Articles
<![CDATA[USING GIBBS’ REFLECTIVE CYCLE IN MAKING REFLECTIONS OF LITERARY ANALYSIS ]]>
<![CDATA[Ikin Syamsudin Adeani]]>;
<![CDATA[R. Bunga Febriani]]>;
<![CDATA[Syafryadin Syafryadin]]>
<![CDATA[ Indonesian EFL Journal Vol 6, No 2 (2020) ]]>
Publisher : <![CDATA[University of Kuningan ]]>
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DOI: 10.25134/ieflj.v6i2.3382
<![CDATA[In English as Foreign Language (EFL) classroom context, it is compulsory for the students to make reflections of literary works. The current study is aimed at examining how the students implement Gibbs’ reflective cycle in making reflections of literary analysis. The qualitative study employed a document analysis upon the students’ reflection artefacts. The students’ reflections are their responses to a short story written by Amy Tan. The findings of the study revealed that Gibbs’ reflective cycle is a good framework to be used by the students in writing reflections upon literary works they are working on. The well-structured framework of writing reflection helped the students explore the literary work deeply, since the reflective cycle accommodates important aspects that can be explored from the literary work by the students. It can be concluded from this study that among the models of reflective writing developed by Kolb, Johnson, and Gibbs, the latest model is considered the most suitable to be used in literary classroom since its well-structured model enables the students to write better reflections of literary works.Keywords: reflective writing; Gibbs’ reflective cycle framework; literary works; literary analysis.]]>
<![CDATA[Digital training for increasing English teachers’ professionalism at junior high school ]]>
<![CDATA[Syafryadin Syafryadin]]>;
<![CDATA[Dian Eka Chandra Wardhana]]>;
<![CDATA[R.Bunga Febriani]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 15, No 1: February 2021 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
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DOI: 10.11591/edulearn.v15i1.16937
<![CDATA[This research aimed to know the problems and the implementation of the training as the solution and evaluation of digital training that can increase the English teachers’ professionalism at SMP Negeri 13 Bengkulu, Indonesia. This study used a descriptive qualitative method with the number of trainees were 10 English teachers. The procedures of collecting data were observation, documentation and interview. Then, the data analysis were done by comparing the result of the interview from the English teachers at SMP Negeri 13 Bengkulu, Indonesia before they joined and after joining digital training provided by the researchers and finally concluded. The first research finding is the English teachers had problems in terms of knowledge, difficult to apply the application or technology, and never joining training. The second finding is the implementation of digital training had many benefits namely increased the English teachers’ professionalism, experienced and innovated their knowledge and skills toward the use of digital learning, it brought a good quality for learning outcomes and it helped to be better in an advanced educational institution, particularly at SMP Negeri 13 Bengkulu, Indonesia. The last finding is that after implementation, the English teachers still got problems in using the application and need more training. The implication of this study is digital training can be an advanced way in educational development which needs good participation from the trainers, trainees and educational institution.]]>
<![CDATA[The Roles of Language Shift in English Language Teaching (A Case Study in the Class of Grammar III in the English Department in Universitas Galuh Ciamis) ]]>
<![CDATA[R Bunga Febriani]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 6, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv6i11583
<![CDATA[This study emphasizes the use of language shift in the English language teaching classroom. Language shift is a common phenomenon in multilingual conversations, in this case, in the teaching and learning process in language classrooms. The purposes of the study are to find out the use and the roles of language shift in EFL classrooms, how the roles contributed to the Teaching English as Foreign Language in the EFL, and how the language shift affects the process of teaching and in the EFL classroom. The study employed a qualitative approach by using interview and classroom observations as the instruments of the research. The study was a case study in the teaching and learning process of Grammar III to the second-grade students of English department in Universitas Galuh Ciamis. The findings of the study revealed that using language shift while learning and teaching English is useful in the process of teaching and learning English as a foreign language, in this case in the subject of Grammar III subject; and that code-switching as one of the kinds of language shift is necessary and inevitable in language classrooms.]]>
<![CDATA[The students’ reflective writing manifestation of reader-response literary analysis ]]>
<![CDATA[R. Bunga Febriani]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 4, No 1 (2019): February 2019 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.4.1.35-44
