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Hidayat, Didin Nuruddin

(Scopus ID: 57208109089), Universitas Islam Negeri Syarif Hidayatullah Jakarta

Author-ID : 2416229

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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A Discourse Analysis of Cohesion Devices an Students’ Writing of Recount Text Tungky Ariwibowo; Didin Nuruddin Hidayat; Nida Husna; Alek Alek; Agus Sufyan
Jurnal Pendidikan, Sains Sosial, dan Agama Vol. 9 No. 1 (2023): Jurnal Pendidikan, Sain Sosial, dan Agama
Publisher : STABN RADEN WIJAYA WONOGIRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53565/pssa.v9i1.687

This study aimed to determine the types of cohesive devices utilised in the recount text writing of Tenth-grade students at MAN Huta Godang during the academic year 2022/2023 and to identify the most prevalent form of cohesive device. The data was taken from 5 students writing. The study employed a qualitative descriptive method that includes cohesive devices in students' writing. It was found that the types of grammatical cohesion were reference, conjunction, and ellipsis. The most frequently used type of grammatical cohesion is the reference. Students who recount text writing using grammatical cohesion can be in the "fair" category with a percentage of 30.2%. The study suggests students should be aware that merely including a large number of cohesive elements in an essay does not guarantee that the essay will demonstrate or even produce cohesiveness; rather, the cohesive elements must be used in a logical and consistent manner throughout the text. Keywords: Discourse Analysis, Cohesive Devices, Recount Text.

Reading passages and conversation text in EFL textbook for junior high school: Analysis on the process of transitivity system Lulu Farhan; Didin Nuruddin Hidayat; Nida Husna; Alek Alek
Journal of Applied Studies in Language Vol. 7 No. 1 (2023): Jun 2023
Publisher : Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/jasl.v7i1.1-7

This research aims to identify the process types of the transitivity system from the reading passages and conversational texts of the EFL textbook entitled Modul Pengayaan for seventh-grade junior high school students, which is composed based on the implementation of Kurikulum 2013. The present study employed a descriptive qualitative research design. The data of this study are obtained from reading texts and conversational texts (text dialogues). The collected data of the transitivity process presented in sentences and clauses were analyzed using Halliday's transitivity system. The results show that all the process types of transitivity system with 35 processes were found in the reading passages and conversational texts of the textbook, namely: material process with 5 data (14.28%), mental process with 12 data (34.28%), verbal process with 3 data (8.57%), relational process with 13 data (37.14%), behavioral process with 1 data (2.85%), and existential process also with 1 data (2.85%). All the types of transitivity processes have been presented adequately based on Halliday's theory, although the two types of transitivity process (behavioral and existential process) almost have come from ignorance. Therefore, this study suggests that the textbook designer and material developer produce diverse clauses and sentences by using the six process types of transitivity in English written texts, especially in the reading passages and conversational texts.

The Cohesion Analysis of Students’ Multimodal Text Creations Ika Anggraeni; Didin Nuruddin Hidayat; Nida Husna; Alek Alek; Abdul Halim
Edukasi Vol 10 No 1 (2023): Edukasi: Jurnal Pendidikan dan Pengajaran
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v10i1.11498

Examining cohesion of students’ compositions (e.g., students’ thesis writing, narratives) has been conducted by many researchers, yet cohesion of students’ multimodal text creations (a picture with captions) is still paucity. Therefore, this study aims to fill the research gap by examining the cohesion of students’ multimodal text creations using grammatical cohesive devices proposed by Halliday and Hasan (2014a) and inter-semiotic cohesive devices proposed by Liu and O’Halloran (2009). The students’ caption text analysis showed that students use three cohesive grammatical devices: references at 49%, conjunctions at 46%, and substitution at 5%. The most frequent types of them used by the students are personal references at 76%, additive conjunction at 63%, and clausal substitution at 67%. In addition, the analysis of inter-semiotic cohesive devices shows that parallel structure is hardly found in multimodal texts. Still, surprisingly, inter-semiotic polysemy is utilized by students to create co-contextualize relationships between language and images and experiential convergence. The study concluded that students in the twelfth grade of Nurul Huda Vocational High School lack using various cohesive devices. Nonetheless, they complement their caption with inter-semiotic cohesive devices embedded in the images. This study implies that the students still need more time allocation to study the subject at hand and go through the writing process as professionals do to create a better text for more elaboration and characteristics of written language with accuracy and consistency.

