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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of English Language Studies E-Dimas: Jurnal Pengabdian kepada Masyarakat AL ISHLAH Jurnal Pendidikan TLEMC (Teaching and Learning English in Multicultural Contexts) JALL (Journal of Applied Linguistics and Literacy) Journal of Applied Linguistics (ALTICS) Jurnal Pengabdian kepada Masyarakat Studies in English Language and Education
Agis Andriani
Siliwangi University
Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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THE REFLECTION OF PRONUNCIATION TEACHING MATERIALS: AN OLD PARADIGM IN A NEW ERA Agis Andriani; Fuad Abdullah; Yuyus Saputra
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 1, No 2 (2017): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v1i2.391

Abstract

Ideally, pronunciation teaching materials should be developed based on the equal proportion of segmental and suprasegmental features and the employment of innovative pronunciation learning task types (e.g. awareness-raising tasks, rhyme and verse, ear training, etc.) (Goodwin, 2013). Unfortunately, such a reasonable breakthrough apparently has not responded by the effective use of pronunciation teaching materials. For these reasons, this study was aimed at exploring the pronunciation teaching materials in Pronunciation Practice module and course syllabus at a university in Tasikmalaya, Indonesia. The data were analyzed with Tergujeff’s data-driven classification (2010), namely phonetic training, reading aloud, listen and repeat, rhyme and verse, rules and instructions, awareness-raising activities, spelling and dictation and ear training. The findings revealed that the existing pronunciation teaching materials only accentuated on fostering the students’ segmental features. Besides, the traditional task types still dominated the tasks in such a module, such as phonetic training, reading aloud, listen and repeat and rules and instructions. This confirms that the creative and dynamic use of current pronunciation teaching materials enable the students not only to undergo accuracy-oriented exercises but also fluency-based activities.
Deciphering Tour Guides’ English Communicative Competence: Some Evidence from Indonesia Fuad Abdullah; Arini Nurul Hidayati; Agis Andriani; Soni Tantan Tandiana
Journal of English Language Studies Vol 7, No 1 (2022): Available Online in March 2022
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v7i1.14241

Abstract

Possessing a well-established English communicative competence (hereafter, ECC) is highly demanding since it can contribute to the production of fluent, accurate, and intelligible communication. Unfortunately, insufficient attention has been addressed to delve into Pangandaran tour guides' English communicative competence. This study aims to delineate the ECC of Pangandaran tour guides in Pangandaran, Indonesia. The data were collected through a focus group discussion consisting of six participants from miscellaneous institutions and were analyzed through Thematic Analysis (Braun and Clarke, 2006). The findings demonstrated that Pangandaran tour guides' ECC were outlined in five descriptions, namely (1) committing recursive grammatical errors while speaking in English, (2) designating insufficient spoken English vocabulary, (3) possessing vast and in-depth prior knowledge about Pangandaran, (4) diagnosing problems and proposing their various solutions and (5) showcasing visionary thoughts towards tourism destination development. Given these facts, ECC enables the tour guides to create sustainable job and business opportunities for themselves, the local people, and the government.Keywords: Communicative competence; English; Indonesian tourism; Pangandaran tour guides
An Indonesian Bilingual Child Development: Highlighting the Influential Factors and Strategies Agis Andriani; Rika Kartika; Nita Sari Narulita Dewi; Edy Suroso
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 2 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (584.428 KB) | DOI: 10.35445/alishlah.v14i2.1752

