Article Per Year (5 Year)
p-Index From 2021 - 2026
2.14
P-Index
This Author published in this journals
All Journal Language Circle : Journal of Language and Literature Lembaran Ilmu Kependidikan JURNAL PROFESI KEGURUAN ELT Forum: Journal of English Language Teaching English Education Journal English Language and Literature International Conference (ELLiC) Proceedings International Journal of Active Learning Prosiding Seminar Nasional Pascasarjana English Education Journal
Abdurrachman Faridi
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 83 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 83 Documents
Search

 5   6   7   8   9 
Evaluating the Validity, Reliability and Authenticity of English Achievement Test for the Twelfth Grade Students of SMAN 4 Tebo, Jambi Winarti, Muncar; Faridi, Abdurrachman; Rozi, Fahrur
English Education Journal Vol 11 No 1 (2021): March 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.44176

Abstract

This study aims to investigate the implementation of the English achievement test for the twelfth-grade students at SMAN 4 Tebo, Jambi in the academic year 2019/2020. This study was a contenr analyis. The objects of this study were English achievement test items. It consisted of 40 multiple-choice questions and 5 essay questions. The data collection method was a document analysis checklist. In this study, the researcher analyzed the data from English achievement test for validity aspects such as content validity and construct validity, the degree of reliability, and the implementation of language authenticity criteria. The findings of this study revealed that; (1) the content validity shows 76% valid, and the construct validity shows 60% valid; (2) the reliability shows coefficient 0.281 for multiple-choice items and 0,554 for essay items, and it is reliable; (3) the results of analyzing the authenticity shows that the listening items, reading test and essay writing are authentic. However, each part has some weaknesses. Especially in the reading test, most of the passages use in reading tests failed to represent the world context even though the topics of the passages are rational and based on the real context. Nevertheless, the English teacher who constructed the English achievement test did not mention the sources from which the passages were taken. Next, the samples of the format letter, announcement, and pamphlet look unnatural view from the format and design. Moreover, the English Achievement Test for twelfth-grade students of SMAN 4 Tebo, Jambi has fulfilled the characteristics of validity, reliability, and authenticity as a good test or standardized test.
The Washback of Formative Assessment in EFL Instructions Putra, Rama; Faridi, Abdurrachman
English Education Journal Vol 11 No 3 (2021): September 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.45175

Abstract

Assessment is a critical component in the process of teaching and learning. Without an effective assessment, it is impossible to know whether students have learned the lesson. This research aimed to investigate the washback of a formative assessment in EFL instructions. This study was a case study conducted at SMA Negeri 2 Singkep. The data were collected by using observation guidelines, questionnaires, interviews, and document analysis. This study has findings: 1) Good perception of formative assessment. It was drawn from interview questions and observation guidelines which showed that the teacher claimed to have good experience in implementing formative assessment, teacher figured out assessment importance, and teacher assumed by using supported media to address formative assessment. 2) Positive washback on EFL teaching. It was drawn from document analysis, observation, and interview which the results showed that the teacher provided good attention on the lesson plan, the teacher was successful on students’ engagement, the teacher used systematic instruction and understandable language use. 3) Positive washback on EFL learning. It was drawn from questionnaires and observation which the results showed students had good participation in doing a task, students had responsibility in learning, and students and the teacher had a kind relationship in the classroom. In conclusion, it is recommended that the teacher should understand more the formative assessment and readiness of the students. We suggested teachers provide oral and written advice or feedback that is written down on students' writing tasks or another subject.
Psychological Problems Faced by Nautical Students of Politeknik Bumi Akpelni Semarang in Speaking Maritime English Dewi, Filda Hulwani; Faridi, Abdurrachman; Saleh, Mursid
English Education Journal Vol 11 No 4 (2021): December 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.45216

Abstract

This study aimed to explain: (1) psychological problems faced by nautical students in speaking maritime English and it causes, (2) the effects of psychological problems to speaking maritime English, and (3) the class situation that expected by the students. This study employs a qualitative case study. In order to collect the data, the researchers used classroom observation, questionnaire, and semi-structured interview. This study revealed that: (1) There were only four of five prominents pychological problems faced by nautical students in speaking maritime English, they were; fear of mistakes because most of the students were afraid if they could not deliver the message clearly, mispronounced, and then being laughed by their friends; shyness because they felt that their friends had better ability rather than themselves; anxiety because they did not understand English well and some of them were lacking of vocabularies, grammar, and they were afraid of being negatively evaluated by their friends or lecturers; lack of confidence because they felt that their English were bad and other friends were better than themselves, so they did not believe in themselves and felt insecure. However, they did not have problems regarding their motivation because they really wanted to sail abroad. (2) There were effects of psychological problems because it made the students’ performance was not maximal yet. (3) Most of students wanted a relaxed, happy, and supportive speaking class situation, while some of them expected that speaking class was not too relaxed because they have to be forced in learning.
The Correlation of Positive Reinforcement, Self-Confidence, and Speaking Performance of English Young Learners Samodra, Opini Ala; Faridi, Abdurrachman
English Education Journal Vol 11 No 3 (2021): September 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.45463

