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All Journal Jurnal Pendidikan Jurnal Online Mahasiswa (JOM) Bidang Keguruan dan Ilmu Pendidikan Proceeding 7th International Seminar on Regional Education IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Proceedings of the 1st UR International Conference on Educational Sciences Jurnal PAJAR (Pendidikan dan Pengajaran) REiLA: Journal of Research and Innovation in Language Journal of Educational Sciences Journal of Education Technology Information Social Sciences and Health TELL - US JOURNAL International Journal of Educational Best Practices
Syofia Delfi
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Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Neuroscience Nursing Public Health Social Sciences Other

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AN ANALYSIS OF TEACHER’S DISCOURSE MARKERS IN THE CLASSROOM INTERACTION Sukriyah, Nazifah Rahma; Jismulatif, Jismulatif; Delfi, Syofia
TELL - US JOURNAL Vol 10, No 3 (2024): September 2024
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2024.v10i3.8080

Abstract

This research aims to find out the types of discourse markers used in the teacher talk and the reasons for the presence of its dominant use. The subject of this study was an English teacher of SMP YLPI Marpoyan. This study used a descriptive qualitative design. The data was gathered through observation, recording, and interview. The data were evaluated using Fung and Carter's (2007) hypothesis. The result of the study revealed that there were four types of teacher discourse markers in English classroom interaction: interpersonal, referential, structural, and cognitive. Interpersonal marker is the most dominant type of discourse markers used by the teacher with 49,21%, referential 23,43%, structural 21,87%, and cognitive 5,46%. The reasons for the teacher's use of interpersonal markers as the dominant one were influenced by the presage category and the context category. The English teacher was suggested to understand the importance of employing discourse markers in conversations to add to the efficacy of the teaching and learning process.
AN ANALYSIS OF CODE MIXING USED ON GITA SAVITRI'S YOUTUBE CHANNEL Khairinnahda, Fitra; Delfi, Syofia; Eliwarti, Eliwarti
TELL - US JOURNAL Vol 10, No 3 (2024): September 2024
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2024.v10i3.8105

Abstract

Sociolinguistic is an interdisciplinary field of science that studies language in relation to the use of that language in society. The process of communication in which two languages used together by the speakers, sociolinguistics experts call it code mixing. Code-mixing is the use of two or more languages to interact with speakers in situations that require mixing the code. This research aims to discover the types and reasons of code-mixing used in the Gita Savitri YouTube channel. In this study, the writer used qualitative research design in the descriptive form. The results reveal 164 data of code-mixing. The first video, with the title ”Jadi Kaum Open-Minded,” with a total of 92 data, contains intra sentential and intra-lexical code mixing; the second video, with the title “Pengen Jago Bahasa Inggris,” with a total 44 data code mixing, contains intra sentential and intra lexical code mixing. The last video the titled “Memahami Tone Policing: Taktik Membungkam Suara Yang Terpingirkan,” a total of 28 data containing intra-sentential and intra-lexical code mixing. The writer found the reasons for code mixing: talking about a particular topic, repetition used to clarify, and being emphatic about something in three videos. In summary, findings indicate that the three videos on Gita Savitri’s YouTube channel have a lot of code-mixing for viewers to know this phenomenon with the most significant number being in the video with the title “Jadi Kaum Open-Minded”.Keywords: analysis,code mixing, types of code mixing, reasons for code mixing
The Effectiveness of Using Cooperative Integrated Reading and Composition Learning Method Towards Students’ Reading Comprehension in Narrative Text Rahma, Shafira Alifya; Delfi, Syofia; Masyhur, Masyhur
Journal of Education Technology Information Social Sciences and Health Vol 3, No 2 (2024): September 2024
Publisher : CV. Rayyan Dwi Bharata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57235/jetish.v3i2.2287

Abstract

This study aims to find out the effectiveness of using Cooperative Integrated Reading and Composition learning method towards students’ reading comprehension in narrative text. In conducting this study, the writer applied pre-experimental method and one group pre-test and post-test design. This study is conducted to the first-grade students of SMAN 15 Pekanbaru. The purposive sampling is the type of sampling technique in this study where 35 students from class X B as the experimental class. The instrument used to collect the data was a multiple-choice test that consisted of 40 questions. Then the data obtained from pre-test and post-test were analyzed by SPSS version 25.0. The hypothesis was conducted using Paired Sample Test. The results of the data analysis showed T-test was higher than T-table (24.911 2.022) with a significant level of 5% which means the altenative hypothesis of this study (Ha) is accepted. Therefore, CIRC learning method affects students’ reading comprehension in narrative text. It is suggested to use CIRC learning method for teacher, students, and researcher. CIRC learning method can encourage students to improve their ability in reading comprehension especially in narrative text.
Beyond English and Bahasa: Exploring the Pedagogical Functions of Code-Switching in Multilingual EFL Contexts Sri Dewi Mulyani; Delfi, Syofia; Jismulatif, Jismulatif
REiLA : Journal of Research and Innovation in Language Vol. 6 No. 3 (2024): REiLA : Journal of Research and Innovation in Language
Publisher : The Institute of Research and Community Service (LPPM) - Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/reila.v6i3.23316

