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Javenese studentsâ€™ problems in pronouncing english consonants during reading aloud activity Nurlaili Nurlaili; Ani Susanti
BAHASTRA Vol 39, No 2 (2019): Bahastra
Publisher : Universitas Ahmad Dahlan

This research aimed to determine Javanese students' problems in pronouncing some English consonants and to determine the possible causes of the problems. This was classified as qualitative research. The subjects of this research were thirty non-English department students in the fourth semester of Universitas AhmadÂ Dahlan who speak Javanese as their mother tongue.Â The data were collected through reading aloud task. The result of this research showed that Javanese students had Â some problem with pronouncing some English consonants. The consonants were [Î¸], [Ã°], [ê], [Ê’], [Ê¤], [Ê§], and [v].Â The problems were indicated as interlingual errors and intralingual errors. However, students had limited knowledge of place and manner of articulation of English consonants, so that most students often change and substitute the English consonants with relevant Javanese consonants.

INDONESIAN EFL STUDENTS’ ATTITUDE TOWARD FACE BOOK FOR ENGLISH LEARNING Ani Susanti
Proceedings of ISELT FBS Universitas Negeri Padang Vol 1 (2013): Proceedings of National Seminar on English Language Teaching
Publisher : Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (371.493 KB)

The amount of students at higher education using face book is running at a phenomenal level, but less has been reported in the context of EFL in Indonesia on how students consider face book as English learning tool. This paper reports the survey involving 374 undergraduate students at English department of Ahmad Dahlan University Yogyakarta. The study was designed to explore how Indonesian EFL students view the potential of face book as a tool to support their English learning; and how face book has influenced their foreign language acquisition. The instrument of this survey was a questionnaire uses five-level likert scale and open question. The result of the survey indicates that the students believe in the language learning opportunities provided by face book. Most of students agree that face book offers promises to facilitate them learn English skills and to improve their motivation and confidence to communicate using English. However, this belief does not portray the students’ practice of using face book for English learning. A number of students never uses face book for English learning purpose. Given the huge number of the students using face book, EFL teachers in Indonesia are challenged to find ways to integrate face book to achieve the success of TEFL.

POSSIBLE TECHNIQUES FOR TRANSLATING PERSONAL NAMES IN CHILDREN AND YOUNG ADULT LITERATURE Ani Susanti; A. Effendi Kadarisman
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol 47, No 1 (2019)
Publisher : Fakultas Sastra Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (460.629 KB)

Personal names are considered “specific words”and thus most often kept untranslated. However, as translation theory has developed, making it not only changing language features but also mediating cultural aspects, personal names are reconsidered in translation. Since they are culturally bound, this study aims to find out, when personal names are translated, what translation strategies apply and why. The data were collected from the weekly comic Donal Bebek (2018) as well as from the Hunger Games trilogy novels written by Suzanne Collins (2008, 2009, 2010) and translated by Hetih Rusli (2009, 2010, 2012). The findings show that translating personal names in children literature can be more complicated than translating thosein literature for older readers. This study has found out that four strategies (preservation, naturalization, couplet, and adaptation) are used to approach the personal names translation for the children literature; and only two strategies (preservation and literal translation) are applied to the translation of those in young adult literature. Reasons for using such strategies are as follows: several aspects (such as connotation, pronunciation, and style) have been considered when translating personal names in children literature, while they are more flexible when translating personal names in young adult literature.

Cohesion and Coherence: An Analysis of the Students’ Narrative Writings Egi Dwi Putra; Heri Samudra; Ani Susanti
Acitya: Journal of Teaching and Education Vol 4 No 1 (2022): Acitya: Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

The research was conducted to analyze cohesion and coherence used on 20 student’s narrative writing in SMAN 4 Praya. Descriptive qualitative method used in this research by collecting data from students narrative writing assignments. Then, classifying the findings by using the theory introduced by Halliday and Hasan (1976). The results obtained from the data were: (a) grammatical cohesion; reference 61.09%, substitution 13.53%, ellipsis 04.88%, and conjunction 26.50%; 2) lexical cohesion; repetition 72%, synonym 18%, and collocation 10%. (b) the students’ produced coherence of the narratives; the development of themes and generic structure. The data shows that students were able to organize their ideas cohesively and coherently. It is evident that the students’ writing ability was sufficiently developed by using cohesion and coherence devices.

