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All Journal Polingua : Scientific journal of Linguistics, Literature and Language Education Dedikasi: Jurnal Pengabdian Masyarakat Holistics Journal LANGUAGE: Jurnal Inovasi Pendidikan Bahasa dan Sastra International Journal of Research in Vocational Studies (IJRVOCAS)
Nurul Aryanti
Politeknik Negeri Sriwijaya
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Journal : Holistics Journal

 1 
USING PALEMBANG’S TRADITIONAL FOODS AS ENGLISH TEACHING MATERIALS: A THEME-BASED LANGUAGE INSTRUCTION Nurul Aryanti
Holistics (Hospitality and Linguistics) : Jurnal Ilmiah Bahasa Inggris Vol. 2 No. 2 (2010): JURNAL HOLISTICS Desember 2010
Publisher : Politeknik Negeri Sriwijaya

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This paper is aimed at discussing the use of Palembang’s traditional foods as teaching material through a theme-based language instruction. This idea is based on the awareness of the writer to maintain and preserve their cultures, especially in terms of foods. The data are got by reading references related to the subject, interviews, and observations. The data shown that the Palembang’s indigenous foods can support Palembang as a cultural hub, because the great number of the foods are well-known and spread not only in local but also national scope. Teachers of English can participate in maintaining and preserving the foods by using the foods as teaching material. This can be done through theme-based language instruction. This approach is stressed on the real-life situation that are genuinely communicative and it tends to integrate the four language skills naturally.
IMPROVING SUMMARY QUALITY USING SUMMARIZING STRATEGIES FROM MULTIPLE SOURCE TEXTS Nurul Aryanti; Muhammad Nadjmuddin
HOLISTICS Vol. 7 No. 14 (2015): HOLISTICS VOLUME 7, NUMBER 14 DECEMBER 2015
Publisher : Politeknik Negeri Sriwijaya

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The aim of this study was to examine students’ summarizing strategies in writing summaries from multiple texts. A total of 30 students from the group of high-ability and low-ability based on TOEIC scores were invited to participate in this study for data collection using writing summary task. The participants were taught summary writing using concept mapping strategies. The summarizing strategies of the students were collected through think aloud protocol and questionnaire. This study suggests that explicit instruction in the use of concept mapping strategies during summarizing was crucial to improve the quality of their summaries. This study indicates some differences in the strategies employed by the students of the two different groups. Information about successful strategies employed by high ability students in writing a summary can be used to teach low ability students.
FORMATIVE ASSESSMENT Welly Ardiansyah; Murwani Ujihanti; Nurul Aryanti; Wasitoh Meirani
HOLISTICS Vol. 10 No. 19 (2018): Holistics Journal Volume 10, Number 19 June 2018
Publisher : Politeknik Negeri Sriwijaya

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The use of formative assessments, or other diagnostic efforts within classrooms, provides information that should help facilitate  improved pedagogical practices and instructional outcomes. However, a review of the formative assessment literature revealed that there is no agreed upon lexicon with regard to formative assessment and suspect methodological approaches in the efforts to demonstrate positive effects that could be attributed to formative assessments. Thus, the purpose of this article was to set out to clarify the terminology related to formative assessment and its usage.
BRING TO LIGHT STUDENTS LISTENING COMPREHENSION DIFFICULTIES AT TERTIARY LEVEL IN EFL CONTEXT Murwani Ujihanti; Welly Ardiansyah; Nurul Aryanti
HOLISTICS Vol. 11 No. 1 (2019): HOLISTICS JOURNAL HOSPITALITY AND LINGUISTICS
Publisher : Politeknik Negeri Sriwijaya

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Abstract:  Listening Comprehension has been an obstacle for the students to learn English well. They have untold difficulties in understanding listening text. This paper tries to uncover this problem and the step stone to facilitate teachers finding solution to set the students free from their confinement. 56 students were the respondents of the questionnaire concerning about their listening difficulties. Their biggest responses were limited listening time allocation (10%-25% out of teaching time), failure in listening test (41 students), lack of practice listening at home (46 students), using the right learning media (50 students), No meta-cognitive strategy before listening (30 students), listening to word by word technique while listening (35 students), ignoring the difficult words during listening (29 students), speed of speech (38 students), unfamiliar topic (35 students), and long listening text (25). The conclusion is the awareness of listening comprehension difficulties resulted on identifying the problem. As their attitude toward learning was positive, they were able to apply the right strategy to help them reducing their listening problems.
Co-Authors Achmad Leofaragusta Achmad Leofaragusta Kurniawan AHMAD LEO FARAGUSTA Aisyah Shahab Andi Arisana Septapiana Putri Aria Septi Anggaira Muhammad Nadjmuddin Muhammad Sabari Murwani Ujihanti Risnawati Risnawati Tasya Wulandari Vani Annas Tasya Vasa Annisa Indina Wasitoh Meirani Welly Ardiansyah