Articles
<![CDATA[INTERLANGUAGE ANALYSIS OF SYNTACTIC AND DICTION ERRORS FOUND IN THESES WRITTEN BY MAGISTER STUDENTS ]]>
<![CDATA[Rindu Handayani]]>;
<![CDATA[Diemroh Ihsan]]>;
<![CDATA[Soni Mirizon]]>
<![CDATA[ IJIET (International Journal of Indonesian Education and Teaching) Vol 3, No 1 (2019): January 2019 ]]>
Publisher : <![CDATA[Sanata Dharma University Yogyakarta ]]>
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DOI: 10.24071/ijiet.v3i1.1713
<![CDATA[Postgraduate students are expected to show more advanced writing skill than others. However, the writer observed that they still made some errors in their thesis writing. Having reread the theses written by graduate students, Linguistic Surface Category and Surface Strategy Taxonomy proposed by Dulay, Burt Krashen were utilized to analyze the data. It was found that syntactic errors (89%) such as subject-verb agreement (15.42%), tenses (15.71%), redundancy (13.14%), article (7.71%), and pluralization (6.28%) are the most frequent errors occurred. While lexical errors (11%) such as wrong selection of verb (5.14%) and adjective (3.14%) also still made by graduate students. The study revealed that intralingual interference still be the cause of the blunders in writing a thesis. It is hoped that the present study could initiate university students to contemplate that self- correction and self-awareness in making errors in scholarly writing are essential. Emphasizing more assignments in academic writing can be applied by the lecturers of higher education know students’ ability and train students to write academically. Faculty of teacher training of education should afford students with seminars and workshop of academic writing to motivate them to write and enhance their knowledge about academic writing.]]>
<![CDATA[Developing Lahat Local Culture-Based Instructional Narrative Reading Materialsfor Secondary School Students ]]>
<![CDATA[Nemisis Dahnisah Argasetra]]>;
<![CDATA[Soni Mirizon]]>;
<![CDATA[Machdalena Vianty]]>
<![CDATA[ Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 6, No 1 (2022): ERALINGUA ]]>
Publisher : <![CDATA[Makassar State University ]]>
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DOI: 10.26858/eralingua.v6i1.31884
<![CDATA[Abstract. The objective of this study was to develop Lahat local culture-based instructionalnarrative reading materials which are valid, practical, and have potential effect for secondary school students. This study applied development research which was conductedthrough three phases including analysis, design, and evaluation and revision phases. There were five stages of formative evaluation used in the evaluation phase, they are self-evaluation, expert review, one-to-one evaluation, small group evaluation, and field test evaluation. The participants of this study were theninth-grade students of a public junior high school in Lahat Regency, South Sumatera in academic year 2020/2021. The data were obtained using questionnaire and reading comprehension test.In determining the validity and practicality of the developed reading materials, the average score of questionnaires from experts’ judgement (for validity) and questionnaire in one-to-one and small group evaluation (for practically) were used. The results showed that the developed product was valid (average score 3.87) and practical (average score 4.6). The product also had potential effect since the students reached the passing grade score was 70. Keywords: Material Development, Narrative Text, Reading Materials, Lahat-Local-Culture]]>
<![CDATA[The vocational English teachers’ personal competence and its implication on teaching and learning process ]]>
<![CDATA[Mbarep Wicaksono]]>;
<![CDATA[Ismail Petrus]]>;
<![CDATA[Soni Mirizon]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 6, No 1 (2021): February 2021 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.6.1.71-85
<![CDATA[Personal competence is one of the four main competencies that teachers in Indonesia must possess. However, the literature has been still limited on the teacher's personal competence in the EFL context. Therefore, the present study aims to discover the application of vocational English teachers’ personal competence and its implication on the teaching and learning process. To achieve the purpose of this study, a qualitative approach in a form of case study was employed. Two teachers of English consisting of one male and one female teacher participated in this study and shared their stories about the application of their personal competence at the school. A semi-structured interview became the instrument to obtain the data. The findings of this investigation indicated that the personal competence of EFL teachers was revealed from teachers’ obedience towards regulation, the application of their religious values, the way they treat their students, the honesty and model they demonstrated, the teachers’ maturity, wiseness, and assertiveness, the teachers’ work ethic, the teachers’ confidence in carrying out their duties and the pride towards their profession. The study also discussed how the teachers’ personal competence might affect the teaching and learning process. ]]>
<![CDATA[THE IMPLEMENTATION OF PEER EDITING TECHNIQUE TO IMPROVE STUDENTS’ WRITING ACHIEVEMENT ]]>
<![CDATA[Hanafziah Miftahul Fajri]]>;
<![CDATA[Rita Inderawati]]>;
<![CDATA[Soni Mirizon]]>
<![CDATA[ The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 2, No 2 (2015): Journal of English Literacy Education ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Sriwijaya ]]>
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DOI: 10.36706/jele.v2i2.2307
