Articles
<![CDATA[THE INFLUENCE OF STUDENTâS LANGUAGE LEARNING STRATEGIES USED TOWARDS THEIR ACHIEVEMENT IN STRUCTURE IV ]]>
<![CDATA[., Dwiniasih]]>
<![CDATA[ Perspective Jurnal Pendidikan Bahasa Inggris Vol 2, No 2 (2015): Perspective Volume 2, Number 2, Mei 2015 ]]>
Publisher : <![CDATA[Perspective Jurnal Pendidikan Bahasa Inggris ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[Abstract
This study was aimed to know the influence of studentâs language learning strategies used towards their achievement in structure IV and the most strategy used. It is done in responding the fact, most of the students do not aware of their learning strategies. It makes them difficult understanding the knowledge transferred. By using descriptive method, this study used document test and SILL questionnaire as the instrument of the data. Meanwhile, in analyzing the data collected, the writer used SPSS simple linear regression (Muijs.200:143). The result of the study showed the influence of L2 studentâs strategies is significantly weak towards their achievement in structure IV. While the most strategies used was metacognitive strategy. It is because so many factors influence studentâs achievement, such as studentâs ability, learning style, and teacherâs methodology used. Therefore, it is teacherâs task to motivate students aware of learning strategy used, so they could get well understanding.
Keywords: language learning strategies, achievement, Structure IV, Grammar]]>
<![CDATA[THE GRAMMAR OF INTERPERSONAL EXCHANGES COMMUNICATIVE ACTS USED IN EFL CLASS ]]>
<![CDATA[Dwiniasih, Dwiniasih]]>
<![CDATA[ Research And Innovation In Language Learning (RILL) Vol 1, No 1 (2018) ]]>
Publisher : <![CDATA[Lembaga Penelitian Unswagati Cirebon Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (644.889 KB)
<![CDATA[The language structures of standard English may change for some local area. Such as, Malaysia, Singapore and it involves Indonesia. We have to dig deeper understanding of the language used, especially for the ungrammatical utterance both spoken or written. It has also been tried by teachers while they are guided the students in class by varying and modifying the learning technique or method used. In fact, the grammatical processes and illocutionary acts are still found during speaking activity. This study aims to analyse the clause used in EFL class in which mood and speakerâs intent do not match while speaking and identify the exact meaning of it. The findings show the declarative, interrogative, or imperative clause of mood has other Illocutionary acts used during speaking that was for directive, providing a threat, exclaiming, giving command, advice and conveying a negative statement. This result is supported by the generalization of mood of clause to the speakerâs act that relate to the local language structure and its meaning which has differences with standard English.Keywords:Functional grammar, Interpersonal exchanges, Communicative acts]]>
<![CDATA[The Influence of Student’s Language Learning Strategies Used towards Their Achievement in Structure IV ]]>
<![CDATA[Dwiniasih, Dwiniasih]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 2, No 2 (2015) ]]>
Publisher : <![CDATA[Universitas Swadaya Gunung Jati ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (402.568 KB)
|
DOI: 10.33603/perspective.v2i2.1659
<![CDATA[This study was aimed to know the influence of student’s language learningstrategies used towards their achievement in structure IV and the most strategy used. It is done in responding the fact, most of the students do not aware of their learning strategies. It makes them difficult understanding the knowledge transferred. By using descriptive method, this study used document test and SILL questionnaire as the instrument of the data. Meanwhile, in analyzing the data collected, the writer used SPSS simple linear regression (Muijs.200:143). The result of the study showed the influence of L2 student’s strategies is significantly weak towards their achievement in structure IV. While the most strategies used was metacognitive strategy. It is because so many factors influence student’s achievement, such as student’s ability, learning style, and teacher’s methodology used. Therefore, it is teacher’s task to motivate students aware of learning strategy used, so they could get well understanding.]]>
<![CDATA[Enhancing Students’ Reading Comprehension Through Jigsaw ]]>
<![CDATA[dwiniasih, dwiniasih]]>;
<![CDATA[Nugraha, Arifial Fahla]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 7, No 1 (2019) ]]>
Publisher : <![CDATA[Universitas Swadaya Gunung Jati ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (547.615 KB)
|
DOI: 10.33603/perspective.v7i1.1909
<![CDATA[This article mainly describes the use of jigsaw as one the collaborative learning strategies in learning that could foster students’ reading comprehension. It is assumed that Jigsaw could enhance students’ achievement in reading skill. Therefore, test and questionnaire were used in this research to investigate the effect of Jigsaw and students’ response towards Jigsaw applied by the teacher. Finally, Jigsaw implicates students’ achievement become better and it forces students to be a ‘teacher’ speaking up their idea to the other group]]>
