Articles
<![CDATA[AN INVESTIGATION OF UNDERGRADUATE SUDENTS’ FILLER TYPE IN ACADEMIC SPEAKING PRESENTATION ]]>
<![CDATA[Dahlia]]>;
<![CDATA[Nasori Efendi]]>;
<![CDATA[Natalia Anggrarini]]>
<![CDATA[ National Conference on Language, Education, and Technology Proceeding Vol. 3 No. 1 (2023): December 2023 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Muhammadiyah Cirebon ]]>
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DOI: 10.32534/nacolet.v3i1.5007
<![CDATA[This study aims to investigate the types of fillers used by students during academic speakingpresentations. This qualitative descriptive study used a case study research design to twenty-onestudents of Fourth Semester from English Education Department Wiralodra University whopresented journal topics in academic speaking courses. The instruments used in this study wereobservation and interviews. The data shows that the filler used by students is 7 Lexicalized Fillers(well, and then, like, you know, I think, so and ok) 3 Unlexicalized Fillers (uhh, uhm, and a).Lexicalized fillers are more often used by students during academic speaking presentations,appearing 152 times or 39.07% in 3 unlexicalized fillers, while unlexicalized fillers appear 237 timesor 60.93%. Observations are used to find out what types of filler often appear during studentpresentations. From the students' observations, it is found that many participants used fillers duringpauses and thought of the next word to say, so that fillers could appear. In addition, the researcherfound that the participants often used blank pauses in the middle of the presentation because theydiverted the meaning from the presentation. This study suggested the investigation of the fillerfunction in academic speaking presentation for further research.]]>
<![CDATA[ACTIVITIES IN TEACHING ENGLISH VOCABULARY FOR YOUNG LEARNERS IN FIVE KINDERGARTENS IN INDRAMAYU ]]>
<![CDATA[Natalia Anggrarini]]>
<![CDATA[ EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 2 No. 2 (2018): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.32520/eji.v2i2.235
<![CDATA[Childhood Education essentially aims at providing stimulation in all aspects of child development especially in language development. This study is attempted to investigate activities in teaching English vocabulary to young learners. To provide good education in early childhood the teacher has to understand their characteristics and know their needs according to their developmental level. In accordance with the world of early childhood, children learn through play (learning through play) and interesting learning process for them (playing is learning).Thus, the teacher needs to provide activities that meet the students needs and present them in a proper way. This study describes the activities done by teachers in five kindergartens in Indramayu. The participants in this study were five teachers in those five kindergartens. The findings showed that the teachers in five kindergartens in Indramayu taught vocabulary by presenting some activities such as; listen and do, listen and repeat, modeling and demonstration, singing song, look and say, listen and identify, and question and answer. In Grade A the dominant activity was Listen and Repeat with frequency 40% in one semester while in Grade B, Look and say was the dominant activity with frequency 30,76% in one semester. Those activities are done based on the consideration that the activities done in Grade A were emphasized on their level of development such as imitating. While children in Grade B were more developed, the activities were emphasized on recognizing word and learn to pronounce it clearly.]]>
<![CDATA[THE COMMUNICATION FUNCTION COVERED IN GAN KIM YONG’S SPEECH ON RESPONSE TO CORONA VIRUS ]]>
<![CDATA[Natalia Anggrarini]]>;
<![CDATA[Deuis Dian Rosdiana]]>
<![CDATA[ EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 4 No. 2 (2020): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.32520/eji.v4i2.1098
<![CDATA[This research deals with how the language used in communication, especially in the form of speech. It addresses to describe the criteria and categories within utterances as well as the communication function of speech. The speech acts theory used in this research is from Searle (1976). The data source of research is an English speech text addressed by Singapore Health Minister Gan Kim Yong delivered in parliament on the government's response to the coronavirus on February 3rd 2020. This research finds the representatives with 199 utterances (73%) as the most common speech acts which are followed by the other categories; directives in 21 utterances (13%), commissives in 19 utterances (12%) and expressive in 4 utterances (2%). The analysis finds the speaker has the intention to provide sufficient information about the 2019 novel coronavirus based on the preponderance of representatives which are indicated by the use of claiming, stating, reporting, asserting, and defining utterances that provide evidence about the real circumstances happened such as data, reasons, rationale, and explanation. Thus, the belief of speaker within utterances guides the listeners for being aware of the current conditions relates to the coronavirus.]]>