Abstract

Bilingual children are always interesting to be studied because they might have different uniqueness in experiencing their language development. Eleven years old Indonesian participant in this research experienced to have a special condition which makes her difficult to focus, but then, exposed to more than one language since she was a young age. Along with the proper parenting styles, this study gives empirical insight into the factors and strategies that contributed to maximising the children’s language development. Data were taken from observation of the video taken from the participant 3-4 years old until now, interviews with both the child and mother, and documentation showed that innate factors and strategies including watching and listening, imitating and repeating, storytelling and self-talking, doing minimal grasp strategy, code-switching and move-on strategies, and giving educational support and motivations are supported to the child to have the bilingual capacity in her communication. However, the milestone or stages of children’s bilingual development has not been investigated yet. Thus, to get a deeper understanding, future studies should investigate the milestone of children’s bilingual language development the findings can be extended to which could inform other researchers about what should be conducted next in the case that the longitudinal observation is needed. 
FROZEN FOOD OLAHAN SINGKONG: ALTERNATIF SOLUSI KETAHANAN PANGAN KELUARGA DI KAMPUNG ANAKA KOTA TASIKMALAYA Edy Suroso; Dedi Rudiana; Allicia Deana Santosa; Aquinaldo Sistanto Putra; Agis Andriani
J-ABDI: Jurnal Pengabdian kepada Masyarakat Vol. 1 No. 8: Januari 2022
Publisher : Bajang Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53625/jabdi.v1i8.977

Abstract

The Enforcement of Restrictions on Emergency Community Activities (PPKM ) implemented by the government in an effort to overcome the Covid-19 Pandemic has a direct impact on various orders of community life, especially causing a family food security crisis. This is also felt by most of the residents of Anaka Village, Urug Village, Kawalu District, Tasikmalaya City. Kawalu District is the area with the largest cassava production capacity in Tasikmalaya City. Kampung Anaka is one of the centers for cassava production. So far, cassava is only used by selling it directly as a commodity or some of it is consumed in the traditional way, namely steamed or fried. This community service program (PPM) aims to provide knowledge to housewives about entrepreneurship for family economic resilience through the frozen food business. In addition, workshops on making cassava chicken nuggets are also provided. The output of this PPM activity is the formation of a productive economic business group (KUEP) called "WARNA" (Wanoja Rancage Anaka), or Anaka Creative Woman, and also the "KASIMA" as the brand of Chicken Cassava Nugget Products
STUDENT’S IDENTITIES IN SCHOOL LITERACY MOVEMENT: TOWARD A DISCURSIVE PERSPECTIVE FOR LITERACY EDUCATION IN INDONESIA Deris Nurjamiliatul Afifah; Fuad Abdullah; Arini Nurul Hidayati; Agis Andriani
JALL (Journal of Applied Linguistics and Literacy) Vol 5, No 2 (2021)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v5i2.5620

Abstract

The School Literacy Movement (hereafter, SLM) has become a predominant investigative issue recently. This program supports students (e.g. secondary school students) to cultivate their literacies and enables them to invigorate their reading habits. However, empirical attempts accentuating types of the student’s identities represented in the School Literacy Movement remains under-explored. Thus, this study aimed at filling the void. The data were collected from a student’s reflective journals outlining her experiences amid participating in SLM. Technically, the data were analyzed discursively through Socio-Semantic Inventory Analysis (van Leuween, 1996). The findings designated that types of the student’s identities represented in School Literacy Movement encompass an observing student, an idealistic student, a self-restraint student, an active reader, a melancholic student, and a technology-oriented student. Pedagogically, this study suggests that SLM should not only be viewed as an auxiliary program fostering students’ literacies but also a bridge connecting students to possess learning awareness and autonomy in English language learning.   
Menulis sebagai Refleksi Pengembangan Diri dan Profesionalisme Guru Agis Andriani; Arini Nurul Hidayati; Fuad Abdullah; Dewi Rosmala; Yusup Supriyono
E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 13, No 4 (2022): E-DIMAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/e-dimas.v13i4.11961