Abstract

Code-switching, the alternation between two or more languages, is a prevalent yet underexplored phenomenon in multilingual EFL classrooms in Indonesia. This study investigates the functional roles of code-switching employed by English teachers at SMAN 1 Rambah, emphasizing its pedagogical and managerial contributions. Addressing gaps in prior research, which primarily focus on English and Bahasa Indonesia, this study uniquely incorporates the role of local languages such as Mandailing and Malay. Employing a qualitative case study design, data were collected through classroom observations, video recordings, and semi-structured interviews with two experienced English teachers. The analysis revealed five key functions of code-switching: explaining complex concepts, translating vocabulary, repeating for reinforcement, checking comprehension, and managing classroom interactions. These functions significantly enhance students' understanding, engagement, and overall learning experiences. However, excessive reliance on code-switching may impede immersive English language practice, presenting a pedagogical challenge. The findings underscore the importance of balancing code-switching with English immersion to optimize learning outcomes. This study extends the theoretical discourse on multilingual pedagogy by highlighting the strategic integration of local languages into EFL teaching. Implications include fostering a more inclusive and culturally responsive language education framework, which accommodates linguistic diversity while promoting English proficiency. These insights contribute to the global discourse on multilingual education, particularly in settings where linguistic and cultural diversity intersects with educational objectives.
An Analysis of Reading Performances of Indonesian EFL Learners for Extensive Reading Practice Delfi, Syofia; Yamat, Hamidah
Journal of Educational Sciences Vol 1. No. 1. July 2017
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.1.1.p.35-44

Abstract

Learners’ reading performances are needed to be studied in orderto clarify the appropriate context of studies about learners’ extensive readingexperiences.   This article is based on a preliminary study on “a Case Studyon Two Indonesian Learners’ Extensive Reading in English Experiencestowards Developing Reading Competency”.  This article aimed to answertwo questions: (1) How is The Indonesian EFL learners’ readingperformance before learning extensive reading? (2) How is The IndonesianEFL learners’ reading TOEFL score for reading section before learningextensive reading? An analysis was conducted for the data on the documentsof reading performance and Reading Section of TOEFL score. The result ofthis study found: (1) The Indonesian EFL learners’ reading performancebefore learning extensive reading is in the range 66-80 (B) in Reading III forall learners (100%) (2) The Indonesian EFL learners’ TOEFL score forReading section before learning extensive reading is in the range 51% - 80%. These preliminary data were needed in order to indentify the learners’reading performances, therefore, it is expected that the findings aremeaningful for the study designed.
Reading Experiences on Exploring Personal Reading Histories of English Study Program Learners of University of Riau Delfi, Syofia; Diah, Fangiana Safitri; Safriyanti, Maria
Journal of Educational Sciences Vol 3. No. 3. September 2019
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.3.3.p.303-317

Abstract

Learners have different historical reading experiences which can be analyzed from any perspectives. This study aimed to explore “the reading experiences of two successful English study program learners of the Faculty of Teacher Training and Education University of Riau in Extensive Reading course based on Exploring Personal Reading Histories”. The suitable design in answering the research question of this study is a Case Study of the two successful learners in Extensive Reading course. Based on the result of the analysis of this study, it was found that reading experiences of English study program learners of the Faculty of Teacher Training and Education University of Riau based on Exploring Personal Reading Histories is individual contexts (the facilities provided by parents and the involvement of teachers) reflecting on the process in becoming competent in each level. As a result, their experiences develop their interest to do activities of reading without instruction. It also indicates that this study contributes to reading theory, especially extensive reading relating with the other theories as well as pedagogy in teaching and learning Extensive Reading by implementing Exploring Personal Reading Histories at the beginning of the course. This finding contributes to theory of reading, especially extensive reading and to methodology in terms of the appropriate instruments and analysis for qualitative researches.
Personal Reading Histories for Personal Reading Interest Delfi, Syofia; Jismulatif, Jismulatif; Diah , Fangiana Safitri
Journal of Educational Sciences Vol 4. No. 3. July 2020
Publisher : FKIP-Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.4.3.p.694-704

