and constructive oral corrective feedback, and appropriate timing in giving oral corrective feedback. In addition, this research also showed the types of corrective feedback usually used by the lecturer in speaking class were recast, elicitation, and explicit correction. The types gave students a clear explanation about their error.
The Acquisition Order of Past Tenses: An Interlanguage Analysis Muhammad Ahkam Arifin; Suryani Jihad; Sri Mulyani; Hardiani Ardin; Nurwahida Nurwahida
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 7, No 2 (2019): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Litera
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v7i2.1030

Abstract

This study aimed to investigate the hypothesis that there appears a systematic order of the acquisition of past tenses. It is claimed that irregular past tense verbs are acquired earlier than regular past tense verbs. In comparison to the acquisition of irregular and regular past verbs, the acquisition of the past copula be forms `was` and `were` is believed to take place much earlier. To test this hypothesis, the data were collected from forty-six students who were asked to write an essay with a minimum of 250 words to get data of the use of past tenses. The findings reveal partial support for the hypothesis, suggesting that the universal order of morpheme acquisition may not be a stable phenomenon.
PERAN IBU DALAM PENDIDIKAN KARAKTER ANAK MENURUT PANDANGAN ISLAM Sri Mulyani
AN-NISA Vol 11, No 2 (2018)
Publisher : Institut Agama Islam Negeri (IAIN) Bone-Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30863/annisa.v11i2.336

Abstract

This article elaborates the important roles of mothers in children’s character education according to Islamic perspectives. Character education is absolutely important by all the glory of man lies in his character. The formulation of important issues to be discussed is the importance of family education, the maternal virtue in Islamic view and the mother’s role in shaping the character of children. Family education is very important in Islam, since family is the main pillar for the formation of children's character. In family education, mothers hold a central role as primary and first educators. The posititon of the mother in Islamic view is glorius. As a proof of noble posititon of the mother in Islamic teaching, a mother is entitled to devotion of a child as much as three times more than the father. Mothers play crucial roles in shaping the chacarter of children. To perform such a noble task, mothers can do things like: providing prenatal education, giving good examples to children, instilling good characters from childhood such as honesty, discipline and responsibility; and building good communication between mother and child.
Investigating Factors Causing Students’ Anxiety in Speaking English Sri Mulyani
International Journal in Applied Linguistics of Parahikma Volume 1 Number 1, January 2018
Publisher : Institut Parahikma Indonesia

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Abstract

The study aimed at investigating the factors causing language anxiety of EFL learners in speaking English and how to overcome such problem. The researcher employed descriptive qualitative research by using interviews, and observations as techniques of data collection. The collected data were analyzed by using Miles and Huberman’s model consisting of three steps, namely: data reduction, data display and conclusion drawing and verification. The research findings showed some factors causing students’ anxiety in speaking English. The factors were classified into three main categories; they are psychological and linguistic factors, individual related factors, and socio-cultural factors. Psychological and linguistic factors include formal environment and classroom procedures, linguistic difficulties and the role of the instructors. Meanwhile, individual related factors consist of motivation and lack of speaking practices. Socio cultural factors include social environment and limited exposure to the target language, and self-status. This study also found some suggestions to cope with anxiety in speaking English, those are more friendly and less formal classroom, friendly and encouraging teachers/lecturers, and positive feedbacks. Many participants also recommended students to do more speaking practices outside the classroom to reduce language anxiety.
Character Education In Islamic Perspective Sri Mulyani
el-Idarah: Jurnal Manajemen Pendidikan Islam Vol 2 No 2 (2018): El-idarah: Jurnal Manajemen Pendidikan Islam
Publisher : Prodi Manajemen Pendidikan Islam Institut Parahikma Indonesia

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Abstract

Character education in Indonesia is a necessity. The increasing crime rate and the various cases of moral deviation signify that the character of majority citizens is at alarming state. Constitutionally, the aim of national education is not only generating skilled and intelligent human, but also noble-characterized human. This is stipulated in the policy guidelines of character education which include 18 characters excel (religious, honest, disciplined, tolerant, and so on). In Islamic perspective the term character education is similar to Akhlak (Islamic ethics) education. The primary sources of character education in Islam are the Qur’an and Hadith; and the Prophet Muhammad SAW as the role model. The recommended method in the application of character education in Islam based on mental-spiritual approach through soul management, habituation, exemplary, and healthy environment which involve three education centers, namely schools, families, and communities.
The Use Of Literary Texts In Efl Classrooms To Promote Character Education Sri Mulyani
el-Idarah: Jurnal Manajemen Pendidikan Islam Vol 4 No 2 (2019): El-idarah: Jurnal Manajemen Pendidikan Islam
Publisher : Prodi Manajemen Pendidikan Islam Institut Parahikma Indonesia

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Abstract

This paper proposes the use of literature in EFL (English as a Foreign Language) classrooms to promote character education. It reviews briefly theoretical issues on character education and teaching English through literature. Guidelines are given for the use of literature in the language classroom. Finally, this paper presents the technical application of teaching and learning through literary texts to promote character education.
STUDENTS’ PERCEPTIONS TOWARDS ORAL CORRECTIVE FEEDBACK IN A SPEAKING CLASS Sri Mulyani; Nurfajri Ningsih; Nurul Insiqamah Setyaningrum
ETERNAL (English, Teaching, Learning and Research Journal) Vol 8 No 1 (2022)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V81.2022.A12