<![CDATA[This article presents reflective writing manifestation in Reader-response literary analysis. The article is aimed at finding out how the reflective writing is manifested in the students’ Reader-response of literary analysis. The writer carried out the study by analyzing the students’ portfolio documents of their reflective essays responding to three literary works. Fourteen students enrolling Literary Criticism Subject at a private university in West Java took part in the present research. Literary Criticism subject was chosen as the object of the current study, considering that the students in enrolling the subject were not merely introduced to literature, but also were led to be able to evaluate, describe, and analyze literary works. The study revealed some findings. Firstly, Reader-response prompts were helpful in giving aids to the students that they give the students idea how to write down their ideas and thoughts in minds. However, as the second finding, most students tend to keep their focus on the feeling section. Some of them were proven to be more critical by questioning things happened in the stories, yet they still had no idea how to analyze and evaluate the questions they had. The last finding, the writer noticed that none of the students relate their reflective essays to relevant literature to support their opinion. The writer considered that this occurred due to their lack of knowledge and practice of critical thinking and critical writing.]]>
<![CDATA[Gender Based Students’ Learning Autonomy in English Flipped Classroom ]]>
<![CDATA[Leni Irianti]]>;
<![CDATA[Syafryadin Syafryadin]]>;
<![CDATA[Elda Resi Moneta Wibowo]]>;
<![CDATA[R.Bunga Febriani]]>
<![CDATA[ Linguists : Journal Of Linguistics and Language Teaching Vol 7, No 1 (2021): JULY ]]>
Publisher : <![CDATA[Islamic State Institute of Bengkulu (IAIN) Bengkulu ]]>
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DOI: 10.29300/ling.v7i1.3961
<![CDATA[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. ]]>
<![CDATA[BIMBEL BAHASA INGGRIS BAGI ANAK-ANAK SEKOLAH DI RUMAH LITERASI BANJAR MENGGUNAKAN SMARTPHONE DI MASA KEHIDUPAN NORMAL BARU PANDEMI COVID-19 ]]>
<![CDATA[Dedeh Rohayati]]>;
<![CDATA[R. Bunga Febriani Bunga]]>;
<![CDATA[Etika Rachmawati Rachmawati]]>
<![CDATA[ Journal of Empowerment Community Vol. 3 No. 2 (2021): September 2021 ]]>
Publisher : <![CDATA[Universitas Perjuangan Tasikmalaya ]]>
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DOI: 10.36423/jec.v3i2.802
<![CDATA[Kegiatan pengabdian kepada masyarakat ini dilakukan untuk memberikan bimbingan belajar Bahasa Inggris bagi anak-anak sekolah di Rumah Literasi Banjar menggunakan Smartphone. Khalayak sasaran pengabdian berjumlah 19 orang anak-anak sekolah dari tingkat TK hingga SMA. Mereka dibagi menjadi lima rombongan belajar (rombel). Setiap rombongan belajar memiliki jumlah siswa belajar maksimal 5 orang saja sesuai ketentuan pembelajaran tatap muka di masa kehidupan normal baru Pandemi Covid-19. Pemberian bimbingan belajar Bahasa Inggris dilakukan berdasarkan kebutuhan akan pengenalan Bahasa Inggris untuk tingkat sekolah dasar dan permasalahan yang dihadapi dalam memahami materi tertentu mata pelajaran Bahasa Inggris (SMP/ SMA). Pelaksanaan bimbingan belajar ini dilakukan selama 4 kali pertemuan setiap hari Ahad/ Minggu selama bulan puasa Ramadan 1442 H atau dari tanggal 18 April sampai 9 Mei 2021. Sumber data pengabdian ini diperoleh melalui dairy journal, dokumentasi video (observasi), dan wawancara yang diuraikan secara deskriptif. Hasil kegiatan pengabdian kepada masyarakat ini menunjukkan bahwa implementasi bimbingan belajar secara tatap muka dilakukan sesuai tingkat sekolah dan sesuai prokes pandemi Covid-19. Selain itu, kegiatan pengabdian kepada masyarakat ini telah mendapat respon positif karena bimbingan belajar Bahasa Inggris gratis memberikan pengalaman yang berharga bagi anak-anak sekolah dari tingkat Taman Kanak-Kanak (TK) hingga SMA. Kegiatan pengabdian semacam ini selayaknya dilakukan secara berksinambungan dan tentu saja dilakukan dengan mempertimbangkan berbagai sudut pandang keilmuwan. Kata kunci: Bahasa Inggris, bimbingan belajar.]]>
<![CDATA[THE USE OF DIGITAL LITERATURE IN TEACHING READING NARRATIVE TEXT ]]>
<![CDATA[Sumi Handayani]]>;
<![CDATA[Lilies Youlia]]>;
<![CDATA[R Bunga Febriani]]>;
<![CDATA[Syafryadin Syafryadin]]>
<![CDATA[ Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 3, No 2 (2020): JETALL Volume 3 Number 2 2020 ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
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DOI: 10.20527/jetall.v3i2.8445
<![CDATA[This study investigated the use of digital literature in teaching reading narrative text in a State High School in Ciamis. This study is aimed to finding out the teachers’ implementation of using digital literature in teaching reading narrative text and the students’ perception of using digital literature in teaching reading narrative text. Therefore, the writer took one English teacher and one class of eleventh grade students as the purposive sampling. Furthermore, the writer used case study as her research design and conducted the classroom observations to find out how the teacher implemented the digital literature in teaching reading narrative text. The questionnaire was used to figuring the students’ perception of using digital literature in teaching reading narrative text. The finding of the study showed that the teacher implemented well of the use digital literature in teaching and learning process. Besides, there were a lots of students influenced of using digital literature in teaching and learning activity. For example, students felt enjoyable and they became more active in the classroom. It can be concluded that the use of digital literature enabled students to comprehend the narrative text easier. Finally, the writer suggests that the English teacher should implement the digital literature on teaching reading of narrative text during the learning process]]>