Abstract

Learners’ reading interest is developed based on personal reading histories; meaning that they have different reading experiences. The main purpose of this article is to present the research finding about the participant’s personal reading histories developing her reading interest. This is a Case Study by using document of Exploring Personal Reading Histories and interview for its instrument. The study found that the participant was introduced to reading through playing with words and numbers. After being able to read, she listened to stories indicating that stories are as the construction of words. The finding shows that the participant’s reading histories develop her reading interest by recognizing reading through interesting ways, media, and guidance. These The contribution of this study is the need of the implementation of Exploring Personal Reading Histories in Extensive Reading course in order to know how learners are interested in reading as well as to remind them with their meaningful reading experiences.
AN ANALYSIS OF DIFFICULTIES IN COMPREHENDING NARRATIVE TEXT OF SMAN 3 TAPUNG HULU STUDENTS Hutabarat, Rosindah; Delfi, Syofia; Novitri, Novitri
TELL - US JOURNAL Vol 10, No 4 (2024): Applied Linguistics in the Digital Age and Cultural Context
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2024.v10i4.8856

Abstract

Penelitian ini menyelidiki kesulitan yang dihadapi oleh siswa kelas sepuluh di SMAN 3 Tapung Hulu dalam memahami teks naratif dan mengidentifikasi faktor-faktor yang mempengaruhinya. Menggunakan model survei deskriptif kuantitatif, penelitian ini mengumpulkan data dari 51 siswa melalui tes pilihan ganda dan kuesioner. Tes membaca menilai delapan indikator pemahaman, yang menunjukkan skor rata-rata yang sangat rendah pada indicator Identifikasi Informasi Faktual (39) dan Identifikasi Referensi (35), yang mengindikasikan tantangan besar dalam menemukan rincian spesifik dan memahami bahasa referensial. Indikator lainnya, seperti Identifikasi Ide Utama (46) dan Identifikasi Inferensi (48), juga menunjukkan kinerja yang lemah, sementara Identifikasi Struktur Umum (51) memiliki skor tertinggi, namun tetap mencerminkan pemahaman yang buruk secara keseluruhan. Kuesioner mengungkapkan dua faktor internal utama yang memengaruhi pemahaman: Kosakata Terbatas (7,28%) dan Pemahaman Kalimat Panjang (6,95%), bersama dengan faktor eksternal seperti metode pengajaran dan pengaruh lingkungan. Hasil penelitian menunjukkan bahwa kosakata terbatas dan lingkungan sekolah yang menantang merupakan hambatan utama dalam pemahaman teks naratif yang efektif. Penelitian ini merekomendasikan peningkatan pengembangan kosakata, penyempurnaan strategi pengajaran, dan pembentukan lingkungan belajar yang mendukung untuk meningkatkan keterampilan membaca siswa dan keterlibatan mereka dengan teks. Penelitian ini merupakan penelitian kuantitatif dengansurvei deksriptif. AbstractThe research investigates the difficulties of tenth-grade students at SMAN 3 Tapung Hulu face in comprehending narrative texts and identifies contributing factors. Utilizing a quantitative descriptive survey model, the study employed multiple-choice tests and questionnaires to gather data from 51 students. The reading test assessed eight comprehension indicators, revealing particularly low mean scores in Identifying Factual Information (39) and Identifying Reference (35), indicating significant challenges in locating specific details and understanding referential language. Other indicators, such as Identifying Main Idea (46) and Identifying Inference (48), also showed weak performance, while Identifying Generic Structure (51) had the highest score but still reflected poor comprehension overall. The questionnaire highlighted two primary internal factors affecting comprehension: Limited Vocabulary (7.28%) and Understanding Long Sentences (6.95%), alongside external factors like teaching methods and environmental influences. The results suggest that limited vocabulary and a challenging school environment are major barriers to effective narrative text comprehension. The study recommends enhancing vocabulary development, refining teaching strategies, and fostering a supportive learning environment to improve students' reading skills and engagement with texts. This research is a quantitative study using a descriptive survey.
Students’ Perceptions on Using Google Classroom in Learning English at Madrasah Aliyah Hasanah Pekanbaru Nur Hidayah Siregar; Syofia Delfi; M. Syarfi
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 2 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i2.5604

Abstract

The aim of this research is to find out students’ perceptions on using Google Classroom in learning English at Madrasah Aliyah Hasanah Pekanbaru. By applying the descriptive-quantitative method, the subjects of this study were all grade students of Madrasah Aliyah Hasanah Pekanbaru with the total of 76 students. The research instrument was a questionnaire adapted from previous research by Hidayat et al (2009), Shaharanee et al (2016), Astuti, T., & Indriani, L. (2020), and Salam, U. (2020). The researcher used IBM SPSS Statistics 25 to analyze the data. Findings showed that several factors influence the students' online learning process, namely, ease of access, usefulness, communication and interaction, ease of use, and satisfaction. Most students are classified into the “high” classification of perception with a total mean score of 3.87. It indicates that most students gave positive responses toward using Google Classroom in learning English. The students agreed that Google Classroom is suitable to use continuously in learning English because it is helpful and useful application, easy to use, have many interesting features and satisfied to learning English. This research implies that Google Classroom can be considered as one of the alternative learning platforms that can be used by schools during pandemic situations and other emergency situations to learn English.
INVESTIGATING UNIVERSITY STUDENTS’ ABILITY IN PARAPHRASING PARAGRAPHS Relia, Cindy Hannissya; Daud, Afrianto; Delfi, Syofia
International Journal of Educational Best Practices Vol. 5 No. 1 (2021)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.5.1.79-94

