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All Journal Journal on English as a Foreign Language (JEFL) Journal of English and Education JELLT (Journal of English Language and Language Teaching) Langkawi: Journal of The Association for Arabic and English International Journal of Language Teaching and Education JELL (Journal of English Language Learning) Wiralodra English Journal (WEJ) EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Academic Journal Perspective : Education, Language, and Literature Research and Innovation in Language Learning CONCEPT English Didactic Studies in English Language and Education EDUCATIONE: Journal of Education Research and Review EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics REGISTER JOURNAL

Kardi Nurhadi

Universitas Wiralodra, Indonesia

Author-ID : 2592678

Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 21 Documents Claim Missing Document

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Articles

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The Appraisal Analysis of National Exam Issues: A Discourse Analysis Nurhadi, Kardi
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 5, No 1 (2017)
Publisher : Universitas Swadaya Gunung Jati

Appraisal is a system of interpersonal meanings. Martin and Rose (2003:22) explain that the term of appraisal for negotiating our social relationship, by telling our listeners or readers how we feel about things and people (in a word, what our attitudes are). This article tries to analyse the appraisal meaning from the news article. The appraisal analysis using discourse analysis based on Martin and Rose work. Then, the analysis focus on how texts are produced as social practice and how texts represent as an ideology (power struggle). The text is taken from news article from The Jakarta Post. The issues took about national examination issues. The result of analysis show that, the writer found three basic of appraisal meaning namely attitude, amplification and source of the text. The attitude is divided into three parts namely affect (feelings), judgement (character) and appreciation (value). In national exams issues many people give their feeling, judgement and appreciation. By knowing the appraisal analysis we will know how texts are produced as social practice. Also, the national exam issues have an ideology (power struggle). The ideology consist of two parts namely perspective and bias. Perspective refers to how do the people give their opinion, while bias means how do the texts affect the people. Keywords : Appraisal, interpersonal meaning, social practice, ideology, perspective, bias

THE LOW MOTIVATED FACTORS IN EXTENSIVE READING ACHIEVEMENT Nurhadi, Kardi; Larasaty, Gina
Research And Innovation In Language Learning (RILL) Vol 1, No 3 (2018)
Publisher : Lembaga Penelitian Universitas Swadaya Gunung Djati Cirebon, Indonesia

The purpose of this study is to explain what are low motivated factors in extensive reading achievement. It is based on the problems that some students had a low motivation in extensive reading, and they had a problem with their motivation. The bad effect of that problems the students are lazy to read in or out of the classroom. To achieve the purpose of study, the writer used case study with the design descriptive case study. The research participants took from the students from the second semester who took the extensive reading class at English Department University of Wiralodra Indramayu. To get the data, the writer used questionnaire, observation and interview. The findings showed that there was an equal percentage 21 % who said that reading ability and attitudes toward reading as the factors made them low motivated in extensive reading. In line the findings, Day and Bamford (1998: 29) revealed that low level reading abilities would normally lower expectations of success and thus lower motivation to read. And then,26 % of students said that sociocultural environment made them low motivate in extensive reading. The last, the highest percentage was 32 % who said that materials made the students low motivated in extensive reading. Regarding the research findings, the lecturer should create an interesting and meaningful materials to increase students motivation and achievement in extensive reading.

DEVELOPING STUDENTS' READING COMPREHENSION BY USING LITERATURE CIRCLE Nurhadi, Kardi
Wiralodra English Journal Vol 1 No 1 (2017): Wiralodra English Journal
Publisher : Universitas Wiralodra

The objective of the research is to develop students?extensive reading by using Literature Circle. According to Daniels (2002) literature circle is an activity in which members meet to discuss and respond to a book that they are all reading. The writer used classroom action research as the research method. The steps of action research consist of planning, acting, observing and evaluating. The research participants took from the eleventh grade students of MAN Indramayu. Based on the learning activities from the first to second cycle, it showed there was an improvement of students extensive reading; it can be seen by the students progress of activity from the first to the second cycle, also the students showed a positive respond to the literature circle. From this research finding, it showed that story Literature Circle could develop the students? extensive reading.