<![CDATA[Pragmatic Criticism of Lingkar Tanah Lingkar Air Novel by Ahmad Tohari ]]>
<![CDATA[Ikin Syamsudin Adeani]]>;
<![CDATA[R.Bunga Febriani]]>
<![CDATA[ Journal of English Education and Teaching Vol 4, No 4 (2020) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.4.4.571-582
<![CDATA[The research backgrounds are conventional literary learning, less supportive learning facilities, the low students’ reading interest on the literary books, especially on the books of literary criticism, and the lack of grade writing ability of literary criticism. This research is aimed to recognize the benefits of pragmatic criticism on the novel Lingkar Tanah Lingkar Air (LTLA) written by Ahmad Tohari. The method used in this research is descriptive method. The results of this research are as follows: (1) LTLA novel tells about Amid, Kiram, Jun, Jalal, and Kang Suyud as Hezbollah forces whose basic struggle is lillahi taala (because of Allah), (2) LTLA novel is interpreted as a novel about the conflict of inner-soul in keeping their faith as moslem and their hate to Republican Army as many of them did not pray, and (3) as an evaluation of LTLA, background of this story based on the life of Indonesian people since the days of the Darul Islam ruled by Kartosuwiryo. The conclusions of LTLA novel are educative, namely: (1) inviting to keep loyal to the Indonesian state and its people; (2) carrying out the commands of religion (Islam) properly and correctly; and (3) love each other’s soul and inner fellow people.]]>
<![CDATA[EFL Learners’ Perceptions towards their Self-Efficacy in Learning Public Speaking Course ]]>
<![CDATA[Ima Siti Maryam]]>;
<![CDATA[R Bunga Febriani]]>;
<![CDATA[Asep Dudi Kurnia]]>
<![CDATA[ Journal of English Education and Teaching Vol 3, No 3 (2019) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.3.3.377-391
<![CDATA[This article reports on EFL learners’ perception towards their self-efficacy in public speaking course. Self-ef?cacy has been de?ned as a person’s perceptions of his or her capabilities to complete a speci?c task with the skills that s/he possesses (Bandura, 1997). Thus, It is important for students to measure their skill in order to improve achievement in public speaking course. This research employed a survey study by means of two data collection techniques; questionnaire and interview. The sample of this research was 60 third year students of English department Galuh University. The research result showed that students’ self-efficacy improved after learning public speaking course and the students felt confident using English in front of people. Furthermore, self-efficacy affected not only in public speaking course but also in the other courses. Meanwhile, the high and low self-efficacy might be affected students’ achievements, however, they have similar purpose in public speaking courses, which they want to speak formally without feeling nervous. They have various efforts and strategies to achieve success in this course. This research concludes that self-efficacy in public speaking learning process to third year students of English department Galuh University was important to improve their achievement in speaking skill and improve their confident.]]>
<![CDATA[MALE AND FEMALE STUDENTS’ ATTITUDES TOWARD ENGLISH VOCABULARY MASTERY IN LEARNING SPEAKING (A Survey Study at one of MA Islamic Boarding School in Tasikmalaya) ]]>
<![CDATA[Prihatini Purbandari]]>;
<![CDATA[Etika Rachmawati]]>;
<![CDATA[R. Bunga Febriani]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 2, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v2i2.2192
<![CDATA[This study aimed to explore the attitudes of Senior High School male and female students toward English vocabulary mastery in learning speaking. This study also investigated the factors influence students’ attitudes toward English vocabulary mastery in learning speaking. Attitude is individual’s response towards an object, inferred from individual’s belief or opinion about it. (Gardner, 1985). The writer conducted the questionnaire to measure the students’ attitudes toward English vocabulary mastery in learning speaking. The writer also interviewed a number of eleventh grade students to explore the factors that affect their attitudes toward English vocabulary mastery in learning speaking. The participants of this study consisted of 58 students of eleventh grade of one of MA Islamic Boarding School in Tasikmalaya. They were 25 male students and 33 female students. These students were purposively chosen. The results of the study showed that most of male and almost all of female students have positive attitude toward English vocabulary mastery in learning speaking. The results also indicated the factors influence their attitudes were their pronunciation, grammar and vocabulary knowledge, their habits speaking English in front of many people, their needs toward English and support from social environment. In conclusion, students’ attitudes toward English vocabulary mastery in learning speaking is important. It helps students improving their English speaking skill. In addition, this study recommends the future research on the same topic can carried out by using other design in order to enrich the development of the theory of attitude. Key words: male and female students, attitude, vocabulary mastery, speaking skill]]>
