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All Journal Parole: Journal of Linguistics and Education Journal of Education and Learning (EduLearn) ELTIN Journal: Journal of English Language Teaching in Indonesia English Review: Journal of English Education AL ISHLAH Jurnal Pendidikan Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Register Journal Edu-Ling: Journal of English Education and Linguistics Lire journal (journal of linguistics and literature Wiralodra English Journal (WEJ) JET (Journal of English Teaching) Adi Buana ABDIMAS SILIWANGI JEES: Journal of English Educational Study Journal of English Education and Teaching (JEET) Linguists: Journal of Linguistics and Language Teaching Disastra: Jurnal Pendidikan Bahasa dan Sastra Indonesia PROJECT (Professional Journal of English Education) JALL (Journal of Applied Linguistics and Literacy) Manhaj: Jurnal Penelitian dan Pengabdian Masyarakat International Journal of English Linguistics, Literature, and Education (IJELLE) JOLLT Journal of Languages and Language Teaching Jadila: Journal of Development and Innovation in Language and Literature Education Lire Journal (Journal of Linguistics and Literature) REGISTER JOURNAL Jurnal Pendidikan Progresif
Syafryadin Syafryadin
University of Bengkulu
Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Journal : Linguists: Journal of Linguistics and Language Teaching

 1 
Gender Based Students’ Learning Autonomy in English Flipped Classroom Leni Irianti; Syafryadin Syafryadin; Elda Resi Moneta Wibowo; R.Bunga Febriani
Linguists : Journal Of Linguistics and Language Teaching Vol 7, No 1 (2021): JULY
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v7i1.3961

Abstract

This research is aimed at finding out the effectiveness on applying flipped classroom to enhance learning autonomy and how its impact on gender based students’ learning autonomy. The researchers was applied convergent parallel mixed methods design. The populations of this study were senior high school in Pangandaran and the researchers selected a particular class. The class which participated is X MIPA 4 which consist of 11 male and 19 female as the experimental group and X MIPA 1 as the control one which consist of 12 male and 18 female. The totals of participants are 60 students. The data collected from pre-post Learning Autonomy Questionnaire (LAQ) and pretest-posttest as quantitative data and interview as qualitative data. The questionnaire was analyzed by using SPSS 16.0 for Windows. The result showed there is a significant difference in students’ learning autonomy between students who are taught by means of flipped classroom and those who are not. Moreover, female indicates more autonomy than male in both class even before or after the treatment. Pretest-posttest indicated although the score of autonomy is increased, it does not have significant impact on their narrative reading comprehension test. On the other hand, based on the interview both female and male students respond positively about applying flipped classroom to enhace their learning autonomy even though there is no huge difference for male. In conclusion, flipped classroom has given a good impact in students’ learning autonomy even for female or male students although not give significant impact in students’ learning outcomes especially in narrative reading comprehension.  
An Analysis of English Teachers’ Strategies in Opening the Lesson in the Classroom Nora Arseta; Alamsyah Harahap; Syafryadin Syafryadin
Linguists : Journal Of Linguistics and Language Teaching Vol 7, No 2 (2021): DECEMBER
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v7i2.5301

Abstract

This research analyzed the strategies used by English teachers in opening learning at SMA N in Bengkulu Selatan. This study aims to find out the most prevalent strategy for opening lessons used by English teachers and why the English teachers choose those strategies in opening learning. The approach used in this research is qualitative with a descriptive research type. The subjects in this study were thirteen English teachers from five SMA N in Bengkulu Selatan. The instruments used in this research were observation checklists, interviews, and documentation. The data were analyzed using data reduction, data presentation, and conclusions. The results showed that the most dominant strategies used by English teachers in opening learning at SMAN N Bengkulu Selatan were focusing attention and arousing students' interest, and generating student motivation. Teachers used those strategies to attract the students' attention and encourage students to be more involved in the learning process. This strategy is believed to be able to create a good relationship between teachers and students.
The Effect of Talking Chips Technique Toward the Improvement of Students’ Speaking Achievement at one of the Senior High Schools in Bandung Syafryadin Syafryadin
Linguists : Journal Of Linguistics and Language Teaching Vol 6, No 2 (2020): DECEMBER
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v6i2.2776

