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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Jurnal Celtic Prosodi: Jurnal Ilmu Bahasa dan Sastra PREMISE: Journal of English Education and Applied Linguistics EDUCAFL : E-Journal of Education of English as a Foreign Language English Review: Journal of English Education Kanal : Jurnal Ilmu Komunikasi Pedagogia: Jurnal Pendidikan JEES (Journal of English Educators Society) Tell : Teaching of English Language and Literature Journal Script Journal: Journal of Linguistic and English Teaching BASIS (BAHASA DAN SASTRA INGGRIS) Pendas : Jurnah Ilmiah Pendidikan Dasar Linguistics and Elt Journal LEKSIKA Indonesian Journal of English Language Teaching and Applied Linguistics ELLITE: Journal of English Language, Literature, and Teaching English Language and Literature International Conference (ELLiC) Proceedings Jurnal Pendidikan Bahasa dan Sastra Indonesia Metalingua Journal of English Education and Teaching (JEET) Jurnal Pembelajaran Pemberdayaan Masyarakat (JP2M) Journal of Research on English and Language Learning (J-REaLL) Ethical Lingua: Journal of Language Teaching and Literature Borneo Educational Journal (Borju) UAD TEFL International Conference Journal of English Education and Linguistics COMMUNITY : Jurnal Pengabdian Kepada Masyarakat Acitya Bhakti Indonesian Journal of Education Methods Development Indonesian Journal of Innovation Studies Proceedings of The ICECRS Procedia of Social Sciences and Humanities J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) Inquest Journal Community Empowerment Journal Pubmedia Jurnal Pendidikan Bahasa Inggris Emergent: Journal of Educational Discoveries and Lifelong Learning (EJEDL) Teaching, Learning, and Development Jurnal Ilmiah Kajian Ilmu Humaniora KAMBOTI : Jurnal Sosial dan Humaniora Indonesian Journal of English Language Teaching and Applied Linguistics Academia Open
Vidya Mandarani
Program Studi Pendidikan Bahasa Inggris, Universitas Muhammadiyah Sidoarjo
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Understanding Teacher Code Switching and Mixing in English Instruction: Memahami Alih Kode dan Campur Kode Guru dalam Pengajaran Bahasa Inggris Setyawan, Sekar Ayu Gaby Safitri; Mandarani, Vidya
Indonesian Journal of Education Methods Development Vol. 19 No. 1 (2024): February
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijemd.v19i1.841

Abstract

General Background: The phenomenon of code switching and code mixing in bilingual education contexts has garnered attention for its role in facilitating communication and comprehension. Specific Background: While the use of these linguistic strategies is acknowledged in language teaching, there is limited research focusing specifically on their application by teachers during English language instruction. Knowledge Gap: Existing studies often overlook the practical implications of code switching and mixing in the classroom setting, particularly regarding teachers' motivations and the types employed. Aims: This study aims to analyze the implementation of code switching and code mixing by teachers in English learning environments and to understand the underlying reasons for their usage. Results: Employing a qualitative research method, data were collected through direct classroom observations and interviews with a teacher. The findings reveal that teachers utilized all recognized types of code switching and mixing, primarily to enhance student understanding of the material and to ensure the achievement of learning objectives. Novelty: This research contributes to the existing literature by providing empirical evidence of the strategies employed by teachers in real classroom settings. Implications: The insights gained from this study underscore the significance of code switching and mixing as effective pedagogical tools, suggesting that educators can leverage these strategies to improve student comprehension and engagement in English language learning. Highlights: Comprehensive Use: Teachers employed all types of code switching and mixing as per theoretical frameworks. Enhancing Understanding: The primary motivation for using these strategies was to improve student comprehension of the material. Effective Pedagogical Tool: Code switching and mixing are recognized as valuable techniques for achieving learning objectives in language instruction. Keywords: code switching, code mixing, English learning, teacher strategies, classroom interaction.
Unveiling Effective Student Communication Strategies for English Mastery: Mengungkap Strategi Komunikasi Siswa yang Efektif untuk Penguasaan Bahasa Inggris Aqida , Siti Nur; Mandarani, Vidya
Indonesian Journal of Innovation Studies Vol. 25 No. 2 (2024): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijins.v25i2.1090

