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ARGUMENTATIVE FEATURES OF INTERNATIONAL ENGLISH LANGUAGE TESTING SYSTEM (IELTS) ESSAYS: A RHETORICAL ANALYSIS ON SUCCESSFUL EXAM ESSAYS Ananda, Ririn Putri; Arsyad, Safnil; Dharmayana, I Wayan
International Journal of Language Education Vol. 2, No. 1, 2018
Publisher : Universitas Negeri Makassar

An argument in academic writing is an essential element; it is used to convince readers that the writerâ€™s opinion or claim can be acceptable. However, this may be problematic for university students or new writers especially when writing in a language other than their first language such as Indonesians who take an international English writing test. The aim of this study is to identify and describe the rhetorical features of successful academic IELTS essays. Sixty academic essays were taken from six different common topics with band scores 8-9 (high quality essays) and were analyzed on elements of argument following Toulmin (1979). The results show that: a) the common sections found in the essays are lead in, thesis statement and deduction; b) the common elements of argument in the essays are claim, data and warrant; and c) the common types of argument structures of the essays are simple argument structure and strong argument structure. This implies that the essay sections, argument elements and argument structure can be used to describe the quality features of IELTS essay organization. It is suggested that in order to be able to write good quality essays in English, test takers must have a good command of essay sections, argument elements and argument structure type of good quality essays

The Lecturers’ English Ability Through the Toefl Test Dian Susyla; Ria Angraini; Ririn Putri Ananda
Linguistic, English Education and Art (LEEA) Journal Vol 5 No 1 (2021): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

This study aims to determine and describe lecturers' English language skills, which can be seen through the TOEFL test. This research method is descriptive qualitative. The researcher gave a TOEFL-like test to 109 lecturers as research subjects. TOEFL ability is mapped into the Common European Framework of Reference for Language (CEFR), measured at four different levels, namely A2, B1, B2, and C. The results show that no lecturer has C1 ability in the Listening section. Two lecturers are at level B2, 12 people are at level B1, and the remaining 95 people are at level A2. The average for Listening is in the A2-SD level category. For Structure and Written Expression, only four lecturers are at level B2; 25 at B1 level; and 80 at level A2. The average for SWE is 40 in the A2 elementary level category. As for the Reading section, only one lecturer is at level C1; 2 at level B2; 6 at level B1; 98 at level A2. The average score for Reading is in the A2-SD level category. In conclusion, most of the lecturers' English skills (Listening, Structure and Writing Expression, and Reading) are still very weak. Keywords: Lecturers’ English Ability, TOEFL

The Lecturers’ English Ability Through the Toefl Test Dian Susyla; Ria Angraini; Ririn Putri Ananda
Linguistic, English Education and Art (LEEA) Journal Vol 5 No 1 (2021): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v5i1.2931

This study aims to determine and describe lecturers' English language skills, which can be seen through the TOEFL test. This research method is descriptive qualitative. The researcher gave a TOEFL-like test to 109 lecturers as research subjects. TOEFL ability is mapped into the Common European Framework of Reference for Language (CEFR), measured at four different levels, namely A2, B1, B2, and C. The results show that no lecturer has C1 ability in the Listening section. Two lecturers are at level B2, 12 people are at level B1, and the remaining 95 people are at level A2. The average for Listening is in the A2-SD level category. For Structure and Written Expression, only four lecturers are at level B2; 25 at B1 level; and 80 at level A2. The average for SWE is 40 in the A2 elementary level category. As for the Reading section, only one lecturer is at level C1; 2 at level B2; 6 at level B1; 98 at level A2. The average score for Reading is in the A2-SD level category. In conclusion, most of the lecturers' English skills (Listening, Structure and Writing Expression, and Reading) are still very weak. Keywords: Lecturers’ English Ability, TOEFL

Upaya Pengingkatan Literasi, Numerasi dan Adaptasi Teknologi di SMPN 39 Bengkulu Utara Annisa Ekavia; Dian Susyla; Ririn Putri Ananda
Batara Wisnu : Indonesian Journal of Community Services Vol. 2 No. 2 (2022): Batara Wisnu | Mei - Agustus 2022
Publisher : Gapenas Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53363/bw.v2i2.112