<![CDATA[FORMULAIC LANGUAGE OF TOURISM IN ENGLISH FOR ACADEMIC PURPOSE (EAP) COURSE BOOK: A CORPUS-DRIVEN APPROACH ]]>
<![CDATA[Namaziandost, Ehsan]]>;
<![CDATA[Ziafar, Meisam]]>;
<![CDATA[Dwiniasih, Dwiniasih]]>
<![CDATA[ Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 8, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Swadaya Gunung Jati ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (327.584 KB)
|
DOI: 10.33603/perspective.v8i1.3285
<![CDATA[One approach to taking advantage of corpora in language teaching would be adding to a textbook through enriching it through employing corpus-based research. When it comes to using English for Academic Purposes (EAP) materials, the inclusion of corpora in teaching language becomes even more urgent. In the current study, the authors did their best to investigate and describe the presence of formulaic language in an EAP textbooks titled: English for international tourism: Pre-intermediate students? book written by Dubicka and O?keeffe (2003) through a case study, and corpus-driven method as a research methodology. Therefore, this study aims to investigate to what extent the EAP course book designed for tourism titled English for international tourism (EIT) is compatible with a corpus-driven formulaic approach. Findings show that this EAP textbook falls fairly short of presenting the necessary formulas as frequently employed in tourism English. Supplementing such materials with corpora and the formulaic they provide may boost the quality of EAP education and practice.]]>
<![CDATA[INVESTIGATING PRE-SERVICE TEACHERS' CLASSROOM MANAGEMENT PRACTICE IN A BILINGUAL CLASS ]]>
<![CDATA[Dwiniasih Dwiniasih]]>;
<![CDATA[Farah Sukmawati Wahidah]]>;
<![CDATA[Susanto Susanto]]>
<![CDATA[ ETERNAL (English, Teaching, Learning and Research Journal) Vol 6 No 2 (2020) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Alauddin Makassar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24252/Eternal.V62.2020.A4
<![CDATA[ For the decades, managing classroom becomes one of the most important topics as the concern to be developed by educational department in improving students' quality. One of them is preparing pre-service teachers by strengthening their teaching skills such as managing classroom. Therefore, this study aims to investigate pre-service teacher's classroom management and its problem faced, where observation checklist is used by other participants in reviewing forty respondents’ teaching performance. Meanwhile in supporting the second purpose; Interview is used to delve more the problem faced by pre-service teacher while managing classroom. The results reveal that the skill which is still not optimal related to the creation and maintenance of optimal learning conditions is the skill that shows response attitude because of nervous and tend to focus to the certain group or students considered comfortable. Meanwhile, skills related to the control of optimal learning conditions that is still not done optimally by the participants, namely finding and overcoming behavior that poses problems with the way of exile caused by frightened by pre-service teachers against increasingly poor or rebellious student responses. However, referring to overall indicator of classroom management skills, pre-service teacher could be categorized as having done a grade managing skills well.]]>
<![CDATA[EFL secondary teachers’ assessment literacy: Assessment conceptions and practices ]]>
<![CDATA[Roghibatul Luthfiyyah]]>;
<![CDATA[Iin Wariin Basyari]]>;
<![CDATA[Dwiniasih Dwiniasih]]>
<![CDATA[ Journal on English as a Foreign Language Vol 10, No 2 (2020): Issued in September 2020 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23971/jefl.v10i2.2101
<![CDATA[Assessment literacy is defined as knowledge, conceptions, and skills to conduct an assessment. Having sufficient assessment literacy levels, teachers can assist students in improving learning and in achieving learning outcomes. This study employs a descriptive quantitative design that explores EFL secondary teachers' assessment literacy and assessment practice. The data were gathered using an online survey and semi-structured interviews. Forty-eight respondents willingly fulfilled an online questionnaire containing 32 questions adapted from the Teachers Assessment Literacy Questionnaire (TALQ). The data obtained from the survey were analyzed using descriptive statistics. Furthermore, three participants representing each assessment literacy level were selected for interviews to explore their classroom assessment practice. The interview data were analyzed using thematic analysis in terms of the conceptions of assessment, the procedure of assessment construction, and some challenges in assessment practice. The findings reveal that EFL secondary teachers generally have a moderate assessment literacy level. However, the participants reflect different conceptions of assessment, procedures, and challenges in assessment practice depending on an individual level of assessment literacy, institutional and national policies, and socio-culture factors. It shows that assessment literacy is not a single element that can influence teachers' assessment practices.]]>