<![CDATA[Abstract: This study aimed to find out whether or not there was a significant difference in recount writing achievement of the tenth grade students of SMA Negeri 3 Prabumulih between those who were taught through Peer editing Technique and those who were not and to find out whether or not there was a significant difference in recount writing achievement after the students were taught through Peer editing Technique. The sample was 58 students which were taken by using purposive sampling method. A quasi-experimental study was used. The calculation was done by using SPSS (Statistical Package for Social Science) version 21. The result of paired sample t-test in experimental group showed the t-obtained was higher than the critical value of t-table (9.087 > 2.041). It could be stated that there was a significant difference in the recount writing achievement before and after the treatment in the experimental group. In addition, the independent sample t-test showed the t-obtained was also higher than t-table after students‟ mean score was calculated (8.474 > 2.003). It can be concluded that there was a significant difference in recount writing achievement between the students who were taught through Peer editing Technique (experimental group) and those who were not (control group). In brief, Peer editing Technique was effective in improving students‟ recount writing achievement.Key words: Peer editing Technique, Recount Writing Achievement, tenth graders]]>
<![CDATA[PENULISAN ARTIKEL UNTUK JURNAL ILMIAH BAGI GURU-GURU BAHASA INGGRIS DI SMP DAN SMA KOTA PANGKAL PINANG, BANGKA BELITUNG ]]>
<![CDATA[Muslih Hambali]]>;
<![CDATA[Soni Mirizon]]>;
<![CDATA[Rita Hayati]]>;
<![CDATA[Fiftinova Fiftinova]]>
<![CDATA[ Jurnal Pengabdian Sriwijaya Vol 9, No 1 (2021) ]]>
Publisher : <![CDATA[Lembaga Pengabdian pada Masyarakat ]]>
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DOI: 10.37061/jps.v9i1.13236
<![CDATA[Kegiatan Pengabdian pada Masyarakat (PPM) ini bertujuan untuk memotivasi, memberikan pemahaman konsep dan penerapan penulisan artikel untuk jurnal ilmiah bagi guru-guru bahasa Inggris di SMP dan SMA kota Pangkal Pinang, Bangka Belitung. Kegiatan diawali dengan pemberian materi motivasi berupa alasan-alasan perlunya menulis artikel ilmiah, dilanjutkan dengan pengenalan konsep-konsep penulisan artikel ilmiah (judul artikel ilmiah, abstrak, pendahuluan, tinjauan pustaka, metodologi, hasil dan pembahasan, kesimpulan, daftar pustaka) serta menerapkan konsep tersebut dengan menulis artikel ilmiah. Model pelaksanaan kegiatan PPM ini adalah model pendampingan dengan metode presentasi, ceramah dan diskusi. Setelah kegiatan berlangsung didapat kesimpulan bahwa peserta guru termotivasi untuk mengenal konsep penulisan artikel ilmiah dan mereka antusias mempelajari kerangka penulisan artikel ilmiah. Para guru menyetujui bahwa pelatihan penulisan artikel memberikan banyak manfaat bagi mereka.]]>
<![CDATA[Teachers of English Assessment Literacy: Unveiling What They Know and Do ]]>
<![CDATA[Soni Mirizon]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 5 No. 1 (2021): IRJE |Indonesian Research Journal in Education| ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
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DOI: 10.22437/irje.v5i1.12834
<![CDATA[Conducting assessment is one of the crucial responsibilities every teacher has to do. A teacher needs to assess his students both during and at the end of instruction; therefore he needs to have good assessment literacy in order to be able to carry out assessment successfully. This study investigated teachers’ of English assessment literacy at two different senior high schools in Palembang. This case study involved six teachers of English as participants. The data were collected using questionnaires, semi-structured interview, classroom observation, and documentation. Data obtained from questionnaires were analysed using descriptive statistics, while data obtained from the semi-structured interview were analysed using thematic analysis through coding. Data obtained from classroom observation and documents were used to verify the ones from the questionnaire and interview. The findings revealed that teachers of English were in fairly literate category of assessment literacy; not every teacher carried out formative assessment regularly; they encountered difficulties in assessing students learning due to lacked understanding in interpreting the basic competence of the curriculum which led to inappropriate indicators formulation; assessment items did not match with the formulated indicators; and lacked of variety in constructing question items for formative assessment. These difficulties are due to that they lacked of experience in constructing assessment items and lacked of formal training related to test items construction. These findings lead to the conclusion that teachers assessment literacy needs to be enhanced so that they could carry out accountable assessment to support their students learning.]]>
<![CDATA[ESP Needs-Based Course Design for the Employees of Government Protocol Department ]]>
<![CDATA[Badriyah Ulfah]]>;
<![CDATA[Ismail Petrus]]>;
<![CDATA[Soni Mirizon]]>
<![CDATA[ English Language in Focus (ELIF) Vol 3, No 2 (2021): English Language in Focus (ELIF) ]]>
Publisher : <![CDATA[English Department, Faculty of Education, Universitas Muhammadiyah Jakarta ]]>
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DOI: 10.24853/elif.3.2.143-158
<![CDATA[Needs analysis plays an important role in the context of designing the ESP course. Hutchinson and Waters (1989) classify needs into two main categories: learning and target. Learning needs refer to what the student needs to do to learn; target needs include necessities, wants, and lacks. To collect data for those two fundamental aspects of needs, various forms of analysis were used, i.e Target Situation Analysis (TSA), Present Situation Analysis (PSA), Learning Strategy Analysis (LSA), deficiency analysis, and Means Analysis (MA). This article represents the process of designing an ESP course design for the employees of the Protocol Department in the Palembang City Mayor Office, which focuses on the needs analysis gathered through questionnaires, interviews, and observations. The data were analyzed both quantitatively and qualitatively. The results of the needs analysis were used to provide employees with a course design. The proposed course is designated as English for Professional Purposes: Basic level of conversation.]]>