The Independent Learning Campus Teaching Program (MBKM) organized by the Ministry of Education and Culture. The Teaching Campus Program is currently the third batch assigned to teach in accordance with Literacy and Numeracy guidelines, assist with technology adaptation, and assist school administration and teachers. One of the schools that houses the Teaching Campus is SMP Negeri 39 North Bengkulu which is located in Batik Nau, Batik Nau District, North Bengkulu Regency, Bengkulu. Teaching Campus students also have a responsibility in correcting students' low behavior and interest in learning. The results of this Teaching Campus program are as a process in adding relationships, adding experience outside the world of lectures, developing insight, character and soft skills of students, encouraging and spurring national development by fostering community motivation to participate in development, as well as increasing the role and real contribution of universities and students in national development

PENANAMAN TUMBUHAN APOTIK HIDUP YANG PENUH DENGAN SEJUTA MANFAAT SAAT ERA PANDEMI DI SD MUHAMMADIYAH 1 KOTA BENGKULU Tri Yuniarti; Ririn Putri Ananda
Jurnal Ilmiah Mahasiswa Kuliah Kerja Nyata (JIMAKUKERTA) Vol. 2 No. 2 (2022): JIMAKUKERTA
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat Universitas Muhammadiyah Bengkulu

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

Era pandemi virus covid-19 telah banyak merenggut nyawa manusia di seluruh dunia. Menjaga daya imun tubuh agar lebih kuat dengan meminum vitamin ataupun minuman herbal lain adalah hal yang sangat penting. Minuman yang bermanfaat untuk membantu menjaga daya imun tubuh agar tetap sehat yaitu dari tumbuhan apotik hidup. Tumbuhan apotik hidup adalah tumbuh-tumbuhan yang memiliki banyak manfaat sebagai obat alami, seperti jahe, lengkuas, kunyit, lidah buaya dan lain-lain. Selain untuk membantu menjaga daya imun tubuh dengan cara dibuat jamu, tumbuhan apotik hidup juga dapat digunakan sebagai obat. Melihat banyaknya manfaat dari tumbuhan apotik hidup, hal ini menggerakkan saya dan kelompok untuk membuat proker ini. Kegiatan ini akhirnya berlangsung dilaksanakan pada tanggal 23 September 2021. Sebelum melakukan kegiatan bercococok tanam ini, kami terlebih dahulu mencari bahan-bahan yang dibutuhkan, antara lain yaitu tanah yang subur, tempat untuk menanam/polibek, serta macam-macam tumbuhan apotik hidup yang akan ditanam. Kegiatan ini menghasilkan banyak tanaman dari tumbuhan apotik hidup dengan beberapa jenis tumbuhan seperti temulawak, jahe, lengkuas, lidah buaya, dan kunyit. Menanam tumbuhan apotik hidup adalah salah satu hal yang sangat positif dan bermanfaat, selain tumbuhannya berguna untuk kehidupan sehari-hari kegiatan ini juga dapat membuat lingkungan menjadi lebih asri dan mengisi waktu luang dengan hal yang positif. Alangkah baiknya juga memperhatikan proses penanaman dan pemilihan kualitas tanaman untuk hasil yang bagus dan manfaat dari setiap tanamannya bisa sangat dirasakan. Kata Kunci: manfaat, tanaman, obat

READABILITY LEVEL OF READING TEXTS IN THE ENGLISH TEXTBOOK “ENGLISH IN MIND” FOR TENTH GRADE STUDENTS AT SMKN 3 KOTA BENGKULU Dwi Yuni Setiyaningsih; Yupika Maryansyah; Dian Susyla; Ririn Putri Ananda
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v11i2.8653

The objective of the research is to find out the readability level of the texts in English textbook based on Fog Index (FI). This research was categorized as descriptive quantitative research. The object of this research was reading materials English textbook entitled English in Mind Second Edition by Cambridge University Press for tenth grade of Vocational Senior High School. FOG index was used to determine the readability level of the texts based on the average number of sentences and hard words (polysillabic). The finding of this research revealed that the readability of the texts in English in Mind second edition textbook by Cambridge University was easy based on FOG Index (FI) analysis result. Based on FOG Index (FI) analysis result, the percentage of level of readability of English in Mind textbook showed that there were 26 (68%) of texts were easy and 12 (32%) of texts were moderate. Overall, the readability of the texts in English in Mind second edition textbook by Cambridge University was dominantly easy for grade tenth of SMKN 3 Kota Bengkulu. It was suggested for the teachers or the readers to understand readability level of reading materials and know whether the reading materials given to their students are appropriate for them or not.