<![CDATA[Pelatihan Menulis Teks Narasi Menggunakan Cartoon Story Maker di SMA Negeri Cilimus Kuningan ]]>
<![CDATA[Dwiniasih Dwiniasih]]>;
<![CDATA[Wendi Kusriandi]]>;
<![CDATA[Andi Sutisno]]>;
<![CDATA[Neneng Aminah]]>
<![CDATA[ Bima Abdi: Jurnal Pengabdian Masyarakat Vol. 1 No. 1 (2021): Bima Abdi: Jurnal Pengabdian Masyarakat, Edisi Januari - Juni 2021 ]]>
Publisher : <![CDATA[Yayasan Pendidikan Bima Berilmu ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.53299/bajpm.v1i1.36
<![CDATA[Guru merupakan pengelola dalam proses pengajaran, dan dalam pengelolaannya mereka dituntut kreatif dalam membangun proses pembelajaran yang menarik dan tercapai tujuan pembelajarannya. Dari hasil wawancara dan survei, ternyata masih banyak guru yang belum bisa untuk memanfaatkan fitur-fitur maupun aplikasi sebagai penunjang dalam pembelajaran daring. Hal ini akan menyulitkan pada rancangan proses kegiatan pembelajaran menulis yang dibuat yang meliputi materi, proses ajar, dan evaluasi. Keadaan ini akan membuat guru hanya terpaku pada buku ajar dan cara mengajar luring. Solusi dari permasalahan yang akan ditangani dalam kegiatan PKM ini adalah memberikan pelatihan menulis teks narasi menggunakan media cartoon story maker bagi guru dan siswa di SMA Negeri Cilimus Kabupaten Kuningan. Mitra pada kegiatan Program Kemitraan Masyarakat (PKM) yang diusulkan ini adalah guru dan siswa di SMA Negeri Cilimus Kabupaten Kuningan. Dengan kegiatan ini diharapkan dapat meningkatkan kemampuan guru dan siswa dalam pelajaran Bahasa Inggris dan Bahasa Indonesia SMA Negeri Cilimus Kabupaten Kuningan merancang proses kegiatan KBM untuk peningkatan kemampuan menulis teks narasi.]]>
<![CDATA[EFL secondary teachers’ assessment literacy: Assessment conceptions and practices ]]>
<![CDATA[Roghibatul Luthfiyyah]]>;
<![CDATA[Iin Wariin Basyari]]>;
<![CDATA[Dwiniasih Dwiniasih]]>
<![CDATA[ Journal on English as a Foreign Language Vol 10, No 2 (2020): Issued in September 2020 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23971/jefl.v10i2.2101
<![CDATA[Assessment literacy is defined as knowledge, conceptions, and skills to conduct an assessment. Having sufficient assessment literacy levels, teachers can assist students in improving learning and in achieving learning outcomes. This study employs a descriptive quantitative design that explores EFL secondary teachers' assessment literacy and assessment practice. The data were gathered using an online survey and semi-structured interviews. Forty-eight respondents willingly fulfilled an online questionnaire containing 32 questions adapted from the Teachers Assessment Literacy Questionnaire (TALQ). The data obtained from the survey were analyzed using descriptive statistics. Furthermore, three participants representing each assessment literacy level were selected for interviews to explore their classroom assessment practice. The interview data were analyzed using thematic analysis in terms of the conceptions of assessment, the procedure of assessment construction, and some challenges in assessment practice. The findings reveal that EFL secondary teachers generally have a moderate assessment literacy level. However, the participants reflect different conceptions of assessment, procedures, and challenges in assessment practice depending on an individual level of assessment literacy, institutional and national policies, and socio-culture factors. It shows that assessment literacy is not a single element that can influence teachers' assessment practices.]]>
<![CDATA[How do pre-service teachers deliver their instruction during teaching practicum?: Voice from EFL classrooms ]]>
<![CDATA[Dwiniasih Dwiniasih]]>;
<![CDATA[Indri Deviriani Khumaeroh]]>
<![CDATA[ Research And Innovation In Language Learning (RILL) Vol 4, No 1 (2021) ]]>
Publisher : <![CDATA[Lembaga Penelitian Universitas Swadaya Gunung Djati Cirebon, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33603/rill.v4i1.3958
<![CDATA[For decades, questioning about effective method in a teaching learning process has been considered consistently in educational research. The existence of revised curricula forces teachers to renew or improve the teaching method used refers to the current edition. In fact, the teachers keep their teaching method caused of several concerns. Considering to the current issues, this study aims to investigate the teaching method applied by student teacher during teaching practicum, whether they tend to use modern or traditional teaching method. The participants of this study is ten learners of the eight grader at junior high school whose teacher is student teacher that conducting teaching practicum in their class. Since it is case study, student observation checklist and semi-structured interview were applied in gaining the data. The result revealed that the teaching method used by student teacher is modern method, even though; she combined it with conventional method incidentally]]>
