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All Journal Prosodi: Jurnal Ilmu Bahasa dan Sastra Tell : Teaching of English Language and Literature Journal Journal of English Education, Linguistic and Literature Journal of English Teaching and Learning Issues JEELL (Journal of English Education, Linguistics and Literature)
Kristanti, Ika Lusi
STKIP PGRI Jombang
Arts Humanities Education Languange, Linguistic, Communication & Media Other

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INTERLINGUAL AND INTRALINGUAL ERRORS IN DESCRIPTIVE WRITINGS Ni'amah, Afi; Kristanti, Ika Lusi
JEELL (Journal of English Education, Linguistics and Literature) Vol. 11 No. 1 (2024): JEELL Volume 11 Number 1 September 2024
Publisher : LPPM Universitas PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/3r5ajc62

Abstract

Writing in English is not easy that students need to be assisted. However, stumbling upon errors in writing is common among students that the value of error correction must be taken into account. Error analysis is a process used to identify the learning objectives attained by students in creating an inter language system. This study set out to determine the primary cause of the errors that seventh-grade students made when writing descriptive essays. Al-Khresheh’s (2010) theory was used in finding interlingual errors and Richard’s (1974) theory for intralingual errors. When writing descriptively, students make a variety of intralingual and interlingual mistakes. Interlingual error so includes literal translation, mother tongue interference, and transfer error. On the other hand, intralingual errors include oversimplification, disregard for rule limitations, partial rule application, and incorrect concept hypothesis. The results demonstrate that intralingual error—specifically, incomplete rule applications—and interlingual error—specifically, literal translation and interference from the mother tongue—are the primary causes of errors. In this instance, teachers must help students better grasp the laws of the target language when they are composing texts. More research on student writing errors should take into account the gender and genre of content being studied.
Designing Scientific Writing Syllabus for Undergraduate Student Ni’amah, Afi; Kristanti, Ika Lusi
Journal of English Teaching and Learning Issues Vol 3, No 1 (2020): June
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v3i1.6791

Abstract

Teaching English needs appropriate syllabus in each course. Writing course is one of courses that has great influence in composing article. Enabling undergraduate students to write in English needs well-organized and appropriate plan that students have no problem in writing. Han (2013) highlights the importance of thesis writing on both teachers and students by proving the use of Slade’s step to solve students’ problem in writing each part of thesis. The purpose of the study is to design topics in Scientific Writing syllabus for undergraduate students in composing research article. This study implemented DDR with qualitative method. In designing syllabus, ADDIE model of Dick and Carey (2015) is used. The result indicates there are five significant topics in designing Scientific Writing syllabus. Those topics are designed by concerning undergraduate students’ problem that ease them in research article writing.
The Use of Teacher Talks to Manage Students’ Feelings in Classroom Interaction Elfrida Dewi Sukmawati; Ika Lusi Kristanti; Afi Ni'amah
Prosodi Jurnal Ilmu Bahasa dan Sastra Vol 20, No 1: Prosodi
Publisher : Program Studi Bahasa Inggris Universitas Trunodjoyo Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21107/prosodi.v20i1.33009

Abstract

Teacher talk plays an important role not only in facilitating learning but also in supporting students emotionally and creating a comfortable learning environment. This study aimed to explore the categories of teacher talk commonly used by an English teacher in a secondary school and how these categories contribute to managing students’ feelings during classroom interaction. This study adopted a qualitative method and applies the FLINT (Foreign Language Interaction) system by Brown (2001) as the main theoretical framework to classify teacher talk types and to explain its role in classroom interaction. The data were collected from two English class sessions using video recorder and observation checklists. The results showed that asks questions, praises or encourages, and gives directions were the most frequently used categories of teacher talk. Among them, deals with feelings, and jokes were found to contribute significantly to students’ emotional management. These types of talk helped reduce anxiety, boost students’ confidence, and create a more engaging classroom atmosphere. In summary, teacher talk functions not only as a means of instruction but also as an emotional support tool that contributes to positive classroom interaction. The findings assist English teachers of secondary schools to be more aware of the affective impact of their talk in class. Integrating supportive and encouraging language, even in small amounts, can enhance classroom interaction and students’ emotional well-being.
Co-Authors Aang Fatihul Islam Afi Ni'amah Afi Ni'amah Afi Ni’amah Afi Ni’amah Ahya, Akhmad Sauqi Dian Anik Cahyani Diana Mayasari Elfrida Dewi Sukmawati Mayasari, Diana Ni'amah, Afi Ni’amah, Afi Ni’amah, Afi