A GENRE ANALYSIS OF STUDENTSâ€™ WRITING HORTATORY EXPOSITION TEXT AT ELEVENTH GRADE OF SENIOR HIGH SCHOOL nurhadi, kardi; Rahmat Hidayat, Tubagus Ade; Rahmat Hidayat, Tubagus Ade
Wiralodra English Journal Vol 3 No 1 (2019): Wiralodra English Journal
Publisher : Universitas Wiralodra

The objective of this study is to know how the students? write hortatory exposition text on using generic structure and language features at eleventh grade of senior high school in Indramayu. This study utilized descriptive qualitative research using genre analysis by Hyland (2004) as research design. The data were obtained by collecting writing assignment. The writer took 20 students of XI-6 MIPA of SMAN 2 Indramayu as the participant. The texts were analyzed in term of generic structure and language features in students? writing hortatory exposition which were undertaken by Gerot and Wignell (1994). The result showed that the students still got difficulty in writing generic structure. The students did not write generic structure completely as suggested. Mostly, they did not write recommendation in their hortatory exposition. Meanwhile, in language features, mostly did not complete their sentence by putting mental and material process. Therefore, it can be concluded that the students do not understand to write hortatory exposition in good generic structure and language features. The teacher should teach hortatory exposition by explaining and guide them carefully especially for composing recommendation for generic structure and mental process as well as material process for language features. Hence, both of them are crucial to write and organize the text. Hopefully, the students could improve their macro skills in writing.  

EXPLORING UNDERGRADUATE STUDENTS’ PERCEPTION OF THE BENEFITS AND DRAWBACKS IN DISTANCE LEARNING DUE TO COVID-19 PANDEMIC Atikah Wati; Kardi Nurhadi; Rezky Nugraha Tsani
JELLT (Journal of English Language and Language Teaching) Vol 5 No 2 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v5i2.11418

This present research focused on exploring undergraduate students’ perception of distance learning in terms of experiences, benefits, and drawbacks (time management, cost, technical difficulties). It was grounded in a qualitative approach with a phenomenological case study design. Three undergraduate students of the 9th semester from the English Education Department in Wiralodra University were recruited to participate in this research. The data were derived from the three-interview series framework that consists of fifteen questions. The interview data were qualitatively analyzed by using inductive phenomenological reduction based on Seidman (2013). This research revealed that undergraduate experience varies, from the struggle with the connection to the limited communication between lecturer-students or student-students. Distance learning also impacts their feeling on how they mean distance learning, which makes the students mostly lazier as the communication is also limited and the policy is none to them who are not attending the class. It is also showed benefits and drawbacks where it is more flexible but unstable. The cost comes to be cheaper, but they still pay the tuition fee even though they did not use the campus facility, and the main technical difficulties lie in which device and apps they used at that moment. Keywords: perception, distance learning, benefits, drawbacks.

Adopting Literature Circle to Guide Work Undergraduate Students in Extensive Reading Program: Lessons Learned from Initial Teacher Education Natalia Anggrarini; Kardi Nurhadi
JELLT (Journal of English Language and Language Teaching) Vol 6 No 1 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v6i1.12036

Albeit many works provide insight into EFL's extensive reading programs, relatively few studies investigate adopting literature circles in the extensive program. To fill this void, this phenomenological case study reports on the adoption of literature circle as the instructional procedure in an extensive program in Indonesian teacher education. Thirty-one undergraduate students in the cohort, four students, were recruited as participants voluntarily. Data are derived from classroom observation, focus group discussion, and interviews. Findings revealed that the literature circle enables students to engage in online discussion actively. Pedagogically, this study implied that the literature circle could be adopted as instructional scaffolding in an extensive reading program situated in an EFL classroom. This study implies the teacher educator to provide fruitful feedback to motivate students after discussing it. Practically, undergraduate students are encouraged to practice navigating skills in exploring a wide range of texts for extensive practice in EFL text.

The Emotional Geography of A Female EFL Pre-service Teacher in Teaching Practicum: Voice from Initial Teacher Education Misdi Misdi; Desy Rachmawaty; Nurani Hartini; Kardi Nurhadi; Hendriwanto Hendriwanto
Langkawi: Journal of The Association for Arabic and English Vol 7, No 1 (2021)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v7i1.2321

Despite a surge of research interest in pre-service teachers' experiences in teaching practicum over the past years, scant attention has been paid to exploring pre-service teachers' emotional aspects in teaching practicum. This study seeks to fill this gap by investigating the emotional experiences, in particular the emotional geography of a female pre-service teacher who has just completed her teaching practicum situated in Indonesian teacher education, by adopting a narrative inquiry. The data were derived from interviews capturing the critical incidents of her emotional geography while interacting with her cooperating teacher, students and teacher educator. The data were qualitatively analyzed with Hargreaves' emotional geography framework, including physical, moral, socio-cultural, professional and political geography. Drawing on the findings, the participant expressed a wide range of positive and negative emotions such as dealing with a scary-imaged person, being more attentive employing bilingualism during then instruction, getting customized with varieties of instructional media, and being good feeling. This study implied that the policymakers, teacher educator, and cooperating teacher should pay pre-service teacher teaching skills and the emotional aspect to get emotional understanding for continuing learning to teach in teacher education landscape

