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EFL LEARNERS’ PERCEPTION OF GRAMMAR NAZIS PRACTICE ON SOCIAL MEDIA TWITTER Retno Ayu Fitriani; Erna Iftanti
Jurnal Bahasa Lingua Scientia Vol 13 No 1 (2021)
Publisher : Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2021.13.1.143-163

This article reviews the EFL perception toward the practices of Grammar Nazi on social media Twitter by outlining the recent activities of Grammar Nazi and the future effect that may use for learning strategy. It aims to discover whether or not the practices of Grammar Nazis have an impact on learners’ desire in learning English. It discusses the EFL learners’ knowledge about the Grammar nazis phenomenon on social media, their perception toward the phenomenon, and the impact of Grammar Nazis on learners’ learning interest. This article indicates that the EFL learners’ have a different perception, on one hand, it motivates their learning desire, and on other hand, it demotivated their interest in learning the language. Based on the review, the article also provides some recommendations on what future researchers can do to explore more about this phenomenon and to use the phenomenon as a learning strategy in improving their English skills.

Morning English Program (MEP) as a Strategy to Improve Students' Speaking Skills at SMK Bhakti Mulia Pare Kediri Anshori, Mohammad Isya; Shofiya, Arina; Iftanti, Erna
FOSTER: Journal of English Language Teaching Vol. 4 No. 3 (2023): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v4i3.135

This study aims to describe the activities of MEP and their impact on improving students' speaking skills. This study applied a descriptive quantitative method. In collecting the data, the researchers of the administered questionnaire were divided into two groups: an English teacher at SMK Bhakti Mulia Pare and 11th-grade students who became members of the MEP. Then, the researcher interviewed five students and one teacher to expand the information received. Data analysis was done by calculating the percentage of students' participation in each activity. The supporting qualitative data was analyzed by collecting, displaying, and drawing conclusions. The reliability of the study data was checked through data triangulation. The results of this study showed that the MEP activities consisted of speeches, reading aloud, telling stories and group discussions. Following the implementation of these activities, students' speaking skills, which include grammatical accuracy, pronunciation skills, vocabulary mastery, fluidity, and the ability to organize concepts in speaking, improve. In addition, students experience low anxiety and are more interested in learning English. This positive impact results from the teacher's role in preparing appropriate teaching methods and creating a positive learning environment. Henceforth, this study emphasizes the importance of planning before implementing an English program and adopting similar activities to improve students' speaking skills.

EFL Students' Perception on Using Mobile Learning Applications for Learning to Write Rohmah, Anifatur; Iftanti, Erna; Shofiya, Arina
FOSTER: Journal of English Language Teaching Vol. 4 No. 3 (2023): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v4i3.138

One way to aid in English learning is mobile learning. The main features of the mobile learning application are simplicity, engagement, and instant sharing. Mobile learning also has the potential to make learning to spontaneous, anywhere, and adapted to the wishes of the teacher or students (Miangah and Amin Nezarat, 2012). The objective of this study is to know what EFL Students’ Perception on Using Mobile Learning Application for Learning to Write. This study used descriptive quantitative research with survey design. To collect the data of the research, the data were collected through questionnaire. The population were EFL Students and sample of the study were 56 students. From the data analysis, it could be concluded that there were positive and negative perceptions among EFL Students. The total number of positive perceptions was 77%. Meanwhile, 23% students have negative perceptions. Mobile learning application used by EFL Students include Edmodo (11%), Google Classroom (36%), Google Meet (18%), Twitter (7%), and Quiz (28%). The most dominant Mobile Learning Application is Google Classroom.

EFL STUDENTS’ CREATIVITY REFLECTED IN THE USE OF CATAPHORIC REFERENCES IN STUDENT CREATIVE WRITING Ramadhani, Tria Rahayu; Iftanti, Erna
Journal of Language and Literature Vol 12, No 1 (2024)
Publisher : Universitas Gunadarma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35760/jll.2024.v12i1.10665