Abstract

Pengembangan diri dan profesional dianggap vital di kalangan guru untuk mendukung peran mereka sebagai agen perubahan dalam lingkungan pendidikan. Namun, sedikit perhatian ditujukan pada masalah bagaimana guru membangun, memperkuat dan memelihara pengembangan diri dan profesional mereka, terutama di tingkat sekolah menengah di Indonesia. Oleh karena itu, program ini bertujuan untuk memfasilitasi guru dalam membangun, mengembangkan dan merefleksikan pengembangan diri dan profesional mereka melalui menulis. Program ini dilaksanakan di SMP dan SMA Terpadu Darulmutaalimin di Kota Tasikmalaya, Jawa Barat, Indonesia. Peserta program ini adalah 27 guru dari sekolah tersebut. Program ini dilaksanakan dalam sembilan pertemuan setiap minggunya dengan tema utama 'menulis sebagai cerminan pengembangan pribadi dan profesional guru'. Program ini mengadopsi Participatory Action Research (PAR) untuk membantu guru mengembangkan pengembangan diri dan profesional mereka melalui kegiatan menulis (Kemmis, et. al. 2014). Kegiatan program ini meliputi empat tahapan besar, yaitu perencanaan, pelaksanaan, observasi dan refleksi. Hasil pelatihan ini menunjukkan bahwa guru mampu mendorong pengembangan diri dan profesional mereka melalui menulis cerita. Selain itu, mereka menganggap bahwa menulis merupakan strategi yang efektif untuk merefleksikan pengalaman dan persepsi mereka. Juga, menulis membantu mereka mengomunikasikan apa yang tidak terucapkan. Selanjutnya, menulis memotivasi mereka untuk lebih produktif dalam kehidupan pribadi, akademik dan profesional mereka. Berdasarkan fakta ini, memberdayakan guru untuk memiliki pengetahuan dan praktik yang memadai dalam menulis cerita memungkinkan mereka untuk melakukan pengembangan diri dan profesional secara berkelanjutan, memperkuat kegiatan refleksi secara personal dan menjadi pendidik yang produktif.
TEACHER’S IMPLEMENTATION OF COMMUNICATIVE LANGUAGE TEACHING (CLT) IN TEACHING SPOKEN LANGUAGE AT SECONDARY SCHOOL Shofiah Nur Azizah; Yusup Supriyono; Agis Andriani
Journal of Applied Linguistics (ALTICS) Vol. 3 No. 1 (2021): ALTICS
Publisher : Universitas Perjuangan Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36423/altics.v3i1.1096

Abstract

Nowadays, English is regarded as a crucial language to master, particularly for communicative competence. One of many approaches to help learners to master English is Communicative Language Teaching (CLT). CLT has been recognized as the most common approach to promoting communicative competence. Moreover, it has been implemented by many English as a Foreign Language (EFL) countries involved in Indonesia. This study aims to determine the CLT implementation as performed by an EFL teacher in teaching spoken language at Secondary School. To achieve the aim, this study used a descriptive case study as a research design. The participant of the study was an EFL teacher who implements CLT in teaching spoken language. The data were collected through semi-structured interviews, classroom observation, and document analysis. The result of the data collection was analyzed by using Qualitative Data Analysis from Miles, Huberman, and Saldaña (2014). The findings revealed that the CLT implementation has been performed by an EFL teacher through three components. Those are seen from the teacher’s way of deciding the material, being a facilitator in the teaching-learning process, and applying teaching-learning strategies. This research indicates that the use of the CLT approach could facilitate learners to develop communicative competence skills. Keywords: Communicative Language Teaching (CLT), Spoken Language.
Fostering students’ Multimodal Communicative Competence through genre-based multimodal text analysis Fuad Abdullah; Arini Nurul Hidayati; Agis Andriani; Dea Silvani; Ruslan Ruslan; Soni T. Tandiana; Nina Lisnawati
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (508.677 KB) | DOI: 10.24815/siele.v9i2.23440

