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All Journal MAKNA: Jurnal Kajian Komunikasi, Bahasa dan Budaya Diglossia Educate UICELL Conference Proceeding Education and Human Development Journal Mahakarya: Students' Journal of Cultural Sciences Education, Language, and Culture Journal Journal of Research in Foreign Language Teaching
Adi Yusuf
Universitas Pesantren Tinggi Darul Ulum
Religion Aerospace Engineering Humanities Decision Sciences, Operations Research & Management Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Journal : Journal of Research in Foreign Language Teaching

 1 
Teacher’s Corrective Feedback in Students’ Narrative Writing: A Case of an EFL Teacher in MAN Tambak Beras Jombang Baiq Ayu Ida Khalida; Adi Yusuf
Journal of Research in Foreign Language Teaching (JRFLT) Vol. 1 No. 1 (2018)
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang (Unipdu)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jrflt.v1i1.1147

Abstract

This study analysed the teachers’ feedback on students’ writing Narrative text. The purposes of the study were to identify types of error corrective feedback used by the teacher in correcting students’ narrative text and to find the teacher’s reasons for using the types of corfrective feedback. This study applied descriptive qualitative approach. More specifically this study used document analysis and interview to collect the data. The documents analysed in this study was teacher's corrective feedback on students' works.  It is found that there were three types of Corrective Feedback used by the teacher based on the theory proposed by Ellis (2008) ‘A Typology of Written Corrective Feedback’. They were Direct Corrective Feedback, Indirect Corrective Feedback, and Focused Corrective Feedback. Besides, the teacher gave additional comment at the end of students’ text. Interestingly, this study also identified that the teacher left the students’ errors (Uncorrected Errors) as they were without any feedback. The reason for using Direct Corective Feedback was she wanted to help students understand their errors easily because they would not correct their errors without teacher’s guidance. She conducted Indirect Corrective Feedback because of a limited time to do the correction. Next, Focused Corrective Feedback was conducted to meet learning objectives and students would get the highest score if they were able to write good title, the generic structure, and the proper language features. Then, additional comment was done to build good relationship with the students. Finally, Uncorrected errors was conducted since the teacher did not have enough time  to correct all errors and most of the students’ errors were typical.
MODIFYING ZIP-ZAP GAME TO LEFORI (LEFT OR RIGHT) GAME FOR TEACHING WRITING IN DESCRIPTIVE TEXT Dwi Fitrya Ningsih; Adi Yusuf
Journal of Research in Foreign Language Teaching (JRFLT) Vol. 2 No. 2 (2021)
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang (Unipdu)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jrflt.v2i2.2681

Abstract

In learning writing a descriptive text, the students should be able to imagine the object then describe it into a sentence. However, they often face difficulties during writing process. They frequently do not know what they are going to write or how to start writing it. In this case, the teacher needs a supporting learning media to make the teaching learning process done more effectively. This research was proposed to modify a game as a medium for the teacher to teach a descriptive text. LEFORI game was a modified game from a Zip-zap game. This game was used by the teacher to help the students in learning writing descriptive text. The game was modified based on the students’ need. The design of this research was Design Based Research as proposed by Akker, et al. (2013). To collect the data, this research used an interview and questionnaire. In addition, the assessment of the game was done by giving questionnaire to get judgment from the teacher. The result showed that LEFORI game was very good and appropriate for overcoming students’ problem in learning writing of descriptive text.
ERRORS ON COHESIVE DEVICES MADE BY SENIOR HIGH SCHOOL IN WRITING NARRATIVE TEX Lila Aprillia Sugiarto; Adi Yusuf
Journal of Research in Foreign Language Teaching (JRFLT) Vol. 2 No. 1 (2021): April
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang (Unipdu)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jrflt.v2i1.3221

Abstract

One of important aspects that needs to be considered to make good writing is ‘cohesive device’. It is used to connect the parts of a text. This study is focused on analyzing errors on cohesive devices that are made by senior high school students in writing narrative text. The design of this study was qualitative. It was found that the students made 3 types of errors in using cohesive devices: transitions, pronoun references, and repetition of key nouns consisting of 8 errors of transitions, 4 errors of pronoun, and 6 errors of repetition. Considering the findings, it is expected that teachers formulate a new strategy or ways of corrective feedback to improve students’ writing.
MODIFYING DICE BOARD GAME FOR TEACHING SPEAKING Hidayaturrohmaniyah Hidayaturrohmaniyah; Adi Yusuf
Journal of Research in Foreign Language Teaching (JRFLT) Vol. 3 No. 1 (2022)
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang (Unipdu)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jrflt.v3i1.3226

Abstract

Dice Board Game is a type of modified board game that aims to encourage students to have interactive communication while learning through games. It is suggested that teaching materials should meet the needs of students. However, the suitability of teaching materials is often not considered. Therefore, it is necessary to design a media that can provide more opportunities for students to build their interactions as they need to acquire speaking skills. The design of this study is based on design-based research as proposed by Akker et al. In this study, in-depth interviews with teachers were conducted to find out the needs of students. In addition, observations were made on the syllabus and materials for media development. In addition, media implementation and interviews with English teachers were observed to assess the implementation and quality of the Dice Board Game. The results showed that the Dice Board Game media could motivate students to speak more. In addition, it was found that the activity met the practicality of speaking learning.
Researching L2 Motivation and Identity in the Indonesian Islamic School Context: an Insight into Research Opportunities Achmad Farid; Adi Yusuf
Journal of Research in Foreign Language Teaching (JRFLT) Vol. 3 No. 1 (2022)
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang (Unipdu)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jrflt.v3i1.3227

Abstract

Motivation is one of the most important factors affecting foreign language learning. Some studies suggest that motivation has a robust impact on foreign language learning outcomes regardless of learners’ language talent (Wigfield & Wentzel, 2007; Rehman & Haider, 2013; Islam et al., 2013). This is why motivation becomes the most ‘complex and challenging’ problem faced by teachers (Scheidecker and Freeman, 1999). Motivation can shape learners’ attitude, objective (Maehr & Meyer, 1997), increase learners’ learning effort (Pintrich, et al., 1993), and improve learners’ achievement. However, motivation becomes a more intricate issue in the context of pesantren school in Indonesia (Farid and Lamb, 2020). That is because pesantren consists of learners from various socio-economic backgrounds. While pesantren students’ main aim is to learn religious knowledge, some of them perceive learning English irrelevant to their future. Based on contemporary theories on L2 motivation and identity and utilising the authors’ years of experience as they work as English instructors in the pesantren environment, this paper attempts to shed light on possible topics that can be explored by future L2 motivation researchers in Indonesia, especially in the pesantren context.
Co-Authors Achmad Farid Achmad Farid Ana Ainurrohmah Baiq Ayu Ida Khalida Binti Qani’ah Dwi Fitrya Ningsih Feni Agustin Hidayaturrohmaniyah Hidayaturrohmaniyah Lila Aprillia Sugiarto Paramita, Yuli Qani’ah, Binti Wim Banu Ukhrowi