The Effectiveness of Initiation Response Evaluation Strategy in Teaching Students’ Reading Comprehension Kardi Nurhadi
Journal of English Language Learning Vol 1, No 1 (2017)
Publisher : Universitas Majalengka

Abstract The purpose of this research is to know the effectiveness of Initiation Response Evaluation strategy effective in teaching reading comprehension. The formulation of problem is: Is Initiation Response Evaluation strategy effective in teaching reading comprehension? To achieve the purpose, the writer used Initiation Response Evaluation Strategy in teaching students’ reading comprehension. According to Franke et al (2007:1), “ Initiation Response Evaluation the teacher gives the questions, and then the students’ response the questions, and then the teacher evaluates the response”. In conducting the research, the writer used pre-experimental as the research method. In pre-experimental method, the writer used one group pretest and posttest. The research was conducted at the tenth grade of students SMAN 2 Indramayu. After the writer collected and analyzed the data, it was concluded that Initiation Response Evaluation was effective in teaching students’ reading comprehension of narrative text. It was proved by the score of tcount was higher than ttable. the value of tcount was 18,4 while the value of ttable at 0,05 level two tiled was 2.042. it means that tcount > ttable or in other word, null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. Finally, the writer hoped that the result of this research will give English teacher an alternative strategy in teaching reading comprehension of narrative text. Keywords : Reading comprehension, Initiation response evaluation strategy, narrative text, pre-experimental.

DEVELOPING STUDENTS' READING COMPREHENSION BY USING LITERATURE CIRCLE Kardi Nurhadi
Wiralodra English Journal Vol. 1 No. 1 (2017): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v1i1.15

The objective of the research is to develop students’extensive reading by using Literature Circle. According to Daniels (2002) literature circle is an activity in which members meet to discuss and respond to a book that they are all reading. The writer used classroom action research as the research method. The steps of action research consist of planning, acting, observing and evaluating. The research participants took from the eleventh grade students of MAN Indramayu. Based on the learning activities from the first to second cycle, it showed there was an improvement of students extensive reading; it can be seen by the students progress of activity from the first to the second cycle, also the students showed a positive respond to the literature circle. From this research finding, it showed that story Literature Circle could develop the students’ extensive reading.

A GENRE ANALYSIS OF STUDENTS’ WRITING HORTATORY EXPOSITION TEXT AT ELEVENTH GRADE OF SENIOR HIGH SCHOOL kardi nurhadi; Tubagus Ade Rahmat Hidayat
Wiralodra English Journal Vol. 3 No. 1 (2019): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v3i1.25

The objective of this study is to know how the students’ write hortatory exposition text on using generic structure and language features at eleventh grade of senior high school in Indramayu. This study utilized descriptive qualitative research using genre analysis by Hyland (2004) as research design. The data were obtained by collecting writing assignment. The writer took 20 students of XI-6 MIPA of SMAN 2 Indramayu as the participant. The texts were analyzed in term of generic structure and language features in students’ writing hortatory exposition which were undertaken by Gerot and Wignell (1994). The result showed that the students still got difficulty in writing generic structure. The students did not write generic structure completely as suggested. Mostly, they did not write recommendation in their hortatory exposition. Meanwhile, in language features, mostly did not complete their sentence by putting mental and material process. Therefore, it can be concluded that the students do not understand to write hortatory exposition in good generic structure and language features. The teacher should teach hortatory exposition by explaining and guide them carefully especially for composing recommendation for generic structure and mental process as well as material process for language features. Hence, both of them are crucial to write and organize the text. Hopefully, the students could improve their macro skills in writing.

Co-Authors Afief Fakhruddin, Afief Ahmad Lukmanul Hakim Anggrarini, Natalia Anisa Andiani Ramadina Aryani , Siska Aryani, Siska Atikah Wati Desy Rachmawaty Devi Nur Afrilia Hendriwanto Hendriwanto Herdiawan, Rama Dwika Humairoh, Mega Fariziah Nur Intan Ali Indah Khansa, Maharani Larasaty, Gina Misdi Nor Syamimi Iliani Che Hassan Novianti, Hartia Nur Waqiah, Siti Nurani Hartini Nurhidayat, Eka Prasetyo, Anggitia Niken Rahmat Hidayat, Tubagus Ade Rezky Nugraha Tsani Tubagus Ade Rahmat Hidayat Utami Widiati Yulianawati, Ida

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