UNVEILING COHERENCE: ANALYZING GRAMMATICAL DEVICES IN RECOUNT TEXT Dewi Nurpitriyani; Didin Nuruddin Hidayat; Nida Husna; Alek Alek
English Review: Journal of English Education Vol 11 No 2 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i2.5703

The purpose of this study is to examine the grammatical cohesive devices used in the recount text writing of bilingual students. The cohesive device is crucial because it consists of grammatical and lexical devices that contribute to the writing’s strength and accuracy, as well as its contextual understanding. Twenty bilingual ninth-grade students of a junior high school participated in this study. The students’ recount text writings were used as the main data in this research. The qualitative descriptive method employed in this study to thoroughly assess and describe students’ writing and its’ cohesive device used. The result shows that the bilingual ninth-grade students were able to use grammatical cohesion in their recount text writing. The result revealed the reference is most dominated in 68.42% and the second device is in conjunction with 29.97%. Meanwhile, substitution showed the low rank with 1.61% and the last was ellipsis with 0%. Furthermore, in the reference device category, personal reference becomes the most highly used at 85%, meanwhile in the conjunction category, additive category becomes the most frequent one at 46% as well as nominal substitution at 50% in the substitution device. It was also found that the ninth-grade students of bilingual class can write well using numbers of grammatical cohesive devices even though there was still some monotonous repetition in their writing. he findings of this study have pedagogical implicature as the need to enhance students’ knowledge of grammatical cohesion device because understanding of cohesiveness is necessary for pertaining to the text’s cohesion and coherence particularly in writing ability.

MAXIM FLOUTING IN 'DAVID LETTERMAN SHOW': AN EPISODE WITH AISHWARYA RAI Didin Nuruddin Hidayat; Vera Nurlia; Alek Alek; Yudi Septiawan
Leksema: Jurnal Bahasa dan Sastra Vol. 5 No. 2 (2020)
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/ljbs.v5i2.2322

This study analyzed the maxim flouting in David Letterman and Aishwarya Rai in David Letterman Show,. This study aims to find out which types of maxim flouting are performed by David Letterman as the host and Aishwarya Rai as the guest in the talkshowas well as to describe the reasons why the maxim flouting performed by the two. Qualitative research method was used in this study, and the data were presented in a descriptive analysis. This study dealt with a pragmatic approach and employed one of the Pragmatics theories, namely the Theory of Conversational Maxims or Cooperative Principle. Data in this study are analyzed pragmatically based on Griceâ€™s Cooperative Principle and its maxims. The data of the study were the utterances ofÂ the maxim flouting performed by David and Aishwarya. They were collected by downloading the episode of the show and watching the show. The researchers used Griceâ€™s theory called Cooperative Principles with the four types of maxims, i.e: the maxim of quality, maxim of quantity, maxim of relation, and maxim of manner to analyze the maxim flouting in the talkshow. The results showed that all four types of maxim flouting were performed by both David and Aishwarya. In conclusion, the maxim flouting happened in the talkshow were beneficial to avoid discomfort and to give more explanations.

Phatic Communication in Online English Class Discussions through Facebook Comments Dian Rinawati; Didin Nuruddin Hidayat; Nida Husna; Alek Alek
Linguists : Journal Of Linguistics and Language Teaching Vol 9, No 1 (2023): JULY
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v9i1.9469

Phatic communication refers to small talks that aim to form ties of personal union between people or the speakers. Especially in this digital age, phatic communication is somehow still used. This research aims to uncover the kinds and functions of phatic communication used by Indonesian students who have been doing online classes through Facebook, responding to their classmatesâ€™ material presentations, and having discussions in the comment column. This current study employs the qualitative method with the document analysis technique. The data of this recent study is the phatic communication used by students during the online course through Facebook, and the data was examined through document analysis techniques from the studentsâ€™ Facebook comments activity in the form of words, phrases, clauses, and sentences related to phatic expressions. Moreover, the data was analyzed through the following steps: 1) labeling the related data; 2) classifying the data into its types and functions; 3) interpreting the data findings; and 4) drawing conclusions. The studyâ€™s main finding is the appearance of phatic expressions, for instance, greeting, thankfulness, compliment, apology, encouragement, and wishing to each other. As the typical conversation is made online through social media platforms such as Facebook, we suggest that some language or conversation styles like abbreviations, non-standard spelling, and emojis have also appeared.Â