Abstract

The multiplicity of semiotic resources employed in communication, the rapid advancement of information, communication, and technology (ICT), and burgeoning interdisciplinary research into multimodality have led to a paradigmatic shift from a mono-modal to the multimodal perspective of communication. Conversely, actualising multimodal concepts in teaching and learning practises remains underexplored, notably in developing the students’ multimodal communicative competence (MCC). For this reason, this study endeavoured to probe genre-based multimodal text analysis in fostering the students’ MCC. Grounded on Action Research (AR), the present study facilitated students to cultivate their MCC through the activities of Genre-based multimodal text analysis (hereafter, GBMTA). Practically speaking, students performed the analysing practises in the course at an English Education Department of a state university in Tasikmalaya, West Java, Indonesia, namely Grammar in Multimodal Discourse (GiMD. Four Indonesian EFL students were recruited as the participants. The data were collected through semi-structured interviews and analysed with thematic analysis. The findings showed that the students could: (1) build their knowledge on multimodality, (2) engage with theoretical and practical learning activities, (3) assign analytical and reflective task-based learning activities, and (4) provide constructive feedback about their learning performances, and (5) raise awareness of the contributions of multimodality to prospective English teachers’ competences. The main implication of this study is the promotion of increased awareness of deploying multimodal aspects to English language teaching, learning, and investigative practises to attain optimum MCC.
Unwillingness to Communicate in Survival English Course: Evidence from Indonesian EFL Students Sri Mulyani; Fuad Abdullah; Ruslan Ruslan; Arini Nurul Hidayati; Agis Andriani; Soni Tantan Tandiana
Journal of English Language Studies Vol 8, No 1 (2023): Available Online in March 2023
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v8i1.17411

Abstract

Willingness to Communicate (WTC) has been extensively scrutinized over the last few decades. However, although there has been much research focusing on WTC, a few studies explored the students' unwillingness to communicate (UWTC) and its influential factors, notably in Indonesian higher education. Hence, the present study aims to delineate the students' UWTC and its influential factors while learning English speaking in the Survival English Course. Six English Education Department students of a state university in Tasikmalaya, West Java, Indonesia took part as investigative participants. Data was collected through semi-structured interviews and analyzed thematically. The findings revealed that students tended to indicate UTC while learning English speaking in the Survival English Course. In addition, the factors influencing their WTC encompassed students' less self-confidence, students' learning anxiety, demotivated to speak English, classroom atmosphere, unintelligible pronunciation, and uninteresting topics. Given these facts, understanding the students' UWTC and its influential factors enables the teacher to apply appropriate teaching methods, instructional media, and teaching materials coherently. By doing so, the students' UWTC can be mitigated and transformed to be WTC.
Exploring Flashcard as the Media in Teaching Vocabulary to EFL Young Learners Eka Rahma Widya; Agis Andriani; Fera Sulastri
Journal of Applied Linguistics (ALTICS) Vol. 3 No. 2 (2021): ALTICS
Publisher : Universitas Perjuangan Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36423/altics.v3i2.1254

Abstract

This study aims to find out how the teacher's experience in teaching flashcards in the Young Student Class. The participant is an English teacher, in elementary school. Data were collected through interviews. Data were analysed using thematic analysis (Braun & Clarke, 2006). The data shows that there is experience when teaching using flashcards, namely the impact of using flashcards in teaching and challenges or difficulties when teaching vocabulary using flashcards. The findings show that teaching vocabulary to young learners using flashcards helps teachers. Teaching vocabulary using flashcards is the right medium for young learners. It makes the teacher feel various feelings while doing it, and the participants feel happy and helped. This happened because at first young students were happy but also confused but in fact they became enjoy, happy, able to follow the lesson well, conducive, achieve learning goals and become interested in learning to use flashcards after getting used to it. So, in this study flashcards can help teachers to teach vocabulary to young learners. This study contributes that flashcards can help teachers when teaching, it can help teachers when teaching new vocabulary to students.
Co-Authors Allicia Deana Santosa Angelica Monalisa Aquinaldo Sistanto Putra Arini Nurul Hidayati Dea Silvani Dedi Rudiana Deris Nurjamiliatul Afifah Dewi Rosmala Edy Suroso Edy Suroso Eka Rahma Widya Fera Sulastri Fuad Abdullah Fuad Abdullah Murdhi Fida Alfaaz Nina Lisnawati Nita Sari Narulita Dewi Rika Kartika Riska Azizah Hendriani Ruslan Ruslan Shofiah Nur Azizah Soni T. Tandiana Soni Tantan Tandiana Sri Mulyani Yusup Supriyono Yuyus Saputra