This study explores the impact of cataphoric references on coherence and creativity in non-native English speakers attending university-level creative writing courses. This research aims to address the question of whether students’ creativity is reflected through the use of cataphora in their writing. Using qualitative descriptive analysis, the author focuses on creative writing works from a Creative Writing Course at Universitas Islam Negeri Sayyid Ali Rahmatullah Tulungagung, employing purposive sampling from two students’ compilation books for diverse representation. Data collection involved systematically reading the compilation books, and noting instances of cataphoric and anaphoric references. The collected data were organized into tables, categorizing passages based on Longacre's text types. Analysis centers on cataphoric and anaphoric references, guided by Halliday and Matthiessen's theoretical framework (2014). This theoretical lens guided the exploration of the roles of cataphora in different text types and the subsequent understanding of its impact on students' creativity. The findings reveal that cataphora can function as both cohesive and creative tools, enhancing the creative dimension of a text by instilling suspense or a sense of anticipation. Interestingly, texts that abstain from using cataphora and solely utilize anaphora may enhance creativity through diction diversification. However, it is acknowledged that determining whether students’ creativity is reflected through the use of cataphora in their writing presents challenges. The study's limitations stem from the analysis of purposive samples, thus restricting the generalizability of the results. Despite limitations, this study significantly contributes to understanding the creative dimensions of cataphoric references in non-native English-speaking students' writing.

Inter and Intra-Culture-Based Group Discussion to Promote Learning Autonomy in A Bicultural Class Iftanti, Erna
JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 1 (2019): JEELS May 2019
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Learning as a systematic change in knowledge, insights, behavior, and motivation occurs either in-classroom or out-of-classroom context. However, for bicultural class consisting of Indonesian and Thai EFL students in Indonesian context, to achieve such goals of learning is challenging, since the EFL students staying in such a class comprising those from two different cultural backgrounds faced some underlying learning problems. Therefore, to establish learning autonomy is significant. This article is then aimed at exploring inter and intra-culture-based group discussion which proved to be able to promote their learning autonomy. This research conducted qualitatively through observation, interview, and questionnaire revealed that the learning problems found in a bicultural class i.e. learning readiness, learning style, learning habits, and motivation can be solved by building and implementing both inter and intra-culture-based group discussion conducted in and outside classroom settings. This finding can be considered as important insight to create EFL students’ learning autonomy which contributes to prevent them from encountering learning problems in a bicultural class so that the EFL learning goals can be better achieved.

Listening to Students’ and Teachers’ Voices: Online Teaching Practices Leading to EFL Learners ' Demotivation Iftanti, Erna; Madayani, Nany Soengkono; Sherif , Nada Mohsen Said Ali
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i1.958

This study was conducted in response to the online teaching practices which demotivate EFL learners in learning English from both the teachers' and students' perspectives so that it can provide an equal point of view. The study was done by distributing a questionnaire to 152 students of the State Islamic Madrasah in Tulungagung, East Java, Indonesia to find data related to those who experience demotivation in learning English and interviewing them in depth both directly and indirectly through voice notes in July to September 2022. The in-depth interview was also done to their English teachers. The result of qualitative data analysis revealed that students were demotivated, bored, and lazy during online learning because of two main factors, namely teachers, i.e., uninteresting teaching methods and techniques, lack of online teaching experience, teacher’s personality, and the usage of the online learning application. Meanwhile, the teachers perceive that their demotivating EFL teaching was resulted from students' learning loss, lack of students' learning involvement, and teachers' feeling insecure caused by some factors, namely the variety of online teaching methods, the accessibility of online learning media, family interference, and students' internal lack of motivation. Still, this demotivating online teaching and learning do not significantly implicate the students' achievement of English. These research results are pedagogically implemented to improve the quality of online teaching and learning English, mainly at the secondary levels.

Exploring factors influencing phonological errors of Indonesian EFL students Marelita, Dema Finda; Iftanti, Erna
Journal of English Language Teaching and Learning (JETLE) Vol 6, No 1 (2024): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v6i1.27060

For non-native English speakers, phonological errors posed a serious problem, especially for those from Indonesia, where the local language's phonological structure is very different from English's. The goal of the study was to determine the elements that lead to phonological errors in Indonesian EFL students' sound production. Using a descriptive qualitative methodology, the study examined the factors that lead to growing errors in English phonology by analyzing several article and process them into new idea. The researchers looked at a number of variables, such as the learners' exposure to English and linguistic background, that affect these errors. The study also looked at how these elements work together to affect how Indonesian learners produce sounds. This study found several factors emerging phonological errors of Indonesian EFL student, they are phonetic system gap, social condition, and lack of phonological awareness. The study's emphasized how crucial it is to teach English pronunciation while taking the learners' native tongue and cultural background. EFL teachers should be aware of the variations in the phonological systems of English and Indonesian and implement teaching strategies that take these differences. Furthermore, the sociolinguistic and socioeconomic circumstances of the students had an impact on the phonological errors,

