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An Investigation of Errors Committed by the Students of English Language Teaching Department in Writing Narrative Text Aniuranti, Asfi; Wulandari, Yasinta; Tsani, M.Happy Nur
ELLITE Vol 5, No 2 (2020): ELLITE
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v5i2.3424

In the EFL context, an error analysis is a paramount study. This type of research might bring many advantages to the success of the teaching and learning process itself. This study investigates the types and causes of student errors in writing a narrative text. Furthermore, this research provides several suggestions for decreasing the occurrence of the errors. The research method employed was descriptive qualitative, and the researchers completed this study through several phases called data gathering, data analysis, and data presentation. The data analysis reveals several significant findings. First, there are six types of errors that emerged called the use of tenses, the use of articles, the use of relative pronouns, mistyping, confusing words, and agreement of singular/plural nouns. Second, the interlingual transfer is the most significant factor causing errors. Third, decreasing the errors might be done by paying more attention to global errors, the errors with high frequency, the most influential error type, and the most problematic topic. In this present study, the kind of error requiring more attention is English tenses, and one of the suggested solutions for teaching tenses well is using attractive teaching media such as English songs. Applying effective ways of teaching is an alternative to reduce student errors.

The Implementation of Literary Works for Promoting Student Involvement in Learning English Grammar Aniuranti, Asfi; Faiza, Dinar; Wulandari, Yasinta
Tarling : Journal of Language Education Vol 5 No 1 (2021): Juni 2021
Publisher : Prodi PBA Fakultas Tarbiyah dan Ilmu Keguruan IAIN Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/tarling.v5i1.4540

Nowadays, every teaching and learning process is supposed to apply a student-centered concept in which the pupils are the center of the process, and they are encouraged to participate actively in the process. Therefore, all education levels have implemented this concept, including the university level. Unfortunately, many pupils are still passive during the teaching process. This phenomenon also appears in the English Language Teaching Department of Universitas Nahdlatul Ulama Purwokerto. The low participation of the students happens in all classes, including grammar class. Based on the pre-observation process in a grammar class, the average score of student participation was only 58.82%. From seven categories of student participation, two indicators were still 0% called asking a question and giving constructive or positive comments to the teacher or other students. There was also one category that only achieved 41.18%. Besides, the atmosphere was not conducive since some students talked to their classmates and looked quite bored. Based on this condition, the researchers decided to do action research. After doing a literature study, we agreed to use literary works to overcome the problem. The research was done in one cycle that consisted of three meetings. The instruments used for collecting the data were an observation sheet of student participation and a teacher observation sheet. The data gathered were analyzed using simple statistics like percentage and average score, then the analysis presented through diagram and words. The literary works used in this study were a short story, a film script, and a novel. This action research is successful if the percentage of student involvement can achieve 65%. The result reveals that student participation was getting better after the implementation of literary works in the teaching and learning process. In the first action, the average percentage was 69.29 %, then it became 75.89% in the second meeting. In the third act, the student involvement achieved 78.15%. The most impressive finding appeared in the third meeting. Three students asked questions. Asking questions as one of the indicators of participation did not appear in the first and the second meeting. The atmosphere was getting conducive since the implementation of the literary works in the grammar class. In short, this action research is successful in boosting student involvement in grammar class.

Enhancing Students’ Understanding Of English Grammar Through Literary Works And Exploring Students’ Voice On Their Use Asfi Aniuranti; Dinar Faiza; Yasinta Wulandari
Scholaria: Jurnal Pendidikan dan Kebudayaan Vol 11 No 3 (2021)
Publisher : Program Studi Pendidikan Guru Sekolah Dasar, Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar

Grammar is a substantial English element commonly considered as a challenging component. This paradigm appears in all education levels including university. Based on the pre-test in a grammar class, the average score of the grammar test was only 62.76, or it was still in C level. The researchers concurred that action research was required, and the solution chosen was literary works such as a short story, a film script, and a novel. This study aimed to enhance students' understanding of English grammar and investigate students' voices on the usage of literary works. This research was successful if the average score of post-test achieved 70 (minimum grade for B level). Then, the instruments employed to obtain the data were tests and questioner. The results revealed that literary works can boost grammar mastery. The average score of the post-test was 70.53, or there was a 12.38% of improvement. This result surpassed the success indicator of this action study. The student perceptions of the use of literary works also tended to be positive since all the items in the questioner received positive responses. Overall, literary works can enhance students' mastery of English structure, and literary works as the proposed media receive positive responses from the pupils.

