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All Journal ELTIN Journal: Journal of English Language Teaching in Indonesia Indonesian EFL Journal JELL (Journal of English Language Learning) Wiralodra English Journal (WEJ) Academic Journal Perspective : Education, Language, and Literature Linguists: Journal of Linguistics and Language Teaching Jurnal Educatio FKIP UNMA CALL Journal of Language Education (JoLE) English Education and Applied Linguistics Journal (EEAL Journal) Jurnal Madinasika: Manajemen dan Keguruan Research on Applied Linguistics and Literature

Raynesa Noor Emiliasari

Universitas Majalengka

Author-ID : 2370295

Religion Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Novice English Teachers' Experience: Practices and Challenges Septiani, Ani; Emiliasari, Raynesa Noor; Rofi'i, Agus
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 7, No 2 (2019)
Publisher : Universitas Swadaya Gunung Jati

The aims of this research are to reveal teaching practices of novice English teachers and the challenges faced by novice English teachers. This is a narrative qualitative. The researcher employs observation and interview as the research instrument. The result of this research reveals the way of teaching practices of novice English teachers still not maximal, they faced several challenges related with teaching practices and with the school environment in terms of in the beginning the novice English teachers feel lack of ability, difficult in arrange and implementing the lesson plan, motivating the students, the alteration of emotion, interactions with colleagues, the parents of the students and with the students, time management is the main challenges in the boarding school, the teachers cannot implement time management with maximal.

PROJECT-BASED LEARNING TO DEVELOP STUDENTS' ABILITY AND CREATIVITY IN WRITING NARRATIVE STORY Eva Fitriani Syarifah; Raynesa Noor Emiliasari
Indonesian EFL Journal Vol 5, No 1 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v5i1.1627

In English language teaching, project-based learning is not only able to optimize language skills but also other skills such as critical and creative thinking. This study tries to investigate the use of project-based learning to develop studentsâ€™ abilities and creativity in writing narrative text and the studentsâ€™ perception towards the implementation of project-based learning in writing course. This study employed a qualitative approach by involving second semester students who take writing course. The results of this study indicated that project-based learning can help the students to develop their ability and creativity in writing narrative text in several point including their understanding of the topic, their knowledge about narrative genre namely social function, structure of text, and language feature. In addition, the students also showed their creativity through creating their story line and designing the illustration of the story. Furthermore, the students gave positive views toward the implementation of project-based learning. They mentioned that they learned networking, collaborative learning, and team work through PBL. Thus, project-based learning can be one of alternative ways to teach writing in higher education.Keywords: narrative text; project based learning; student creativity; teaching writing; writing skills.

TEACHING ENGLISH TO YOUNG LEARNERS USING PUPPET: A CASE STUDY IN ONE OF PRIMARY SCHOOLS IN SUMEDANG REGION Raynesa Noor Emiliasari
Jurnal Educatio Vol 1, No 1 (2015)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/je.v1i1.264

Teaching English to young learners has its own challenges, especially in Indonesia where English is categorized as Foreign Language. Teachers of young learners should provide the care necessary to meet young learners’ needs so that they can thrive and focus on their learning (Linse, 2005:2). This study aims to investigate the use of puppet in teaching English at primary school and to seek the teacher’s and students’ respond and enthusiasm toward the use of puppet in teaching English. The research method used in this study was a case study conducted in one of the primary schools in Sumedang region on students whose the L1 is Sundanese. The results of the study reveals that with the puppet media teaching English to young learners become more interesting and enjoyable. The students are more comfortable, enthusiastic and confident in sharing their ideas. The teacher was assissted with the puppet to deliver the material. The study used classroom observation to gather the data related to the teaching-learning process; teacher’s and students’ interview to find out their respond and enthusiasm toward puppet in teaching English. The findings recommended English teachers of young learners to use the puppet in their teaching-learning process. Keywords: teaching english, young learners, puppet.