Abstract

This research explores how communication strategies assist seventh-grade students in overcoming English-speaking challenges at SMP Muhammadiyah 9 Boarding School Tanggulangin, Sidoarjo, Indonesia. Using qualitative methods, including observation and semi-structured interviews, the study identifies various strategies employed by students, such as avoidance, paraphrase, borrowing, appeal for assistance, and mime, with language switch in borrowing being predominant. Findings indicate a positive impact of these strategies on students' ability to achieve communication goals. This study underscores the importance of optimizing communication strategies to enhance English proficiency and facilitate effective communication in language learning environments. Highlight: Diverse Strategies Identified: Students use varied methods to tackle English-speaking difficulties. Dominant Technique: Language switch in borrowing prevails among student strategies. Effective Impact: Communication strategies positively enhance student English proficiency and communication success. Keywoard: Communication Strategies, English Proficiency, Seventh-Grade Students, Qualitative Research, Language Learning.
A CDA Perspective of Cultural Contents in the English Junior High School Textbooks Mandarani, Vidya; Purwati, Oikurema; Santoso, Dian Rahma
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 5, No 2 (2021): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v5i2.671

Abstract

In the aim to engage the volatile future, Kemendikbud considered developing the textbooks with cultural values imbued for the 2013 Curriculum. This study is a content analysis that seeks to examine the cultural elements found in the English textbooks for junior high schoolers, to discover the evidence of global cultural manifestation in the textbooks, as well as to find out the space given to local culture in the textbooks. The data were collected from the latest revision of ‘When English Rings a Bell’ textbook for both 7th & 8th grade, and ‘Think Globally Act Locally’ textbook for 9th grade. The data then analyzed qualitatively. The findings showed that: (1) social group & social identity dictate the cultural dimension, followed by belief & behavior. While another aspect, such as stereotypes & national identity, social interaction, the life-cycle & socialization, national culture heritage, national geography, national history as well as socio-political institution, are not commonly presented. This idea is in line with the curriculum objectives to facilitate the development of students with proper character, behavior and a strong sense of nationality. In terms of proportionality as shown by cultural dimensions, it is inferred that the English textbooks are on their way to perfection; (2) the existence of the target cultures is still dominant, yet the authors had tried to maintain the initial content of the source culture, as well as (3) the students require to realize the importance of learning culture from their English textbooks & develop their cultural competence and a certain degree of respect, as well as tolerance for others.
Incorporating Multicultural Literature in EFL Classroom Mandarani, Vidya; Munir, Ahmad
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 6, No 1 (2021): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v6i1.832

Abstract

Nowadays’ multicultural education poses various challenges. One of the latent issues currently emerged in Indonesia education is the mistreatment towards the students of minority ethnic amongst the fellow learners. This status quo pushes schools’ stakeholders to reflect upon their responsibilities and reconsider the use of multiculturalism in enhancing diversity awareness towards both teachers and students. In an attempt to promote multicultural education, the use of multicultural literature that portrays various cultures, values, and views, may assist the students in appreciating their own culture by the acquisition of diverse perspectives of the society. Moreover, it provides potential teachers to comprehend the diversity of multicultural issues beyond mono-cultural perspectives. This paper aims to emphasize the significance of multicultural literature as teaching materials; recommend selection and evaluation criteria for the said literature; as well as to present strategies of formulating literature-based classrooms. In providing the best teaching materials, it is necessary to select high-quality multicultural literature to present accurate and authentic representations of cultural communities. At any rate, 10 overall criteria should be embedded within the selected literature, thus the QUILT metric can be utilized to assess its quality. Afterward, there are also several recommended approaches, techniques, or strategies for formulating a literature-based classroom that may promote critical thinking in literary discussion.
Analysis Student's Comprehension in Reading Narrative Text on English Learning at Junior High School: Analisis Pemahaman Siswa Dalam Membaca Teks Naratif pada Pelajaran Bahasa Inggris Di SMP Gita Dwi Setyawati; Vidya Mandarani
Academia Open Vol. 4 (2021): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.4.2021.2973

Abstract

Indonesia become is one of the nations which have characteristics almost of community not like reading activity. There is a number of advantages that can be picked when applied reading habits in life. Therefore, researchers are very interested in using research topics related to students' comprehension of reading skills. This study examines more deeply the factors that cause students to have difficulty in understanding the narrative text in English lessons. This type of research is qualitative research that involves descriptive information while the use of the method is more than one such as observation, interview, and documentation. The results of this study indicate that students have difficulty in reading narrative texts because of internal and external factors.
Deciphering Descriptive Text Challenges: Seventh-Grade Students' Writing Difficulties: Membongkar Tantangan Menulis Teks Deskriptif: Kesulitan dan Penyebab pada Siswa Kelas Tujuh Titan Nur Maulidiyah; Vidya Mandarani
Academia Open Vol. 8 No. 1 (2023): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.8.2023.3020