Abstract

This research examined university students’ ability in paraphrasing paragraphs. This descriptive quantitative research took students of the English Education Department of Universitas Riau as samples using cluster random sampling technique. The selected sample was a Class of the English Study Program, Universitas Riau, which consists of 34 students. The data were collected by administering an online test of paraphrasing paragraphs through Google Form.  The collected data were analyzed by three raters and the results were calculated and classified by using adaptation guide rubric from Brown (2004). Three aspects of paraphrasing were assessed and analyzed: contents of information, choice of words and writing convention. This study found that the ability of the Students of English Study Program in paraphrasing paragraphs was an unacceptable level, with total points; 11.21 for Content Information aspect, 9.52 for Choice of Words aspect, and 9.75 for Writing Conventions aspect. In order to answer the research question on how bad the ability is, the only clear answer is that all facts that are found within the research are only referring to the ‘crisis’ of paraphrasing ability shown by the university students themselves. This finding showed that the university students’ ability in paraphrasing paragraphs is low, due to the facts that; First, they get a low-level score in all aspects of paraphrasing. Second, they still make many fatal mistakes in every aspect of paraphrasing like; skipping important details in paraphrasing that may lead to misinformation, misusing the vocabulary and diction in creating the words in paraphrasing, and severe problems in the grammar, punctuation, and spelling (writing conventions). Moreover, choice of words seems to be the most difficult aspect for the students since it had the lowest score than other aspects in paraphrasing. This research suggests that English students should be exposed to more practices in their academic writing subject about paraphrasing skills.
Co-Authors ', Afrianto ', Erni ', M. Syarfi ', Marzuki ', Syafri K ', Syarfi Adriansyah, Heru Afrianto Daud Afrianto, Afrianto Alkhair, Nadia Amelia Indarni Annisa Gebrina Aradila Priando Arief Budiono Asmarani Fitri Bastian, Heri Bella Windiana Putri Dahnilsyah Dahnilsyah Dahnilsyah, Dahnilsyah Desri Maria Sumbayak Diah , Fangiana Safitri Dwitiya Febriyanti Dwitya Aprilia Eliwarti Eliwarti Eliwarti, Eliwarti Emi Cansisni Erdiyanti, Esti Purwaningsih Erni Erni Fakhri Ras Fangiana Safitri Diah, Fangiana Safitri Febrian, Nurma Fitri Indah Sari Fitriani Fitriani Fitrin Hasmy Hadriana Hadriana Hafiz Al Nazhari, Hafiz Hamidah Yamat Handika, Indo Hasanah, Annisa Hutabarat, Rosindah Ima Dayanti Jismulatif, Jismulatif Joni Iskandar, Joni Kensi Yutaro Zoebar, Ramadhani Khairinnahda, Fitra Khairumi, Nurul M. Fadhil muzakki M. Syarfi M. Syarfi ' M. Syarfi M. Syarfi M. Syarfi, M. Syarfi Mahdum Mailis Mailis Maria Syafrianti Masyhur ' Masyhur Masyhur Miranda Putri Novitri ' Novitri, Novitri Nur Hidayah Siregar Nur’ajilah, Raja Shabrina Nurmahenis Nurmahenis Nurmahenis, Nurmahenis Olifvia Monica Perangin-angin, G. Bernike Gustina Purba, Paska Rowarni Putri Khairunnisa Putri, Rizki Rienda Solehati Rahayu Ika Putri Rahma, Shafira Alifya Rahmatul Annisa Ramadhanti Badri Rahmi Saskia Putri Rahmi Vilia Gustin Relia, Cindy Hannissya Rizki Amalia Rumiri Aruan Safriyanti, Maria Safriyanti, Maria Sari, Rifqo Yuli SATRIYAS ILYAS Simanjuntak, Hari Saputra Sri Dewi Mulyani Suci Rahmini Sukriyah, Nazifah Rahma Supriusman Supriusman Syahcorina, Oscar Dela Syarfi Syarfi Syarfi, Syarfi Tesa Untari Triyana, Ade Verindha Octria, Verindha Widia Anggraini Wita Wirawati Wulida Aulya Yesi Meriance Hasugian Yulia Andini Yutaro Zoebar, Ramadhani Kensi