AN ANALYSIS OF TEACHERS’ PEDAGOGICAL COMPETENCE IN LESSON STUDY OF MGMP SMP MAJALENGKA Raynesa Noor Emiliasari
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 6, No 1 (2018): Volume 6, Issue 1, April 2018
Publisher : STKIP Siliwangi

This research reports an in-depth view of teachers’ pedagogical competence as they participated in the Lesson Study activities. In order to collect the data, observations, notes, videotaping and interviews were used to get comprehensive data in the field. It was revealed that there was a difference between senior and junior teachers in their pedagogical competence. Senior teachers had a better pedagogical competence in terms of: classroom management, understanding the students’ characteristics, curriculum development, lesson plan, and teachers’ talk. Meanwhile, junior teachers were good at: the use of ICT and the development of media in teaching. It was also discovered that both senior and junior teachers were still less in mastering the theory of basic principles in teaching and developing students’ potential. There was no reflective action in teaching and teachers’ less understanding in classroom action research were other factors that affect teachers’ pedagogical competence. It is suggested that in order to improve the quality of teaching, teachers’ pedagogical competence is very important to be improved. Keywords: Teachers’ Pedagogical Competence, Lesson Study

Problem-based Learning: Developing Students' Critical Thinking Raynesa Noor Emiliasari; Eka Prasetyo; Eva Fitriani Syarifah
Linguists : Journal Of Linguistics and Language Teaching Vol 5, No 1 (2019)
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

The Problem-based Learning model is one of the learning models that can develop students’ critical thinking because it uses real-life problems foundation of learning activity. This research aims to describe the implementation of PBL in English language learning in developing students’ critical thinking, teacher’s role in PBL, teacher’s barriers and the impact of PBL toward students’ critical thinking. This research took place in one of the senior high school in Majalengka. The observation was conducted three times in the class of eleventh grade and then the interview was delivered to one English teacher. The result of the research reveals 1) PBL in English language learning begins with the teacher delivered the problem to the students as the foundation of learning activity and the problem was ill-structured and need deep analysis to formulate the solution; 2) teacher’s role is only as facilitator and co-investigator by providing situation to the students and help them in analysis; 3) time allocation, teacher’s capability and students’ speaking ability are the barriers in implementing PBL in English language learning; and 4) PBL develops students’ critical thinking skill, it can be seen through students characteristic which are elementary clarification, basic support, inference, advanced clarification and strategy and tactic.

SPEAKING TESTS AT TWO HIGHER EDUCATION INSTITUTIONS Raynesa Noor Emiliasari
Journal of English Language Learning Vol 5, No 1 (2021)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v5i1.3243

This study aims to investigate the preparation, administration, and scoring of the speaking tests. The study employed a case study design conducted in two higher education institutions in West Java. The data were gathered through document analysis of the syllabi to recheck the objective of the tests and the scoring rubrics, six classroom observations, semi-structured interviews with two lecturers, and open-ended questionnaires distributed to two lecturers. The findings indicated that the lecturers had been able to prepare the speaking tests based on the guidelines of the test preparation and the teaching objective in the institutions’ syllabus. But, the tests were in one-way communication, there were no interaction between the lecturers and the students.the lecturers also faced problems in the test administration: inadequate classroom facilities, limited time allocation, a relatively large number of students, the lecturers’ insufficient knowledge of the testing principles, and the vagueness of the scoring criteria. In addition, the lecturers had their own criteria in assessing the students’ performance: the first respondent focused on fluency, pronunciation and accuracy. The second one focused on fluency, pronunciation, grammar and content. Lastly, it was found that the lecturers gave one final score for each student because of the hassle they faced. The findings above suggest that the speaking lecturers need more ugrading in designing, administering and scoring the speaking tests in order to improve the administration of the tests. The speaking lecturers should be eager to widen their knowledge and develop the scoring criteria to give appropriate scores to the students. Key words: English speaking tests, test preparation, test administration, scoring.

TEMPO’S PERSPECTIVE ON THE REPRESENTATION OF GOVERNMENT IN DEALING WITH COVID-19 CASES Siti Setia Mintarsih; Denny Kodrat; Raynesa Noor Emiliasari
CALL Vol 2, No 2 (2020): CALL
Publisher : Universitas Islam Negeri Sunan Gunung Djati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/call.v2i2.9403

Tempo.co as well-known mass media in Indonesia gains tremendous attention from public reader concerning Covid-19 pandemic. The influential news that it produced has discursive dimension that can be analyzed by Critical Discourse Analysis (CDA). This study is a textual analysis that uses CDA theory with purposive sampling from tempo.co news as the data. In this study, it can be found that Tempo.co portray this media as a ‘watchdog’ that serves to supervise those who have a power within politics (government). Tempo’s newspaper produces text news that reflects to the government depiction in their policies. Thus, Tempo’s newspaper led the readers to give a positive image to Tempo.co as an active and existent media in serving the truth. Tempo.co try to gain the public trust to consume their news, then Tempo will get a high profit in it. Keywords: CDA; Ideology; Socio-culture; Mass Media