<![CDATA[INVESTIGATING THE FACTORS AFFECTING STUDENTS’ PROBLEMS IN SPEAKING PERFORMANCE (A CASE STUDY IN ENGLISH EDUCATION DEPARTMENT OF WIRALODRA UNIVERSITY) ]]>
<![CDATA[Natalia Anggrarini]]>;
<![CDATA[Atikah Wati]]>;
<![CDATA[Nurfatma Devi]]>;
<![CDATA[Suwardi]]>
<![CDATA[ EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 6 No. 2 (2022): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.32520/eji.v6i2.1882
<![CDATA[Speaking is considered the most challenging skill in language learning, especially in an academic speaking context. It is uncommon for the students to find the problems and need more effort to have a good speaking performance. Therefore, this research aimed to investigate the factors affecting students’ problems in speaking performance. This research investigates performance conditions and affective factors mentioned by Tuan & Mai (2015). This research was attended by 20 students of the 4th semester in the English Education Department of Wiralodra University. The instrument of this research used a questionnaire and interview. Twenty students participated in the questionnaire, and six out of twenty students participated in the interview. The data was analyzed by using dichotomous questions analysis. The results revealed that performance conditions and affective factors affect the students’ problems in speaking performance. The results indicate that planning was the major frequency in performance conditions, followed by support, the standard of performance, and time pressure. At the same time, self-confidence and anxiety became the major categories of affective factors and were followed by the motivation category. The writer suggests further research to investigate another factor affecting students’ problems in speaking performance with different focuses in terms of participants' scale, students’ level, and kind of speaking performance.]]>
<![CDATA[EXAMINING THE EFFECTIVENESS OF CLUSTERING TECHNIQUE IN TEACHING WRITING RECOUNT TEXT ]]>
<![CDATA[Natalia Anggrarini]]>;
<![CDATA[Intan Ali Indah]]>;
<![CDATA[Kardi Nurhadi]]>
<![CDATA[ EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 7 No. 1 (2023): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan ]]>
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DOI: 10.32520/eji.v7i1.2295
<![CDATA[Writing is the skill of conveying ideas in written form that can be understood, and the meaning of writing can be conveyed. However, writing is also difficult to master and learn at all levels, as it requires a lot of thought to generate ideas and produce words and sentences. Therefore, researchers use this clustering technique as a learning method before writing activities to design ideas that support the writing of their texts. The main objective of this study was to determine the effectiveness of the clustering technique in teaching writing recount text. The researcher used quantitative research and pre-experimental research as the research design. This research was conducted in class X-1 MIPA at SMAN 2 Indramayu. For the data collection, the researcher used cluster sampling. From the results, it was found that the results of the students' pre-test scores obtained a total score of 2050, and the students' post-test scores obtained a total score of 2750 with a gain score of 700. This means that there is an increase in the quality of students. . The results of the statistical hypothesis showed a value of up to 834 and a critical value of 1.69. Compared with the to and tcritic calculations, it shows that the value of to > tc or 8.34 > 1.69, then rejects H0. So, because H0 is rejected, the clustering technique is effective to achieve the target of increasing the effectiveness of learning to write recount text. This research implies that teaching writing must use certain techniques/methods/strategies and pay attention to the aspects of the criteria used so that students can develop ideas and produce better writings. The researchers suggest the teachers to use various creative techniques/methods/strategies that can help the students get new ideas in learning to write English, especially in recount text.]]>