<![CDATA[Difficulty Index and Cognitive Skills of English Textbook for Senior High School ]]>
<![CDATA[Muslih Hambali]]>;
<![CDATA[Soni Mirizon]]>;
<![CDATA[Nandang Heryana]]>
<![CDATA[ Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 6(1), May 2021 ]]>
Publisher : <![CDATA[Pusat Pelatihan, Riset, dan Pembelajaran Bahasa ]]>
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DOI: 10.21462/ijefl.v6i1.331
<![CDATA[This study explored the difficulty index, the terms for the category for reading text level, and cognitive levels of reading texts in the English textbook, Interlanguage, for Senior High School grade 12. The primary aim was to determine the extent to which the degree of the available different categories of reading text levels included the cognitive level of questions. Through the readability test formulas for difficulty index and a checklist based on revised Bloom Taxonomy for cognitive skills, 11 reading texts completed with 56 reading comprehension questions were analyzed. The result revealed that the Interlanguage textbook contained four different categories of reading level such as difficult, fairly difficult, plain, and fairly easy to read. The textbook had in the average category of fairly difficult to read for difficulty index and contained fewer HOTS–based questions than LOTS ones (34% < 66%). Besides, higher reading text levels included fewer HOTS-based questions than those of lower ones. This means a higher level of cognitive skill of questions may appear in any text with a different level of difficulty index. This suggests that the English textbook should be revised to have more HOTS-based question items for developing the students’ high cognitive levels.]]>
<![CDATA[Investigating Ideological Factors in Family Language Policy ]]>
<![CDATA[Rani Septi Sapriati]]>;
<![CDATA[Soni Mirizon]]>;
<![CDATA[Sary Silvhiany]]>
<![CDATA[ Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 6(1), May 2021 ]]>
Publisher : <![CDATA[Pusat Pelatihan, Riset, dan Pembelajaran Bahasa ]]>
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DOI: 10.21462/ijefl.v6i1.395
<![CDATA[A family has a role in supporting bilingual or multilingual children. In acquiring English for instance, family language policy is likely to shape the development of children bilingualism or multilingualism. Through a qualitative study in a case study design, the language ideologies of two bi-/multilingual families in Palembang were investigated and explored. The participants of this study were the Zahra and the Najwa families who brought up their children in more than one language including English. The data were collected through ethnographic interviews with the parents, grandmother, and children. Thematic analysis was used in analyzing the data of this study. The raw data were coded and classified into categories to derive big major themes regarding ideological factors that shaped language policy. The derived themes were then interpreted descriptively. The results indicated that there were some ideological factors found that contributed to the shaping of the language policy of those two families, such as social values, economical values, political values, cultural values, parents' knowledge toward language acquisition, and bi-/multilingualism. The findings of this study suggest that families need to provide support for their children in their bilingual or multilingual journey. Furthermore, stakeholders and professionals should play a role in the choice of language used in education as well as provide considerable support and assistance for language policy in family domain]]>
<![CDATA[Professional Development of English Teachers at a State Islamic Senior High School in Palembang ]]>
<![CDATA[Rizki Fadhliyah]]>;
<![CDATA[Soni Mirizon]]>;
<![CDATA[Ismail Petrus]]>
<![CDATA[ Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 5(2), November 2020 ]]>
Publisher : <![CDATA[Pusat Pelatihan, Riset, dan Pembelajaran Bahasa ]]>
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DOI: 10.21462/ijefl.v5i2.282
<![CDATA[The objectives of this study were to investigate teachers’ professional development, the obstacles faced by the teachers, teachers’ efforts to resolve the obstacles, and school support for the teachers in continuing professional development. To reveal the phenomenon, qualitative case study design was used. This study combined observation, questionnaires, and interviews in data collection. English teachers, vice-principal of the curriculum, teachers who taught other subjects, and students who had been taught by the English teachers were the participants of this study. Findings revealed that English teachers’ professional development was good. The results also revealed that teachers’ scientific publications were in the poor category. Innovative works for both English teachers were in the average category. Lack of time and information were the obstacles faced by the English teachers in continuing professional development. Teachers attempted to resolve the obstacles by looking for information needed through the internet. They also had discussions with other teachers to gain information for their knowledge. The school frequently conducted some programs related to teachers’ professional development and allowed them to attend professional development activities held by other institutions.]]>