Abstract

This research aimed to find out students’ perceptions towards oral corrective feedback in a speaking class and the types of oral corrective feedback used by the lecturer. This study applied qualitative research design. Thirteen students had contributed to this research as the respondents. The data were collected by using open ended questionnaire and interview. The collected data were analyzed by applying thematic analysis. This study found students’ perceptions that covered three main themes, namely (1) the benefits of oral corrective feedback include increasing students’ knowledge, being a helpful way to improve students’ speaking ability, and giving positive impacts on students’ learning; (2) the drawbacks of oral corrective feedback include causing nervousness, causing unappreciated feeling, and causing embarrassed and traumatic feeling; and (3) students’ expectations of oral corrective feedback include motivating, encouraging and constructive oral corrective feedback, and appropriate timing in giving oral corrective feedback. In addition, this research also showed that the types of corrective feedback used by the lecturer in the speaking class were recast, elicitation, and explicit correction.
Error Analysis on English Consonant Pronunciation Produced By The Fifth Semester Students of English Education Department Ice Trysnawati; Sri Mulyani; Asfiah Syam
Tamaddun Life Vol 19 No 2 (2020): December Issue 2
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (360.998 KB) | DOI: 10.33096/tamaddun.v19i2.77

Abstract

This research aimed to find out the mispronunciation of consonants and the most frequently mispronounced consonants produced by the fifth semester students of the English Education Department at Institut Parahikma Indonesia in the academic year 2020/2021. This research applied descriptive quantitative research method. The participants were 14 students from the fifth semester of English Education Department. The data were collected by using a reading text. The data were analyzed quantitatively through three steps: 1) identifying errors; 2) calculating errors, and 3) drawing conclusion. The result of the research showed that nine (9) consonants were mispronounced by the students and one consonant was error-free. The mispronounced consonants were / v /: (19.5%), / ð /: (18.8%), / θ /: (15.5%), / z /: (14%), / dʒ /: (9%), / ɡ /: (8%), / w /: (6.2%), / r /: (4.6%), / ŋ /: (4.3%) and / b /: (-) were error-free consonant. Meanwhile, The most frequently mispronounced consonants were / v / and / ð /.
Utilizing Four Square Writing Method in Improving Students’ Essay Writing Skill Muh. Agus Wijaya; Sri mulyani; Nurwahida Nurwahida
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 10, No 2 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v10i2.3100

Abstract

This research aimed to (1) find out whether or not the Four Square Writing Method is able to advance students’ essay writing skill, and (2) find out the students’ perceptions of the application of this method. This research was quantitative with pre-experimental design. The participants were nineteen students of the fifth-semester of the English Education Department at Institut Parahikma Indonesia. Based on the statistical analysis of the tests, the average of pre-test was 43.15, and the average of post-test was 62.57. The significant value of the tests was .000 < .05. It indicated that there was a significant difference between the scores of the tests in students’ essay writing before and after treatment. Furthermore, t-count was higher than t-table, 10.47 > 2.101. It implied that students’ essay writing was improved after doing treatment by using this method. This research also revealed students’ perceptions of the use of FSWM. 63.2% of the students claimed that it was interesting to be implemented in teaching writing, and 57.9% of them agreed that this method was effective to be implemented in writing an essay, but 10.5% of them stated that it was slightly helpful to improve their writing. Besides, when asked about obstacles in the implementation of this method, 26.3% of the students agreed that it was difficult to use; 21.1% of them said that it required too many steps to write, and 5.3% of them stated that they could not focus on writing when using it. Interestingly, 47.7% of them agreed that there were no obstacles in using it. Therefore, it can be concluded that this method could assist students in improving students’ essay writing skill. Based on the findings of this research, it is recommended that the teacher consider to use Four Square Writing Method as one of methods in teaching writing. 
EFL Lectures’ Grading Practices in Islamic and General Higher Education Institutions Sri Mulyani; Ahmad Ardillah Rahman; Fatmawati Akhmad; Hardiani Ardin
Indonesian TESOL Journal Vol 5, No 1 (2023): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v5i1.2529

Abstract

This study investigates EFL lecturers’ grading practices, focusing on the beliefs underlying these practices, the types of assessment they implement to determine students’ final grades, and multiple factors influencing them in deciding students’ final grades. Applying interpretative phenomenological analysis (IPA), two EFL lecturers, one from an Islamic higher education institution and the other from a general higher education institution, were interviewed to reveal their grading practices. The findings of the research reveal that both lecturers believe that grades should reflect students’ learning outcomes. They serve as an instrument to measure the achievement of learning objectives and to identify which items from the course need to be improved. Both lecturers also believe that assigning final grades should involve multiple aspects related to moral character development. Furthermore, they apply various types of assessment. They employ formal and informal assessment types to obtain students’ scores before deciding their final grades. In addition, they consider academic factors, such as scores derived from formal and informal assessments, and non-academic factors, such as students’ efforts, attitude, and attendance, should be employed in their grading practices.     Keywords: Grading practices; Assessment; Academic Factors; Non-academic Factors
Co-Authors Ahmad Ardillah Rahman Ardin, Hardiani Arifin, Muhammad Ahkam Asfiah Syam Fatmawati Akhmad Hardiani Ardin Ice Trysnawati Jihad, Suryani Muh. Agus Wijaya Nurfajri Ningsih Nurul Insiqamah Setyaningrum Nurul Istiqamah Nurwahida Nurwahida Nurwahida Nurwahida Vera Vadriani