Teacher Talk: Student’s Perception and Expectation Nur Mutmainna Halim; Yasinta Wulandari; Abd Halim
ELT Worldwide: Journal of English Language Teaching Vol 8, No 1 (2021)
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eltww.v8i1.19750

Teacher talk undoubtedly makes a certain factor whether the class will meet objectives of teaching and learning process or not. This research investigated (1) students’ perception towards teacher talk that happened during the teaching and learning process, and (2) students’ ideal expectations about their English teacher. This was a descriptive qualitative research. One English teacher and one class of first year senior high students were engaged in the research. The data of this research were collected from transcribed-classroom video recording and interview to some students. The results indicated that (1) students’ perception towards teaching style, such as teaching method, motivating, giving feedback were almost negative and (2) students’ ideal expectations that an English teacher should be more effective, efficient interactive and creative for creating more interesting classroom atmosphere. Keywords: Teacher Talk, Perception, Expectation

An Investigation of Errors Committed by the Students of English Language Teaching Department in Writing Narrative Text Asfi Aniuranti; Yasinta Wulandari; M.Happy Nur Tsani
ELLITE Vol 5, No 2 (2020): ELLITE: November
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v5i2.3424

In the EFL context, an error analysis is a paramount study. This type of research might bring many advantages to the success of the teaching and learning process itself. This study investigates the types and causes of student errors in writing a narrative text. Furthermore, this research provides several suggestions for decreasing the occurrence of the errors. The research method employed was descriptive qualitative, and the researchers completed this study through several phases called data gathering, data analysis, and data presentation. The data analysis reveals several significant findings. First, there are six types of errors that emerged called the use of tenses, the use of articles, the use of relative pronouns, mistyping, confusing words, and agreement of singular/plural nouns. Second, the interlingual transfer is the most significant factor causing errors. Third, decreasing the errors might be done by paying more attention to global errors, the errors with high frequency, the most influential error type, and the most problematic topic. In this present study, the kind of error requiring more attention is English tenses, and one of the suggested solutions for teaching tenses well is using attractive teaching media such as English songs. Applying effective ways of teaching is an alternative to reduce student errors.

Pelatihan penyusunan Ice Breaking untuk penguatan kompetensi calon guru Asfi Aniuranti; M Happy Nur Tsani; Yasinta Wulandari
ABSYARA: Jurnal Pengabdian Pada Masayarakat Vol 2 No 1 (2021): ABSYARA: Jurnal Pengabdian Pada Masyarakat
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/ab.v2i1.3578

In every teaching and learning process includes English teaching, there is a phase called ice breaking. The activity that generally only lasts a few minutes is a paramount aspect. Every English teacher or even the candidate has to be skillful in preparing effective ice breaking. Although ice breaking is viewed as a crucial stage in a teaching process, many students miss this phase when they have to do teaching practice. Therefore, the community service team regarding a workshop about icebreaking is still needed by the students as the teacher candidates. This workshop was conducted online via Google Meet in two days, and the participants were the students of the English Language Teaching Department of Universitas Nahdlatul Ulama Purwokerto. In the workshop, the participants learned the theories related to ice breaking and the examples of ice breaking. They also did some practice on creating ice breaking. Overall, the two-day workshop ran well. The questioner's result also tends to be positive and based on the tasks submitted, the participant's ability to create ice breakers is good enough

The Implementation of Literary Works for Promoting Student Involvement in Learning English Grammar Asfi Aniuranti; Dinar Faiza; Yasinta Wulandari
Tarling : Journal of Language Education Vol 5 No 1 (2021): Juni 2021
Publisher : Prodi PBA Fakultas Tarbiyah dan Ilmu Keguruan IAIN Purwokerto

Nowadays, every teaching and learning process is supposed to apply a student-centered concept in which the pupils are the center of the process, and they are encouraged to participate actively in the process. Therefore, all education levels have implemented this concept, including the university level. Unfortunately, many pupils are still passive during the teaching process. This phenomenon also appears in the English Language Teaching Department of Universitas Nahdlatul Ulama Purwokerto. The low participation of the students happens in all classes, including grammar class. Based on the pre-observation process in a grammar class, the average score of student participation was only 58.82%. From seven categories of student participation, two indicators were still 0% called asking a question and giving constructive or positive comments to the teacher or other students. There was also one category that only achieved 41.18%. Besides, the atmosphere was not conducive since some students talked to their classmates and looked quite bored. Based on this condition, the researchers decided to do action research. After doing a literature study, we agreed to use literary works to overcome the problem. The research was done in one cycle that consisted of three meetings. The instruments used for collecting the data were an observation sheet of student participation and a teacher observation sheet. The data gathered were analyzed using simple statistics like percentage and average score, then the analysis presented through diagram and words. The literary works used in this study were a short story, a film script, and a novel. This action research is successful if the percentage of student involvement can achieve 65%. The result reveals that student participation was getting better after the implementation of literary works in the teaching and learning process. In the first action, the average percentage was 69.29 %, then it became 75.89% in the second meeting. In the third act, the student involvement achieved 78.15%. The most impressive finding appeared in the third meeting. Three students asked questions. Asking questions as one of the indicators of participation did not appear in the first and the second meeting. The atmosphere was getting conducive since the implementation of the literary works in the grammar class. In short, this action research is successful in boosting student involvement in grammar class.