<![CDATA[Coordinating conjunction in students’ recount text: A sentence construction analysis ]]>
<![CDATA[Natalia Anggrarini]]>;
<![CDATA[Indra Yoga Prawiro]]>;
<![CDATA[Melawati Melawati]]>
<![CDATA[ Concept : Community Concern for English Pedagogy and Teaching Vol. 9 No. 2 (2023): December 2023 ]]>
Publisher : <![CDATA[English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon ]]>
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DOI: 10.32534/jconcept.v9i2.4973
<![CDATA[This study sought to examine student errors in employing a coordinating conjunction to produce recall text. This study found all errors in 36 recount texts written by senior high school students in Indramayu (district in West Java) using Halliday and Hasan's Taxonomy (1976) and Ong's framework (2011) about the errors in using conjunction: misuse, unnecessary addition, omission, and repetition of conjunction. The results describe the condition of the students: they overgeneralized the use of coordinating; they also lacked understanding in terms of sentence construction due to limited knowledge of particular conjunctions and the function of coordinating conjunctions, which led to the incomplete application of rules in sentences. A comprehensive explanation of conjunction is needed when teaching writing to students. The students should clearly understand each function of conjunction to produce a meaningful text. Some limitations are provided along with suggested directions for future research to get a deeper and wider perspective in a similar context. Keywords: Recount text; conjunction; error analysis; sentence construction]]>
<![CDATA["Fun English" sebagai Kegiatan dalam Pengajaran Bahasa Inggris untuk Anak Sekolah Dasar di Indramayu ]]>
<![CDATA[Larasaty, Gina]]>;
<![CDATA[Anggrarini, Natalia]]>;
<![CDATA[Efendi, Nasori]]>
<![CDATA[ Room of Civil Society Development Vol. 1 No. 4 (2022): Room of Civil Society Development ]]>
Publisher : <![CDATA[Lembaga Riset dan Inovasi Masyarakat Madani ]]>
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DOI: 10.59110/rcsd.35
<![CDATA[Saat ini, penguasaan bahasa Inggris adalah suatu keharusan. Globalisasi dalam segala aspek kehidupan menuntut penguasaan bahasa Inggris sebagai landasan dalam pendidikan. Untuk membangun fondasi penguasaan bahasa Inggris yang baik, pembelajaran dini dianggap sebagai pilihan terbaik. Pembelajaran dini akan membantu siswa untuk mendapatkan pemahaman yang kuat tentang bahasa Inggris. Namun, di Indonesia, pembelajaran bahasa Inggris tidak disarankan untuk diperkenalkan pada tahap awal pendidikan. Dengan kebijakan ini, siswa kurang mendapatkan paparan bahasa Inggris dalam proses pembelajaran awal mereka, dalam hal ini di taman kanak-kanak dan sekolah dasar. Menyikapi situasi tersebut, mahasiswa Jurusan Pendidikan Bahasa Inggris Universitas Wiralodra menggagas kegiatan Fun Learning sebagai salah satu kegiatan pengabdian kepada masyarakat. Kegiatan ini bertujuan untuk memberikan para pelajar muda dalam hal ini siswa SD untuk mendapatkan pengalaman dan meningkatkan motivasi mereka untuk belajar bahasa Inggris dengan cara yang menyenangkan. Kegiatan ini dilakukan kepada siswa SD kelas 1 sampai 6 di SDN 1 Tegalurung. Artikel ini melaporkan bahwa para siswa termotivasi dan tertarik untuk belajar bahasa Inggris. Kosakata bahasa Inggris mereka juga meningkat setelah kegiatan ini dilakukan. Para siswa sangat antusias belajar bahasa Inggris dan berharap agar dapat lebih aktif dalam belajar bahasa Inggris. Pihak sekolah SDN 1 Tegalurung juga mengharapkan kegiatan ini terjadwal secara rutin. Mereka mengharapkan Jurusan Pendidikan Bahasa Inggris Universitas Wiralodra melakukan kegiatan rutin di sekolah tersebut. Artikel ini menyiratkan perlunya Pembelajaran Bahasa Inggris di Sekolah Dasar sebagai kegiatan wajib karena pentingnya dalam pendidikan siswa.]]>
<![CDATA[Keefektifan Kegiatan “Fun English” dalam Meningkatkan Kosakata Siswa Sekolah Dasar di Indramayu ]]>
<![CDATA[Anggrarini, Natalia]]>;
<![CDATA[Wati, Atikah]]>;
<![CDATA[Larasaty, Gina]]>;
<![CDATA[Yoga Prawiro, Indra]]>;
<![CDATA[Wulandari, Hana]]>
<![CDATA[ Room of Civil Society Development Vol. 2 No. 5 (2023): Room of Civil Society Development ]]>
Publisher : <![CDATA[Lembaga Riset dan Inovasi Masyarakat Madani ]]>
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DOI: 10.59110/rcsd.214