RHETORICAL FACTORS IN SPEECH COMPOSITION ON NOVICE GRAND FINAL NATIONAL UNIVERSITY DEBATE CHAMPIONSHIP (NUDC) 2020 – 2021 Sherly Alfiani; Ririn Putri Ananda; Yupika Maryansyah; Washlurachim Safitri
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 11, No 2 (2022): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v11i2.8644

Rhetorical factors in speech composition is an essential element, it is make speech organized and effective. However the most difficult part of speech in debate match is the speeches delivered by each other debater can be accepted logically and clearly both from the july and audience. The objectives of this research to find out the rhetorical factors in speech composition in building speech of debaters on novice grand final NUDC and for the subject of this research are deabters from novice grand final NUDC 2020 – 2021. Rhetorical factors in speech composition consists of 4 components, such as : coherence, unity, emphasis, ethical and inclusive of language. The result show that the debaters on novice grand final NUDC 2020 – 2021 used all component of rhetorical factors in speech, they delivered at the debate match. This implies that the rhetorical factor in speech composition is very important in speech to build strong and believable arguments, especially in developing the style of language in speech itself, it is suggested that in order to be able to make a good rhetorical in speech, so speech can be more organized and effective.

ACTIVE INTERACTION AS LECTURERSâ€™ STRATEGIES TO PROMOTE SPEAKING CLASSROOM Ririn Putri Ananda; Patri Dinkuswari
Teaching English and Language Learning English Journal Vol. 1 No. 1 (2021): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

The goal of this study is to understand the strategies of lecturers and the dominant strategies of lecturers used by lecturers. This research discussed about the promotion of active participation in speaking classrooms by lecturers. This research employed qualitative design for analysis.The instrument were a questionnaire focused on (Jia,2013) theory and an interview. The results demonstrated that the lecturers completely used all strategies namely, improving questioning strategies, attending to learners' linguistic level, implementing cooperative learning, building positive teacher-learner rapports, reducing classroom anxiety. From those strategies, The highest percentage of strategies implementation leads to attending to learners' linguistic level. The result implies that it is necessary to introduce the use of strategies to encourage active classroom to develop the comprehension of the students and to establish an efficient way to teach speaking.Â Keywords: Strategies, Teaching Srategy, Speaking.

ANALYSIS OF STUDENTS’ MATTER ABILITY IN SPEAKING FOR DEBATE AT FOURTH SEMESTER IN MUHAMMADIYAH UNIVERSITY OF BENGKULU Acacia Agnes Dwita Ariesy; Ririn Putri Ananda
Teaching English and Language Learning English Journal Vol. 2 No. 1 (2022): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Matter in debate is the content of debate. Matter is seen as the main thing in conveying the arguments. However, the students often do not attentive on their matter in which reduce the quality of their debate performance. The aim of this study is to identify how students’ matter ability in speaking for debate at fourth semester in Muhamadiyah University of Bengkulu. The data were taken from three steps, namely ; exercise, middle test, and final examination and were analyzed on elements of matter following Simon Queen (2005). This research used a descriptive method. The subjects of this research were 34 students at fourth semester who attended the course as speaking for debate at the English Study Program, Muhammadiyah University Of Bengkulu. The result showed that the students is low criteria with a percentage of 27%. Not all the students have understood about use of the elements of matter. It is suggested that English students need to learn more about the elements of matter and evaluate their arguments. Keywords: Speaking, debate, matter ability

AN ANALYSIS OF STUDENTS' DISFLUENCY FACTORS IN SPEAKING ABILITY AT THIRD SEMESTER ENGLISH STUDY PROGRAM STUDENTS Putri Buana; Ririn Putri Ananda
Teaching English and Language Learning English Journal Vol. 2 No. 2 (2022): Juli
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

The research objectives were to know the students’ disfluency factors in speaking ability and to know the dominant students’ disfluency factor in speaking ability at third semester English Study Program. This research was a descriptive quantitative research which aimed to find out the students’ disfluency factors in speaking ability at third semester English Study Program. Subject of the research was the whole students at third semester English Language Education Study Program of UMB Academic Year 2020/2021. The total subjects were 11 students who got score < 60 in fluency test. The instruments of this research were fluency test and questionnaire. The fluency test was used to measure the students’ fluency level in speaking English. The questionnaire consisted of some questions related to the students’ disfluency factors. The questionnaire was adopted from Wang (2014) theory. There were two findings of this research; first, the students’ disfluency factors in speaking ability at third semester English Study Program of UMB were cognitive factor, linguistic factor, and affective factor; second, the most dominant disfluency factors in speaking ability at third semester English Study Program of UMB was linguistic factor. Based on the result of this research, the research result found that linguistic factor becomes the most dominant disfluency factor affected the students’ speaking ability. It was suggested for the students to master vocabulary and grammar in English since the linguistic factor related to the vocabulary and grammar skill. Key words: Disfluency Factors, Speaking Ability

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