EFL teachers’ perceptions on professional development for language proficiency maintenance and improvement Him’mawan Adi Nugroho; Utami Widiati; Ani Susanti
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 3: September 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i3.22966

This case study investigated the phenomenon of English as a foreign language (EFL) teachers’ perceptions of professional development (PD) related to language proficiency, which has become a critical issue in the field of EFL teaching and has played an important role in facilitating students to learn English well. Interview guides were employed as the main instrument to elicit information about PD activities related to language proficiency maintenance and improvement, comprising closed-ended and open-ended items. The participants of the study were six professional EFL teachers who have had 5 to 30 years of teaching experience, selected from high schools in a capital city in Indonesia. Data were analyzed descriptively to result in frequencies of importance levels and qualitatively to explore patterns of PD activities. The results showed that two factors affecting the participants’ acknowledgement of the importance of language proficiency PD activities: the need to maintain and improve language proficiency and the benefits of proficiency for teaching and learning. It is recommended that Indonesian EFL teachers develop self-awareness of the importance of improving their skills not only pedagogically but also professionally and realize that PD for language proficiency in particular is imperative to help them keep their professionalism high.

TEACHERS’ CORRECTIVE FEEDBACK ON STUDENTS’ L2 WRITING: STATE OF THE ART Ani Susanti
Abjadia Vol 2, No 2 (2017): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v2i2.5364

Teachers’ corrective feedback has been largely practiced in L2 writing programs and still extensively researched especially in the last decade. In the literature about ESL and EFL writing pedagogy, it is not only the typology but also the effectiveness as well as the relationship to others have been discussed. This paper synthesizes the current progress in the field to draw what has been done by the researchers in the area particularly in both ESL and EFL setting. As many as sixty-six studies mostly published in reputable journals from 2008 to 2018 are synthesized; and the result is categorized into five themes that include: first, the effectiveness of teachers’ corrective feedback on L2 writing accuracy; second, the stance of teachers’ corrective feedback comparing to peer feedback and computer-generated feedback; third, teachers’ perceptions and practices, fourth, students’ response and engagements; and finally experts’ recommendation for further studies and for synergizing research findings and practices.لقد تم استخدام التغذية الراجعة للمدرسين بشكل كبير في برامج كتابة المستوى الثاني، ولا تزال تبحث على نطاق واسع خاصة في العقد الأخير. في الأدب حول تدريس اللغة الإنجليزية كلغة أجنبية (ESL) وعلم اللغة الإنجليزية (EFL)، لا يقتصر الأمر على التصنيف فحسب ، بل تمت أيضاً مناقشة الفعالية بالإضافة إلى العلاقة مع الآخرين. هذه الورقة تجمع التقدم الحالي في المجال لرسم ما قام به الباحثون في المنطقة خاصة في كل من ESL و EFL. يتم تجميع ما يصل إلى ستة وستين دراسة يتم نشرها في الغالب في المجلات ذات السمعة الجيدة من عام 2008 إلى عام 2018؛ ويتم تصنيف النتيجة في خمسة محاور تتضمن: أولاً، مدى فاعلية ملاحظات المدرسين التصحيحية على دقة الكتابة في المستوى الثاني؛ ثانياً، موقف المدرسين التصحيحي التصحيحي مقارنةً بملاحظات الزملاء والمعلومات المرتجعة بالحاسوب؛ ثالثا، تصورات وممارسات المدرسين، رابعاً، استجابة الطلاب ومشاركاتهم؛ وأخيرًا توصية الخبراء بإجراء المزيد من الدراسات وتوحيد نتائج البحوث والممارسات.