Lesson Planning in EFL Classroom: A Case Study in Lesson Plan Preparation and Implementation Raynesa Noor Emiliasari
Wiralodra English Journal Vol. 3 No. 2 (2019): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v3i2.67

Lesson planning is an important stage that must be done by the teacher before teaching. Through careful planning, the learning process will be more organized. However, based on preliminary studies, it is known that teachers still have difficulties in preparing learning. Even though the learning has been prepared, the learning process goes beyond the plan. This study aims to: 1) explore the teachers’ preparation of teaching English; and 2) investigate the implementation of teachers’ lesson plan in teaching English. As a case study, the research site was in three of secondary schools in Majalengka. Three English teachers were involved as respondents. Interview, observation, and documentation were used to collect the data. The findings showed that teachers prepared the lesson plan by: 1) reviewing the core compentence and basic competence from the syllabus; 2) searching for learning resources; 3) choosing learning media; 4) determining the material; 5) selecting learning method; 6) compiling indicators and goals. However, the activities compiled in the lesson plan were not all implemented. Some disorders occured during the learning process because of teachers behalf, such as meeting, teachers profesionalism training, and other schools’ activities. If some learning activities did not implemented, the teachers made transactional decision to make up the class. Keywords : Lesson Planning, Teaching English, Preparation, Implementation.

TRANSITIVITY ANALYSIS OF NARRATIVE TEXT “ISSUMBOSHI” IN ENGLISH TEXTBOOK Dedeh Hayati; Rama Dwika Herdiawan; Raynesa Noor Emiliasari
Journal of Language Education (JoLE) Vol 6 No 2 (2022): Journal of Language Education (JoLE)
Publisher : Program Studi Pendidikan Bahasa Inggris - Fakultas Keguruan dan Ilmu Pendidikan - Universitas Baturaja

Abstract This study aims to identify and describe the type of transitivity that appeared in the Narrative text titled "Issumboshi" of the English textbook for Grade X Senior high published by the Ministry of Education and Culture. The method employed in this study was qualitative, and the researcher was the central instrument. The methodology utilized in critical discourse analysis (CDA), The collected data were analyzed with SFL that emphasized the transitivity system. This study is an adaptation of Nguyen (2012). To collect, categorize, tabulate, number, and compute the data. In this study, a qualitative methodology was employed, and the researcher played a crucial role. Critical discourse analysis's methodology (CDA), The collected data was analyzed with SFL which emphasizes the transitivity system. This study is based on Nguyen (2012). To gather, classify, tabulate, number, and calculate the data. The results of the study based on data analysis show that the most dominant process is Material Process which appears 56 times, The most dominant participant is an actor which appears 56 times, and the most dominant circumstance is Location which appears to consist of Place 19 times and Time 17 Times. In this story, the author describes most of the players as an actor that do several activities and actions.

THE TYPES OF ICT IN EFL CLASSROOM: CONSTRUCTIVE COMMUNICATIVE AND COLLABORATIVE TOOLS OF URBAN VOCATIONAL HIGH SCHOOL IN MAJALENGKA Reza Octaviana Pratama; Raynesa Noor Emiliasari; Eva Fitriani Syarifah
English Education and Applied Linguistics Journal (EEAL Journal) Vol 3, No 2 (2020): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v3i2.1836

The types of ICT in education helped the education system to be better and directed. In 4.0 eras, English teachers are demanded to embrace technological change to be applied in the classroom during the teachinglearning process. In the preliminary study, the researcher found that the types of technology in EFL classroom posed its own tools that used by the teachers and the students in applying ICT itself. Thus, by this study aims to reveal the types of ICT implementation in urban vocational high schools. By using a qualitative case study design, the results of the study showed that types of ICTsâ€™ tool changed the teaching-learning process more creative. The researcher observed the urban vocational high school, and then interviewed 1 English teacher, and 3 students which data presented in a tabular form. In this study, showed the types of ICTâ€™s tool that has been implemented in urban vocational high school are constructive and collaborative tool. Eventually, the implementation types of ICT are expected to have a positive effect for the English teachers and also the students.

Co-Authors Agus Rofi’i Bayu Ali Wardana Dedeh Hayati Denny Kodrat E. Kosmajadi Eka Prasetyo Fitriani, Yesi Elsa Irsyad Nugraha Muhammad Soni Rama Dwika Herdiawan Reza Octaviana Pratama Septiani, Ani Siti Setia Mintarsih Syarifah, Eva Fitriani Yoyoh Rohayati

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