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All Journal Abdimas Galuh : Jurnal Pengabdian Kepada Masyarakat Journal of Advanced Multidisciplinary Research
Wawan Tarwana
galuh University
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EFL learners’ perspective on English Honorifics (EHs) in Indonesia Rina Herlina; Wawan Tarwana
Journal of Advanced Multidisciplinary Research Vol 1, No 1 (2020): July 2020
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (135.777 KB) | DOI: 10.30659/jamr.1.1.32-45

Abstract

Indonesian EFL learners (IELs) have been familiar with the practice of English Honorifics/EHs (Mr, Mrs, Miss, Sir and Ma’am) for decades. Mr, Mrs, Miss are followed by family name as the clan identity and Sir and Ma’am are for respectful address for adult man and woman. However, in Indonesia, it’s been the phenomenon because there seem to be a collision between how EFL learners practice EHs with what EHs are supposed to be used in English culture. The purpose of this study is to clarify and verify how Indonesian EFL learners perceive on EHs that have been interpreted and practiced for decades in Indonesia. This study applies double approaches. First, cross cultural study which employs content analysis by means of analyzing how EHs are interpreted and practiced under the setting of Indonesian culture. The sources to be analyzed are obtained from English handouts, chats and texts in social media among EFL students, as well as script deriving from teacher-EFL students’ classroom interaction. Second, case study which employs triangulation technique to examine some aforementioned sources. The result reveals that Indonesian EFL learners perceive that the practice of EHs (Mr, Mrs, Miss, Sir, Ma’am) have no difference with the ones applied in Indonesian culture. It means that there is no more difference in function between Mrs and Miss, Ma’am, Mr and Sir. Those have been considered the same in practice with Indonesian Honorifics (IHs) like ibu (Ma’am), bapak (Mr), nyonya (Mrs), dan nona (Miss) even though they have different function.  These have been conducted beyond EFL learners’ culture awareness of how native speaker of English uses EHs because there is an assumption that learning English doesn’t include learning its culture. For most Indonesian EFL learners, learning English as a foreign language is a matter of learning basic skills and linguistic features. So, if there are any further cultural encounters during learning English, they will be switched automatically to Indonesian culture. This study recommends English teachers to keep teaching English culture during teaching English in order to avoid learners’ misunderstanding in communication with English speaking people.
PENDAMPINGAN DAN PELATIHAN KOMPETENSI TUTUR BAHASA INGGRIS SANTRI SEBUAH PONDOK PESANTREN DALAM MEMPROMOSIKAN ARTIFICIAL INTELLIGENCE SEBAGAI MEDIA PEMBELAJARAN Wawan Tarwana; Andi Rustandi; Muhammad Ijudin
Abdimas Galuh Vol 4, No 2 (2022): September 2022
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/ag.v4i2.8163

Abstract

Aplikasi electronik berupa Artificial Intelligent atau Teknologi Informasi yang sangat bervariasi sebagai bukti teknologi Revolusi Industri 4.0 yang sudah tersebar di masyarakat dunia dari pusat kota sampai desa, misalnya melalui bentuk handphone. Ini sangat penting jika bersamaan dengan kompetensi bahasa Inggris misalnya dalam kompetensi tutur dan kemajuan sebuah lingkungan dalam bentuk Pendidikan Agama Islam bagi masyarakat. Dua tujuan PkM di PPM berdasarkan pada dua rumusan masalah Pengabdian kepada Masyarakat (RM PkM) ini yaitu Proses pelaksanaan Pendampingan dan Pelatihan Kompetensi Tutur Bahasa Inggris dan Mempromosikan Artificial Intelligence sebagai Media dalam Pembelajaran Kursus Bahasa Inggris  di Pondok Pesantren Mitra PkM. Sasaran hanya sekitar 15 peserta/santri dari group ke 2 dan tahapan ke 2. Proses dilakukan melalui ESP Based Approach (Kebutuhan Pembelajar) dengan instrument observasi, pertanyaan tertutup dan interview dalam bentuk perbincangan. Sebelumnya kegiatan kursus tidak bisa terpenuhi semua kelompok peserta (SD, SMP, SMA dan UMUM). Setelah dilakukan pengkajian dan analisis data yang diperoleh ditemukan kemajuan. Semua peserta tertampung. Kegiatan dilakukan di madrasah utama PPM. RM-1 memiliki signifikansi dengan RM-2. Bahan ajar dipersiapkan dengan bahan utama berceritra (storytelling) bersamaan dengan konsep linguistik bilingualism dan aplikasi teknologi artificial intelligent WhatsApp, Youtube, Google Translate dan Tophonetics. Proses kegiatan berjalan baik dengan kefasihan tutur (RM-1) tercapai baik. Kompetensi digital (RM-2/tahap promoting AI/TI) tercapai melalui proses pembimbingan belajar tiap pertemuan. Keduanya memiliki kendala wajar sehingga masih belum memuaskan sehubungan durasi pertemuan hanya 60 menit dalam satu kali pertemuan dalam satu minggu. Harapan sebagai saran adanya tindak lanjut untuk jenis kegiatan PkM ini.
Co-Authors Andi Rustandi Muhammad Ijudin Rina Herlina