Exploring Anaphoric and Cataphoric References Used in â€œBright, an English Textbookâ€ Muhammad Sabaniyah; Didin Nuruddin Hidayat; Nida Husna; Alek Alek
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 11, No 1 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v11i1.3490

This study aims to investigate the use of anaphoric and cataphoric references in narrative text in â€œBright An Englishâ€ Textbook for 8th-grade junior high school students, and to identify the most commonly used in the texts. This study examined the data that contained the anaphoric and cataphoric by the theory of Halliday and Hasan (1976). The study used a qualitative descriptive approach because it dealt with descriptive. The main data for this study was â€œBright, an English textbookâ€ for 8th-grade junior high school students, written by Nur Zaida and published by Erlangga. The results showed those anaphoric and cataphoric references contained in the English textbook; 22 sentences had anaphoric and cataphoric references in detail of which fifteen sentences were anaphoric, and seven sentences were cataphoric. â€œBright, an English textbookâ€ for eighth-grade junior high school students frequently uses pronominal anaphora because it addresses the referent of the anaphora with a pronoun. Pronouns were important because they linked sentences, which helped to avoid the nouns being used repeatedly. Besides, the cataphoric reference was rarely used, which is considered more difficult for 8th graders to understand.

Factors impacting English teachers’ creativity in teaching English as a foreign language in Indonesia Didin Nuruddin Hidayat; Fitriah Fitriah; Mahlil Mahlil; Jon Mason
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i1.26145

Teachers bring various experiences to the classroom, and their beliefs about ‘creative teaching’ or ‘good teaching’ practices are frequently influenced by various factors, including their own teaching experiences, individual motivation, and organizational constraints. This context frames their early efforts to develop creative practices, and recognition of influences further affects the level of creativity displayed by teachers. This study aims to ascertain the factors that affected teachers’ creativity in English language teaching (ELT) in contemporary Indonesian higher education. We interviewed twenty Indonesian English as a Foreign Language (EFL) teachers about the factors influencing their creativity and their motivations for teaching creatively. We identified three factors which influenced teachers’ creativity: their knowledge and teaching experiences, their motivation, and the role of technology. These three factors served as a guide for teachers regarding how they might integrate creativity into their teaching practice. Additionally, Indonesian EFL teachers believed that their creativity was necessary to assist students in learning, create an enjoyable learning experience, and encourage students to be creative. This belief appears to be partially due to the affordance of the rapidly changing digital environment which enables student-centred and self-directed learning. Finally, this study indicates that creativity is not instinctive to teachers; however, they can nurture their creativity by accepting their innovative ideas through developing their abilities to teach creatively.

ASSESSMENT MEDIA FOR OFFLINE AND ONLINE WRITING TESTS AT JUNIOR HIGH SCHOOLS DURING THE COVID-19 PANDEMIC Siti Zulfa; Nida Husna; Dhila Nurul Azmi; Didin Nuruddin Hidayat
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 10 | NO.1 | 2023
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v10i1.27898

ABSTRACTThis study explores writing assessment media used by English teachers in offline and online assessment procedures during the last Covid-19 pandemic. This qualitative study incorporates a case study design with five English teachers of junior high schools serving as research participants selected purposively. The data for this study were gathered using semi-structured interviews with English teachers and students writing documents. The study results indicate that English teachers utilized different media in their offline and online assessments. For the offline activities, they used conventional paper-based media to collect writing samples, administer written tests, and conduct writing projects to measure students' attainment levels of their writing skills. For the online activities, they used platforms familiar to them, including Google Classroom, Google Form, and WhatsApp, and most of them assessed their students using multiple choice questions; yet some of the teachers did paper-based tests but submitted them to the online media. The teachers used rubrics for both assessment modes and provided feedback accordingly. One important implication of this research for post-pandemic English teaching underscores the significance of teachers' initiatives of alternating offline and online media to assess students' writing skills and maximize students' learning experiences in response to actual classroom constraints and opportunities.ABSTRAKPenelitian ini bertujuan untuk mengeksplorasi berbagai bentuk media penilaian menulis yang digunakan oleh guru bahasa Inggris dalam kegiatan offline dan online selama Covid-19. Penelitian ini menggunakan studi kualitatif dengan desain studi kasus. Partisipan penelitian ini meliputi lima guru bahasa Inggris di sekolah menengah pertama yang dipilih dengan teknik purposive sampling. Instrumen penelitian menggunakan wawancara semi-terstruktur untuk setiap guru bahasa Inggris dan dokumen tulisan siswa. Hasil penelitian menunjukkan bahwa guru bahasa Inggris menggunakan dan menerapkan media penilaian menulis yang berbeda dalam kegiatan luring dan daring selama dan pasca pandemi Covid-19. Selama kegiatan offline, guru bahasa Inggris menggunakan kertas sebagai media produk tulisan, tes tertulis, dan proyek untuk menilai tulisan siswa. Sementara itu, selama kegiatan daring, guru bahasa Inggris menggunakan media platform daring seperti Google Classroom, Google Form, dan WhatsApp; guru menilai dengan menggunakan pertanyaan pilihan ganda namun beberapa guru masih menggunakan kertas untuk dikirimkan ke media tersebut. Guru bahasa Inggris menggunakan rubrik khusus dan memberikan umpan balik dalam menilai tulisan siswa selama kegiatan offline dan online. Pengalaman baru dalam mengintegrasikan media penilaian alternatif dalam menulis dapat bermanfaat bagi guru bahasa Inggris dan siswa, terutama untuk membantu tugas menulis.