A conceptual article: The teachers’ role in implementing cognitive reading strategies to enhance students' reading comprehension Pertiwi, Nestiti Lintang; Iftanti, Erna
Journal of English Language Teaching and Learning (JETLE) Vol 6, No 1 (2024): Journal of English Language Teaching and Learning (JETLE)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jetle.v6i1.27136

The ability to read well is essential for learning English. Students' reading comprehension can be influenced by the application of efficient reading practices. Cognitive reading strategies are one method that can be used to enhance reading comprehension abilities. By using cognitive reading strategies, students can visualize information, absorb information in a predictable way, make connections between the text and prior knowledge, and evaluate their understanding. This study investigates the teacher's role in implementing cognitive reading strategies to improve students' reading comprehension abilities. This article uses a descriptive qualitative approach with a literature study design. Data was gathered through literature searches on Sinta, Google Scholar, Neliti.com, and ResearchGate. By arranging and summarizing research findings from several chosen articles, a descriptive analysis of the data was conducted. The findings indicate that the role of teachers is essential in helping students apply cognitive reading strategies to improve their reading comprehension skills, such as providing direction and guidance on reading strategies, modeling strategies, providing a supporting learning environment, activating students' prior knowledge, assisting and providing feedback to students, facilitating cooperative practice. However, this article only used secondary data so that the weakness of this article is the limited availability of related literature. Concerning the consequences, it is advised that future researchers might investigate deeper into the specific aspects that determine the successful implementation of cognitive reading strategies.

Communication Styles Among Members of Student Organizations in Indonesian Universities Mila Umil Habibah; Erna Iftanti
Asshika: Journal of English Language Teaching & Learning Vol. 2 No. 1 (2024): October
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/3s30xq79

The article examines the dominant communication styles utilized by student organization members and their impact on organizational effectiveness. This means that the way of conveying opinions or information, commonly known as communication style, can influence an individual's perspective in understanding information The research employs mixed method, use descriptive quantitative and qualitative method, primarily focusing on data collected through surveys and interview administered to students across several Indonesian universities. This method allows for a comprehensive analysis of the dominant communication styles, including Equalitarian, Structuring, and others, as well as the factors influencing their use. . Therefore, the purpose this article is to analyze the dominant communication styles used by student organization members, both when expressing opinions and when carrying out work programs, which certainly influence their actions and thinking patterns about certain ideas or opinions. The results indicate that the Equalitarian Style is the most dominant communication approach among student organization members. This style promotes an inclusive environment where all members feel empowered to express their opinions and contribute to discussions, ultimately enhancing collaboration and mutual understanding. The findings suggest that adopting an Equalitarian communication style significantly improves organizational effectiveness by fostering a culture of openness and respect among members.

Communication Styles Among Members of Student Organizations in Indonesian Universities Mila Umil Habibah; Erna Iftanti
Asshika: Journal of English Language Teaching & Learning Vol. 2 No. 1 (2024): October
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/3s30xq79

The article examines the dominant communication styles utilized by student organization members and their impact on organizational effectiveness. This means that the way of conveying opinions or information, commonly known as communication style, can influence an individual's perspective in understanding information The research employs mixed method, use descriptive quantitative and qualitative method, primarily focusing on data collected through surveys and interview administered to students across several Indonesian universities. This method allows for a comprehensive analysis of the dominant communication styles, including Equalitarian, Structuring, and others, as well as the factors influencing their use. . Therefore, the purpose this article is to analyze the dominant communication styles used by student organization members, both when expressing opinions and when carrying out work programs, which certainly influence their actions and thinking patterns about certain ideas or opinions. The results indicate that the Equalitarian Style is the most dominant communication approach among student organization members. This style promotes an inclusive environment where all members feel empowered to express their opinions and contribute to discussions, ultimately enhancing collaboration and mutual understanding. The findings suggest that adopting an Equalitarian communication style significantly improves organizational effectiveness by fostering a culture of openness and respect among members.

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