Abstract

This qualitative descriptive research explores the challenges faced by seventh-grade students in writing descriptive text and identifies their underlying causes. The study, conducted at SMP PGRI 16 Sidoarjo, employed students' writing exercises and interviews with an English teacher and first-grade students as data instruments. The analysis revealed three key areas of difficulty: generic structure, grammar (including the use of nouns, pronouns, conjunctions, prepositions, and simple present tense), and spelling. The identified causes encompassed inadequate English proficiency, insufficient knowledge of descriptive text material, disinterest in learning English, as well as internal and external factors such as family background and students' skills and capabilities. The findings shed light on the specific areas of difficulty and their root causes, providing valuable insights for educators and curriculum developers aiming to enhance students' proficiency in writing descriptive text. Highlights: Students' difficulties in writing descriptive text: The study identifies challenges in the generic structure, grammar, and spelling faced by seventh-grade students. Causes of difficulties: The research uncovers factors such as English proficiency, knowledge gaps in descriptive text material, lack of interest in learning English, and internal/external influences. Implications for educators: The findings offer insights to enhance instructional approaches and curriculum development for improving students' proficiency in descriptive text writing. Keywords: descriptive text, seventh-grade students, difficulties, causes, qualitative research.
Analysis of Students' Difficulties in Reading Comprehension Narrative Text Faced by Ninth Grade Junior High School Students: Analisis Kesulitan Siswa dalam Pemahaman Membaca Teks Narasi yang Dihadapi Siswa Kelas Sembilan SMP Amirotul Mukminah Suherman; Vidya Mandarani
Academia Open Vol. 4 (2021): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.4.2021.3032

Abstract

This study aimed to find out the difficulties in reading comprehension of narrative text faced by students ninth-grade at SMP Muhammadiyah 3 Waru. This study used a qualitative descriptive method where data collection techniques is interview. The sample of this study were students of class 9-A SMP Muhammadiyah 3 Waru which consisted of 29 students. However, in this study only 15 students were willing to participate in the interview. The results of this study has shown that students had three difficulties in reading comprehension of narrtive text, namely, students’ difficult to understand the word, difficult to understand long sentences and difficult to understand the main idea.
The Analysis of Teaching Writing Descriptive Text at the Seven Grade of Junior High School: Analisis Pembelajaran Menulis Teks Deskriptif Pada Siswa Kelas Tujuh SMP Fadli Ganing; Vidya Mandarani
Academia Open Vol. 4 (2021): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.4.2021.3037

Abstract

This study aims to identify and describe the learning process and the problems faced by teachers in teaching writing descriptive texts in the seventh grade of SMP Negeri 2 Candi. The method in this study is a qualitative descriptive method. In collecting data, researchers used interviews and document studies. The results showed that the learning process of writing descriptive text by the teacher in class seven grade of SMP Negeri 2 Candi consisted of preliminary activities, core activities, and closing activities. The teaching process carried out by the teacher is still effective. The teacher has planned the learning process, selected materials, prepared activities and roles, and evaluated learning. Then, the problem of the teacher in the teaching process of writing descriptive text comes from external factors, namely the students. students have problems in developing their ideas in writing, they have a lack of vocabulary and students have difficulties in grammar.
Flouting Conversational Maxims by Connor Watts in Skiptrace: Pelanggaran Maksim Percakapan oleh Connor Watts dalam Skiptrace Putri Anadewi AN putri; Vidya Mandarani
Academia Open Vol. 8 No. 2 (2023): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.8.2023.4482

Abstract

Background conversational maxims play a crucial role in facilitating effective communication and understanding in dialogue. Specific background the phenomenon of flouting these maxims, particularly in film narratives, provides insight into character motivations and interpersonal dynamics. Knowledge gap however, limited research has specifically addressed the instances of maxim flouting by characters in cinematic contexts, particularly in the action-comedy genre, such as in the film Skiptrace. Aims this study aims to analyze the utterances of Connor Watts, a gambler in Skiptrace, focusing on the flouting of conversational maxims and the resulting implicatures. Results the analysis revealed 16 instances of maxim flouting, categorized into four types based on Grice's cooperative principle: quantity, quality, relation, and manner. Novelty this study contributes new insights into the pragmatic functions of flouting maxims in cinematic dialogue, highlighting the nuanced use of language by characters. Implications understanding how Connor Watts employs these conversational strategies not only enhances comprehension of character interactions but also enriches the analysis of communicative practices in film, offering valuable implications for future studies in pragmatics and film discourse. Highlights: Analysis of 16 instances of maxim flouting by Connor Watts. The maxim of quantity was most frequently flouted for manipulation. Insights into character interactions and pragmatic functions in film dialogue. Keywords: Flouting Maxims, Connor Watts, Skiptrace, Implicature, Conversational Analysis
Analyzing 7th Graders' Simple Present Errors in Descriptive Writing: Analisis Kesalahan Dominan Penggunaan Tenses Present Sederhana dalam Teks Deskriptif pada Siswa Kelas Tujuh Azza Hikmiawati; Vidya Mandarani
Academia Open Vol. 8 No. 1 (2023): June
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.8.2023.4537