<![CDATA[Kegiatan pengabdian masyarakat ini bertujuan untuk menerapkan Aktivitas Bahasa Inggris Menyenangkan sebagai metode pengajaran kosakata kepada anak-anak. Dalam penelitian ini, para peneliti menerapkan metode pembelajaran Bahasa Inggris Menyenangkan untuk mengajarkan kosakata kepada anak-anak. Metode yang digunakan dalam penelitian ini bersifat kuantitatif dengan desain pra-eksperimental. Kegiatan ini dilaksanakan di SDN Singaraja 2 pada kelas 4 dan 5 dengan melibatkan total 31 peserta siswa. Teknik pengumpulan data dilakukan dengan menggunakan teknik kelompok desain. Sebelum dilaksanakan pengajaran, siswa diberikan pre-test, kemudian mereka diberi perlakuan berupa aktivitas seperti lagu, kartu kosakata, dan permainan. Selanjutnya, mereka diberikan post-test setelah pembelajaran selesai dilakukan. Data yang terkumpul kemudian dianalisis menggunakan SPSS untuk menilai efektivitas intervensi tersebut. Analisis statistik menunjukkan bahwa nilai n-Gain adalah 0,4 dengan tingkat signifikansi 0,000 <0,05, sehingga dapat disimpulkan bahwa Aktivitas Bahasa Inggris Menyenangkan secara efektif meningkatkan kosakata siswa.]]>
<![CDATA[Upaya Peningkatan Kemampuan Bahasa Inggris Siswa SD di Desa Kedokanbunder Melalui Penggunaan Media Pembelajaran Visual ]]>
<![CDATA[Anggrarini, Natalia]]>;
<![CDATA[Wati, Atikah]]>;
<![CDATA[Lorentza, Lisa Paramitha]]>
<![CDATA[ Abdi Wiralodra : Jurnal Pengabdian Kepada Masyarakat Vol. 6 No. 1 (2024): Abdi Wiralodra ]]>
Publisher : <![CDATA[universitas wiralodra ]]>
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DOI: 10.31943/abdi.v6i1.149
<![CDATA[Desa Kedokanbunder merupakan salah satu di Indramayu yang memiliki beragam potensi yang perlu dioptimalkan agar memberikan dampak positif baik bagi lingkungan maupun masyarakat, salah satunya yaitu di sektor pendidikan. Berdasarkan hasil observasi, sekolah dasar di Desa Kedokanbunder memiliki siswa yang banyak. Rata-rata jumlah siswa tiap kelas di sekolah dasar yang ada di Desa Kedokanbunder berjumlah lebih dari 30 siswa. Akan tetapi, ditemukan juga bahwa masyarakat Desa Kedokanbunder kurang memperhatikan pendidikan anak mereka serta tidak adanya dukungan pada anak untuk belajar di rumah. Sehingga satu-satunya tempat untuk memperoleh ilmu adalah sekolah. Tujuan pengabdian ini adalah meningkatkan kemampuan siswa sekolah dasar dalam berbahasa Inggris agar mutu dan kualitas siswa di desa ini juga meningkat. Program ini melibatkan siswa kelas 3 SDN 1 Kedokanbunder sebagai peserta. Metode yang digunakan adalah pelatihan melalui media visual yang dapat menarik siswa untuk fokus selama pembelajaran. Pengumpulan data dilakukan dengan mengadakan observasi, pre-test, post-test, dan wawancara singkat. Hasil dari pengabdian ini yaitu kemampuan Bahasa Inggris siswa kelas 3 SDN 1 Kedokanbunder mengalami peningkatan yang dibuktikan oleh adanya peningkatan hasil belajar Bahasa Inggris.]]>
<![CDATA[Undergraduate Students’ Morphological Awareness and Difficulties in EFL Class ]]>
<![CDATA[Yulianawati, Ida]]>;
<![CDATA[Yoga Prawiro, Indra]]>;
<![CDATA[Anggrarini, Natalia]]>
<![CDATA[ ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 7 No. 1 May (2023): ENGLISH FRANCA : Academic Journal of English Language and Education provide ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Curup ]]>
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DOI: 10.29240/ef.v7i1.5785
<![CDATA[Students' vocabulary knowledge is related to their morphological awareness, which plays an essential role in word comprehension and vocabulary development. This case study is aimed at describing undergraduate students’ morphological awareness and difficulties in morpheme identification and word relationship. This study employed the MAT test in two analytical tests. The Morpheme Identification Test is used to measure how well first-year college students can analyze and break down complicated words into their smaller meanings. Meanwhile, the Word Relation Test is administered to measure undergraduate students’ awareness of relations among base or root words and their inflected or derived forms. An interview was used to support the results of the tests. The result showed that the students performed better in breaking down inflected forms than those in derived forms. As in the Word Relation Test, it was discovered that the students had done better in identifying morphologically related word pairs. There were three types of difficulties in the morpheme identification test. The first was in breaking down complex words into smaller morphemes; the second was in stating the meaning of each smaller morpheme, especially affixes; and the third was in categorizing the complex words into inflected or derived forms.]]>
