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All Journal Jurnal Ilmiah Pangabdhi Jurnal Bina Ilmu Cendekia New Language Dimensions
Ni'amah, Afi
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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English Camp Enjoyable Learning: Pendampingan Program Pembelajaran Bahasa Inggris untuk Siswa MA Al-Asy'ari Keras Diwek Jombang Islam, Aang Fatihul; Ni'amah, Afi; Fatin, Devi Latifah
Jurnal Ilmiah Pangabdhi Vol 10, No 1: April, 2024
Publisher : LPPM Universitas Trunojoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/pangabdhi.v10i1.15631

Abstract

This activity aims to provide training and assistance for English language learning programs outside class hours using a hybrid learning approach. This community service takes the form of assisting an English language club in the form of an English Corner to become a forum for learning English which will later become one of the school's extra-curricular activities. The results of the achievements of ECEL participants during the training program both in terms of cognitive and skills are in line with expectations, namely (1) participants are able to understand the ECEL program material by 95%, (2) participants are able to practice speaking English with the ECEL learning model by 85%, (3) participants stated that the ECEL program could be applied to students learning to speak English (speaking) as much as 100%, (4) participants stated that the learning module designed by the Abdimas team could be applied to the ECEL program as much as 99% and (5) participants felt that the program ECEL is effective, fun and we hope that in the following years 95% more activities like this program will be held.
EFL Junior High School Teachers’ Perceptions on Literacy Assessment Ni'amah, Afi; Sholikhah, Masriatus; Sari, Eka
New Language Dimensions Vol. 4 No. 2 (2023): New Language Dimensions, December 2023
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v4n2.p102-116

Abstract

The national examination was replaced with a national assessment because it was only focused on memorizing skills and assessed only the cognitive aspect. There is a need for research on how teachers perceive the minimum competency assessment, especially literacy competence that this research was conducted. As a result, this study is keen to gauge how junior high school students perceive English teachers in general. There are 3 components called the CAC model (cognitive-affective-conative) that influences a person's behavior so that it is also related to one's perception. The data processing technique in this study consisted of 3 stages, namely editing, coding and tabulating. The first stage was carried out to check the data obtained from the answers to the questionnaires that have been collected. Then, coding stage was carried out to code the respondents' answers in the form of giving numbers or other signs. Lastly, tabulation stage was carried out by compiling and calculating the coding results by giving a score and then presenting it in tabular form. The findings showed the perception of the English teachers about literacy assessment based on a minimum competency assessment in terms of cognitive aspects was fairly good, on the affective aspects was fairly good while on the conative aspects was good. Accordingly, researches on minimum competency assessment needs to be examined further that afford teachers’ comprehension in implementing minimum competency assessment. Keywords: National Assessment, Minimum Competency Assessment, CAC Model, Perception, Literacy Assessment
Grammatical Errors in the Expository Texts of Eleventh Grade EFL Students at MA Al-Asy’ari Diwek Jombang Ni'amah, Afi
Jurnal Bina Ilmu Cendekia Vol. 6 No. 1 (2025): Jurnal Bina Ilmu Cendekia
Publisher : MAN Insan Cendekia Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46838/jbic.v6i1.741

Abstract

The complexity of English grammar poses significant challenges for language learners, leading to various errors. This study employed a qualitative approach to investigate the categories of grammatical errors made by 138 students and the cause of error. The study gathered qualitative data through questionnaires and tasks completed by students. The findings revealed five key areas where students struggled with grammatical errors: noun phrases, verb phrases, word order, transformation, and verb and verb construction. These errors stemmed from various factors, including interference (25.80%), overgeneralization (87.09%), performance errors (96.77%), transitional competence markers (80.64%), communication strategies (64.51%), and teacher-induced errors (67.75%). Notably, performance errors had the most significant impact. However, additional research is necessary to explore learners' psychology in English classes to enhance teaching effectiveness. This research makes a significant contribution to the field of applied linguistics, particularly in understanding grammatical errors made by foreign language learners. The contribution reinforces the notion that error analysis is not only essential for evaluating learner progress but also serves as a diagnostic tool to improve teaching methods and develop more effective and accurate instructional materials.
Co-Authors Eka Sari, Eka Fatin, Devi Latifah Islam, Aang Fatihul Sholikhah, Masriatus