Abstract

This study aims to investigate the dominant errors in the use of the simple present tense by seventh grade students when writing descriptive texts. The qualitative research method was employed, utilizing data analysis techniques to process the collected information. The population consisted of 45 students from two different classes at SMP Muhammadiyah 10, with 37 students' exercise results being analyzed. The data was obtained from students' written compositions in which they employed the simple present tense to describe various subjects. The findings revealed four major error types: omission (46.90%), addition (16.04%), misformation (27.16%), and misordering (9.90%). Among these, omission errors were the most prevalent, comprising 38 errors or 46.90% of the total. The results emphasize the need for targeted instruction and practice to enhance students' mastery of the simple present tense in writing descriptive texts, thereby improving their overall English language proficiency. Highlights: Error analysis: Identifying and analyzing errors in the use of simple present tense in descriptive texts. Seventh grade students: Evaluating the proficiency of students in using the simple present tense. Qualitative method: Employing a qualitative approach to gather and analyze data on error patterns in descriptive writing. Keywords: simple present tense, descriptive texts, error analysis, seventh grade students, qualitative method.
Co-Authors A., Ongky Giovanny Bagus Achmad Bachtiar Pribadi Achmad Oddy Syam Prayoga Adellia Hawaningrum Yuliafasyah Adyansah Noer Pramoedya Agustina, Giska Ahmad Munir AHMAD MUNIR Aini, Risti Nur Akbar Wiguna Aldo Aldo Alfarisi, Irham Salsabila Alfarisi, Irham Salsabila Alfarisy, Istia Hajar Alfarisy, Istia Hajar Alfy Dzurrotul Ilmy Ali Akbar Alif Aribah Yulian Alisa Amanda Putri Aliya Farah Dilara Amanda, Maudiya Dwi Amirotul Mukminah Suherman Anggreani, Vinna Anisa, Sri Wilujeng Toyibatul Aqida , Siti Nur Ardiansyah, Nur Muhammad Azza Hikmiawati Bindiya, Aisyah Briliana Tata Arsila Deajeng A'ida Mustafa Detak Prapanca Dian Novita Dian Rahma Santoso Ermawati ZN Ermawati Zulikhatin Nuroh Ernanto Bayu Pamungkas Fadillah, Erennia Tasya Fadli Ganing Fadlilah, Nurul Lailatul Qodriatil Feri Tirtoni Fika Megawati Gita Dwi Setyawati Hafiidha Sari, Raras Idbaaron Nujuum Ilmy, Alfy Dzurrotul Istia Hajar Al Farisy Jazilah, Rania Ni’matul Joko Susilo Joko Susilo Katarina Sarabiti Khumairoh, Tahnian Eka Khumairoh, Tahnian Eka Maghfiroh, Eka Melinda Kartika Sari Meralda Dwi Utari Muhammad Agus Muljanto Muhammad Junaedi Nadliyah Putri Syalwa Nasir, Muhammad Haydar Nayoan, Adinda Roro Niko Fediyanto Ningroom, Satya Churniati Noly Shofiyah Noval Sendi Immanuel Nujum, Idbaaron Nur Muhammad Ardiansyah Nurdyansyah Nuroh, Ermawati Z. Nuroh, Ermawati Z. Nyoman Suwarta Oikurema Purwati OIKUREMA PURWATI Ongky Giovanny Bagus Arryanta Pamungkas, Ernanto Bayu Pasya Rahma Tamara Pratama, Muhammad Naufal Yudha Putri Anadewi AN putri Putri, Alisa Amanda Putri, Faradila Rafly Satya Firdaus Rais, Pandi Reza Dwi Syaputra Rusmawati, Dewi Saltanat Meiramova Setyawan, Sekar Ayu Gaby Safitri Sheila Agustina Solikha, Regina Atya Gading Balgis Syahfrina Rahmawati Syalwa, Nadliyah Putri Syaputra, Reza Dwi Talshyn, Alshynbayeva Titan Nur Maulidiyah Utari, Meralda Dwi Widiantari, Ella Yanartik, Nur Rochmah Yuli Astutik Yuli Astutik Yuli Astutik Yunita Sabillah Damayanti Zaidan Al Zuhdi