Tertiary Students’ Perspectives on the Use of English Songs and Podcasts on Spotify in Improving Listening Skills Yuni Marsela; Septi Nurul Aini; Putri Yuliastuti; Rizqah Fajar Khardani; Didin Nuruddin Hidayat; Yatni Fatwa
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 1 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i1.3283

The use of multimedia tools has proven beneficial for teaching basic English language skills in our present day. Several studies have demonstrated the result of using one of the media platforms, such as Spotify, where English songs and podcasts can help students learn and develop their listening skills. Despite its efficacy, few researchers have investigated students' attitudes to listening skills using English songs or podcasts on Spotify. The study examines students' perceptions of enhancing their listening skills through Spotify songs and podcasts. Over the academic year 2023/2024, this research was carried out at the Department of English Language Education, UIN Jakarta, with the participation of 10 first-year students. Qualitative description methods have been used in this survey, with data collected from questionnaires and presented by descriptive statistical analyses. The results show that most first-year English Education Department students think that English songs on Spotify are much more effective or beneficial than podcasts for enhancing listening comprehension.

Co-Authors Abdul Gafur Marzuki Abdul Halim Abdul Muin Abrizal A Adam Samsudin Noor Adilla, Rifa Afif Ikhwanul Muslimin, Afif Ikhwanul Afifah Linda Sari Afifah Nur Amalia Agustina, Shafa Amelia Ahmad Jainul Qurota A'yun Akmalludin Purwo Widodo Albiansyah Albiansyah Albiansyah Albiansyah Alek Alek Alek, A Almizan Almizan Alviansyah, Luthfan Amalia, Afifah Nur Amanah, Ainun Andi Miftahul Maulidil Mursyid Andini, Tresna Nur Aning Rustanti Raharjo Anita Anita Anjani, Ayu Fitri Anni Rachmayani Apsari, Andi Aspian Nur Aqielah, Aqielah Arif Zamhari Ariyanti Ariyanti Aryanthi, Aryanthi Aryanto, Sani Asep Anwar Siddiq Atiq Susilo Ayu Fitri Anjani Baker, Shirley Batubara, Winda Wasalwa Davi Sulthon Al-Baihaqi Deadora Rahma Muthia Desruinova Kusuma Destina Winarti Dewi Nurpitriyani Dewi Purnamasari Dewi Purnamasari Dhila Nurul Azmi Dhuha Hadiyansyah Dian Rinawati Dinda Amalia Dinnisa Haura Zhafira Hidayat Dinnisa Haura Zhafira Hidayat Dwi Jayanti Dwi Jayanti Dwi Jayanti Eka Intan Kumala Putri Enggar Relawati Erlinda Kurniatillah, Ratu Erniyanti Nur Fatahhela Dewi Ersyad, Zakila Mardatila Evi Nurisra Aprilia Sari Eviyuliwati, Ismalianing Fadhilah Fadhilah Fadhilah Fadhilah Fadillah Amri Firdaus Fahriany, Fahriany Farhan Muhammad Farhan, Lulu Farida Hamid Farkhan, Muhammad Fatwa Mulyati, Yatni Fauzji, Fahmi Firda Amalia Fitri, Khoirunnisa Fitriah Fitriah Fitriani Fitriani Fitriani Fitriani Fitriyah, Nailiyatul Fortunasari, Fortunasari Genta Genta Genta, Genta H. M. Suparta Habib, Arvan Permana Habibah, Rifdatul