Abstract

This study investigated how the Talking Chips Technique can help students to improve their speaking. The sample was only one class and  total number of students was 36 students. This study used a time series design and three data collection, i.e. note taking, participant observation, and speaking test. The data from observation were analyzed by using thematic analysis and band score of speaking. This study was conducted by using multiple pre-test and post-test. Therefore, the findings of this study were based on pre- test, treatments and post- test. During the treatments, there were problems related to classroom management (noisy, low participation, laughing), fluency (pause, flow and speed) and accuracy (pronunciation, grammar and vocabulary). Those problems could be minimized. After post-test, there were still problems, but the problems were fewer than previous ones like only fluency and accuracy because students had showed the awareness and enthusiasm in speaking English. This study showed the improvement of students’ speaking achievement from treatment until posttest. It was proved by the mean score pretest and posttest. In pre-test, the mean score of fluency was 61.1 and 62.81 for accuracy. In post-test, the mean score of fluency was 71.451 and accuracy was 74.69. Then, t- test for fluency was 7.05 and t-test for accuracy was 8.31 with t critical or table was 2.031. It meant that H1 was accepted. There was significance improvement of students’ speaking in terms of fluency and accuracy.  The findings suggest that the students still need further treatments to improve their speaking even though they have achieved the target.
The Study of Gender on Language Use through Conversation of XI Social 1 Students at SMAN 9 Musi Rawas Liza Anggraini; Ira Maisarah; Syafryadin Syafryadin; Safnil Arsyad
Linguists : Journal Of Linguistics and Language Teaching Vol 8, No 2 (2022): DECEMBER
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v8i2.8291

Abstract

The focus of this research is a sociolinguistic examination of the impact of gender on language use. The primary goal of this research is to analyze the implications of men's and women's roles on their language usage. This research aims to highlight the variables that contribute to disparities in how gender impacts language use. This study's inquiry method is a questionnaire and audio-recoding. This study has shown differences in how men and women use language in our society and others like it. They use only some of the same forms; instead, they use different quantities or frequencies of the same form. In a society where gender plays a significant role, language is essential in contributing to that role. Gender roles, men's and women's identities, the hierarchical nature of gender relations, and men's dominance are all factors that contribute to differences in language use. Gender differentiation does not exist in a vacuum; it interacts with other types of social differentiation in a complex way. Language and gender, on the other hand, are formed through participation in everyday social activities. In conclusion, gender and language are inextricably linked.
Co-Authors Abdullah Azzam An-Nashir Alamsyah Harahap Alamsyah Harahap Ali Akbarjono Andi Rustandi Angga Dwinka Anisa Hersa Putri Annisa Astrid Azwandi Azwandi Dadan Supardan Dadan Supardan Denti Zentia Putri Dian Eka Chandra Wardhana Eka Apriani Eka Apriani Eka Apriani Ela Putri Yanti Elda Resi Moneta Wibowo Farida Esmianti Febri Aini Feny Martina Feny Martina Feny Martina Fhatur Ananda Sidiq Geofaldy Dwi Denaldy Hadi Suhermanto Haryani Haryani Haryani Haryani Henny Friantary Iis Sujarwati Iis Sujarwati Ira Maisarah Irma Diani Istiqomah Nur Rahmawati Leni Irianti Lisa Rakhmanina Liza Anggraini Margiana Margiana Mega Anggitasari Muhammad Guntur Noermanzah, Noermanzah Nora Arseta Paidi Gusmuliana Pelsi Santika Pipit Melati R. Bunga Febriani Rahmiyatus Shalihah Rita Inderawati Rizki Widiastuti Roni La’biran Safnil Arsyad Safnil Safnil Santi Septinawati Santiana Santiana Shanina Bt. Sharatol Ahmad Shah Sisma Juwita Soeurn Chenda Sudarmaji, Imam Sureena Sa ae Suryadi Suryadi Wawan Tarwana Wiranda Gusti Pratami Wiranda Zelvia Liska Afriani