Assessing episodes in verbalization process of EFL students’ collaborative writing Ani Susanti; Utami Widiati; Bambang Yudi Cahyono; Tengku Intan Suzila Tengku Sharif
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

One of the ways to engage EFL students in writing is to assign them to work collaboratively. Collaborative writing requires a verbalization process resulting in episodes related to language, texts, and scaffolds. This study examined the use of episodes in collaborative writing of EFL students set in pairs by the teacher. It identified the most productive type of episodes which include language-related episodes (LREs), text-related episodes (TREs), and scaffolding episodes (SEs). It also scrutinized the categories of episodes within each type of episode. The study involved 20 pairs of Indonesian students from the English Department of a reputable university in Yogyakarta, Indonesia. The students were given an integrated reading-writing task and asked to work in pairs. The results of the study showed that SEs were the most productive type of episode, followed by LREs in the moderate occurrence, and TREs, which were the least productive type of episode. The results also revealed that among the categories in each type of episode, lexis-focused (LREs), organization-focused (TREs), and repetition (SEs) were more productive than the other categories of episodes. These results imply that the most productive categories of episodes could be catalysts in the teaching of writing, which employs collaborative writing tasks either in pairs or in small groups. This study offers insights into creating activities to encourage writing activities that especially involve types of pairings.

Assessing episodes in verbalization process of EFL students’ collaborative writing Ani Susanti; Utami Widiati; Bambang Yudi Cahyono; Tengku Intan Suzila Tengku Sharif
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i2.20165

One of the ways to engage EFL students in writing is to assign them to work collaboratively. Collaborative writing requires a verbalization process resulting in episodes related to language, texts, and scaffolds. This study examined the use of episodes in collaborative writing of EFL students set in pairs by the teacher. It identified the most productive type of episodes which include language-related episodes (LREs), text-related episodes (TREs), and scaffolding episodes (SEs). It also scrutinized the categories of episodes within each type of episode. The study involved 20 pairs of Indonesian students from the English Department of a reputable university in Yogyakarta, Indonesia. The students were given an integrated reading-writing task and asked to work in pairs. The results of the study showed that SEs were the most productive type of episode, followed by LREs in the moderate occurrence, and TREs, which were the least productive type of episode. The results also revealed that among the categories in each type of episode, lexis-focused (LREs), organization-focused (TREs), and repetition (SEs) were more productive than the other categories of episodes. These results imply that the most productive categories of episodes could be catalysts in the teaching of writing, which employs collaborative writing tasks either in pairs or in small groups. This study offers insights into creating activities to encourage writing activities that especially involve types of pairings.

Semantic analysis of literary works in selected song lyrics and poems at English textbooks for grade XI of senior high schools Untsa Rohmah Fadzillah; Nur Afifah Fajar Satiti; Ani Susanti; Tengku Intan Suzila Tengku Syarif
BAHASTRA Vol. 42 No. 1 (2022): BAHASTRA
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/bs.v42i1.68

This study aims to discover the semantic meaning focused on non-literal meaning of figurative language found in selected literary works of song lyrics and poems in the English Textbooks Grade XI of Senior High School published by Tiga Serangkai and the Ministry of Education and Culture. This study applied a descriptive qualitative method. The results of the study indicated several types of figurative language such as metaphor, hyperbole, simile, personification, depersonification, symbol, antithesis, litotes, alliteration, with the highest frequencies are metaphor and hyperbole, while the lowest frequencies are depersonification and symbol. As for the High Order thinking skill practice, it should be seen by implementing song lyric and poem materials in the teaching and learning process which include observation, question, association, experiment, and network. Therefore, it suggested an analysis evaluation and assessment provided in school textbooks to see the use of the textbooks with High Order Thinking Skill (HOTS) practices.

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