Habibi, Firdaus Halimah, Mujammilatul Hamid, Farida Hanifah Hifni Haqim Hasan Albana Hartono, Rodi Hasnan Yasin Haucsa, Ghasella Makhpirokh Herdiana Herdiana Hesty Widiastuty Hesty Widiastuty, Hesty HR, Nida Husna Ibrahim El Sayed Abdel Moneim Attia Salama Ibrahim Salama Ika Anggraeni Imam Khasbani Indah Jatiningtyas, Nurlaila Indah Nuraeni Indah Nuraeni Intan Azkiyah Ismalianing Eviyuliawati Ismalianing Eviyuliwati Ismalianing Eviyuliwati Ismi Narulita Firda Itje Chodijah Jayanti, Dwi Jon Mason Karim, Nur Aisyah Khaerani, Putri Khairunnisa Fitri Khasbani, Imam Khoeriah, Anisa Khoirzady Taqwa Kultsum, Ummi Kurniatillah, Ratu Erlinda Kurniawati, Lia Leny Hikmah Rentiana Lia Kurniawati Lili Samrotul Karimah Lilis Sulistyowati Lukluatul Maulidiyah Luky Adrianto Lulu Farhan Luthfan Alviansyah M.A. Silmi Mahrudin Maharani, Lintang Dwi Mahlil Mahlil Mahlil, Mahlil Marlisa, Rofa Mason, Jon Maulana Rizki Maulana Rizki Hamidi Maulidya, Reza Anis Maya Defianty Mazriya, Nandini Putri Meli Aulia Utami Meliyanti, Meliyanti Minkhatunnakhriyah Minkhatunnakhriyah Moch. Imam Machfudi Muhamad Abdul Fatah Silmi Mahrudin Muhamad Soeharto Muhammad Faishol Nurul Huda Muhammad Muzakky Muhammad Sabaniyah Muhammad Syafii S Muhammad Syafii S Mulyati, Yatni Fatwa Murodi Murodi Mutiah, Syifa Dwi Nakhriyah, Minkhatun Nasifuddin Jalil Nasution, Durratu Fakhria Nazarrina, Nazia Nazhifah, Naurah Nazmillah Nazmillah Neny Namirah Nida Husna Nida Husna Nida Husna HR Nindya Hasanah Nur Aisyah Karim Nur Amalia, Afifah Nur Fitriyani Nur Qonita Aulia Nurhalimah Nurhalimah Nurlaila Indah Jatiningtyas Nurmilah Fitria Atasyah Nurrahmah, Fitriyani Nurwahidah Nurwahidah Permana, Sudarya Putra Thoip Nasution Putri Yuliastuti Qurrotu Aini Qurrotu Aini, Qurrotu Rahardjo Rahardjo Rahma Deni Rahmah Purwahida Rahman, Riska Raraswati, Palupi Ratna Sari Dewi Ratna Sari Dewi Ratu Erlinda Kurniatillah Ratu Erlinda Kurniatillah Reza Anis Maulidya Riani, Riri Rachmah Rifdatul Habibah Rino dedi aringga Riri Rachmah Riani Rizkia Ulfah Rizqah Fajar Khardani Rofa Marlisa Rohmatul Jannah Rohmatul Jannah Roni Sya'roni Saputri, Nurul Intan Sari, Widiya Permata Sembiring, Rinawati Septi Nurul Aini Septia Tri Gunawan Septiawan, Yudi Septyana Atik Purwandari Siti Zulfa Siti Zulfa, Siti Soeharto, Muhamad Sri Rejeki Suci Rizki Sigid Harahap Sufyan, Agus Sufyan, Agus Sururin, Sururin Susilo, Atiq Sya'roni, Roni Syahirul Alim Syahrul R, Syahrul Syifa Dwi Mutiah Syifa, Nurbani Teuku Zulfikar Tungky Ariwibowo Ummi Kultsum Uswatun Hasanah Uswatun Hasanah Vera Nurlia Virgi Marlany Ibnatul Karimah Vivi Safitri Waliyadin, Waliyadin Winarti, Destina Winda Wasalwa Batubara Wiwi Rhamadina Yasin, Hasnan Yatni Fatwa Yatni Fatwa Mulyati Yosi Destira Yudi Septiawan Yudi Septiawan Yudi Septiawan Yudi Septiawan Yuliani Trisnaningrum Yuni Marsela Zaharil Anasy Zakila Mardatila Ersyad Zakila Mardatila Ersyad Zwyna Rafika

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