Pemberdayaan Kader IPNU-IPPNU Desa Beji Kec. Kedungbanteng Kab. Banyumas Melalui Pelatihan Protokoler dan Master of Ceremony M Happy Nur Tsani; Asfi Aniuranti; Yasinta Wulandari
Madaniya Vol. 3 No. 3 (2022)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/27214834.247

Keterampilan protokoler dan Master of Ceremony (MC) merupakan hal yang penting bagi orang yang aktif berkecimpung dalam organisasi. Kedua keterampilan tersebut dibutuhkan ketika sebuah organisasi akan mengadakan kegiatan, terutama kegiatan yang harus dilaksanakan dalam bahasa Inggris. Oleh karena itu, pelatihan mengenai kedua hal tersebut perlu diadakan. Tim dosen Pendidikan Bahasa Inggris sepakat untuk mengadakan kegiatan pengabdian kepada masyarakat yang bertujuan untuk memberikan bekal pengetahuan dan kemampuan bagi anggota IPNU-IPPNU di Desa Beji Kec. Kedungbanteng Kab. Banyumas dalam mengelola kegiatan agar dapat berjalan dengan baik. Metode pelaksanaan kegiatan yaitu: (1) Pemaparan materi, (2) Diskusi dan tanya jawab, (3) Simulasi. Tahap simulasi dimulai dari pembentukan kelompok, persiapan, presentasi, dan evaluasi. Kegiatan pengabdian kepada masyarakat ini mendapatkan respon positif dari para peserta. Hasil angket yang diberikan menunjukkan 66,7% peserta sangat setuju bahwa Pelatihan protokoler dan MC bermanfaat dan sesuai dengan kebutuhan organisasi serta dibutuhkan sebagai peningkatan softskill. Selain itu,55,6 % peserta juga sangat setuju bahwa Pelatihan Protokoler dan MC ini dapat membuka wawasan keorganisasian. Rata-rata nilai kemampuan peserta dalam menyiapkan suatu acara dan mengatur jalannya acara juga masuk kategori baik.

Promoting Students’ English Vocabulary through Explicit Morphological Instructions and Exploring Students’ Perceptions Asfi Aniuranti; Yasinta Wulandari; M.Happy Nur Tsani
Scope : Journal of English Language Teaching Vol 7, No 1 (2022): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v7i1.13892

This research aims to enhance students’ English vocabulary mastery through explicit morphological instructions as well as to investigate students’ perceptions of its usage during online learning. This research was a classroom action research consisting of two cycles. The researchers employed a test, observation sheet, and questionnaire to obtain the data. Furthermore, the data gathered was analysed using simple statistical analysis such as average score, percentage, and percentage enhancement. After implementing explicit morphological instructions, there was an enhancement in students’ vocabulary mastery. In cycle 1, the enhancement of the average score from pre-test to post-test was 7.9%. Therefore, the team concurred to conduct cycle 2. In cycle 2, the improvement of students’ vocabulary mastery achieved 27%. This percentage surpassed the success criteria of this action research (15%). Therefore, the team ended the action research. In addition, the students also responded to the usage of explicit morphological instructions positively. Most of the students agreed or strongly agreed with each item in the questionnaire. These results indicate positive responses. In short, explicit morphological instructions could promote students’ vocabulary mastery, and this strategy receives positive feedback from the students.

Students’ Difficulties in Learning English Pronunciation Yasinta Wulandari; Asfi Aniuranti; M. Happy Nur Tsani
ELT in Focus Vol. 5 No. 1 (2022): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

Show Abstract | Download Original | Original Source | Check in Google Scholar

Pronunciation is one of important language elements that should be mastered by the English language users. By producing good pronunciation, students can avoid misunderstanding in communication and they can deliver the message clearly. However, many EFL learners especially Indonesia have not shown good pronunciation. Many English learners still encounter difficulties in learning pronunciation. This study employs a qualitative descriptive method with aim to find the students’ difficulties in learning pronunciation. Questionnaire is used to investigate the students’ difficulties in learning pronunciation. The findings show that students have good perception about the importance of English pronunciation, they are also well motivated to improve their pronunciation. The environment also allows students to get the best exposure of pronunciation since the lecturers give good examples of pronunciation and opportunity to practice their pronunciation. The lecturers also give feedback both in pronunciation class and other classes. However, the students still find difficulties in learning pronunciation. They still find difficulties in recognition of native English pronunciation. They do not know how to use phonemic symbols in pronunciation, they also get nervous in production, and feel ashamed to produce incorrect pronunciation.

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