Abstract

Most teachers may face challenges to teach the students without students’ native language to teach a foreign language. The students may get bored easily and not motivated because they have to listen to more new strange words in every meeting that they do not directly understand the words means. Thus, it needs some strategies to get the better result. Students who like doing things happily need a more relaxing learning situation to join the English classes comfortably. The study aimed to investigate the correlation of verbal, gestural, token reinforcement, speaking performance, and self-confidence. The research method used was a quantitative study with multiple linear regressions. Students of the fifth grade of SD N 1 Wates Undaan Kudus as the population took part in the positive reinforcement, self-confidence, and speaking performance test in teaching English. The data were analyzed through a statistical program of SPSS 22. Thus, there was a correlation between positive reinforcement, speaking performance, and self-confidence. The conclusion is that all positive reinforcement correlates with speaking performance and self-confidence. It means that the positive reinforcement influenced their speaking performance and their self-confidence. It is suggested that the teacher should raise their awareness to motivate students’ speaking skills for better achievement. Besides, teachers’ performance in the classroom activity deals with classroom management, encourages the students to always joyful in learning English materials, provides exercise and group discussion according to their circumstance, and performs various teaching that involves the learner’s role in the classroom activity.
An Evaluation of the Psychological Factors influencing the Students’ Anxiety in Speaking English Umisara, Elinda; Faridi, Abdurrachman; Joko Yulianto, Henrikus
English Education Journal Vol 11 No 4 (2021): December 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.47800

Abstract

Speaking is a productive skill that can be directly observed by considering several aspects. It can trigger the students’ anxiety as a psychological factor to communicate foreign language with others. This case has become a unique phenomenon to be analysed because anxiety has a relevance with foreign language abilities. This study aims to evaluate the psychological factor influencing the students’ anxiety in speaking English by using a qualitative approach. The data were collected by using observations, open-ended questionnaires, and interviews. There were 17 students in the ninth-grade of junior high school in Brebes Regency participating in this research. Three major phases of data analysis, namely data reduction, display, and conclusion drawing established to analyse the data. The researchers found three factors triggering the students’ anxiety in speaking English, namely communication apprehension, test-anxiety, and fear of negative evaluation which were influenced by the situation-specific anxiety. The situation could represent an uncomfortable experience emotionally and physically for some students to speak English in the class. The students felt anxious, frustrated, fearful, nervous, worried when they were unable to speak English. It made the students afraid of making mistakes and like to underestimate their abilities so that this prevents them from doing verbal activities. Therefore, this research discusses waysreduce the specific psychological factors that cause students’ anxiety in speaking English. This result can be used as guidance in managing learning conditions, learning materials, and learning strategies to deal with students’ anxiety in learning English. The teacher can use this research as a reference for analyzing the students’ anxiety symptoms during learning English in order to increase the students’ motivation and confidence in speaking performance.
Translation Techniques of Culture Specific Items Found in “Of Mice and Men” Novel and Their Impact on Readability Permatahati, Martinda Intan; Faridi, Abdurrachman; Saleh, Mursid
International Journal of Active Learning Vol 7, No 1 (2022): April 2022
Publisher : International Journal of Active Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The main activity of translation is transferring meaning from source language into target language. The strategy is used to translate will affect to the readability level. Cultural gaps between SL and TL have always turned to be a problem that is difficult to solve in translation. This article aims at finding the translation techniques that are applied in translating culture specific items (CSI) and explaining the readability level of translated novel in Of Mice and Men, entitled Tikus dan Manusia by Ariyantri E. Tarman. This research is descriptive qualitative. Data collection was done manually from the novel.  Experts’ judgment will provide comments to maintain the validity of the data. Questionnaire helps to score the readability of the text.  The theory of CSI proposed by Newmark (1998), the translation techniques by Davies (2003), The Automated Readability Index (ARI) Formula to find the match age in readability process, and Readability Rating Instrument by Nababan (2009) . This research finding shows that the translator tended to use translation techniques oriented to target language (TL). Thus, the priority of the translation work is it should be read by the ideal target readers. From the result, it can the technique used can get high level of readability for college graduate readers.
THE CHALLENGES OF ESP TEACHING AND HOW THE USE OF ICT CAN HELP TO ADDRESS THEM: A SOCIAL-SEMIOTIC PERSPECTIVE Latifa Ika Sari; Abdurrachman Faridi; Dwi Rukmini; Januarius Mujiyanto
English Language and Literature International Conference (ELLiC) Proceedings Vol 4 (2021): Creative and Innovative Learning Strategies in The Field of Language, Literature, Ling
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The advancement of technology has brought remarkable changes in language education. The integration of Information and communications technology (ICT) into language classrooms is unavoidable. This research attempts to investigate the challenges of ESP teaching and explore how the use of ICT can help to address them. The social-semiotic perspective is used due to its relevance with ESP teaching. The authors employed a case study conducted in the Port and Shipping Management Department at a Maritime Polytechnic in Semarang, Indonesia. Data were collected by conducting an interview with an English teacher and having Focus Group Discussions (FGD) with a group of students. The result of this study indicates that teachers’ limited knowledge of social practices in the Port and Shipping Industry causes obstacles in selecting relevant teaching materials and activities. To address the challenges, teachers can use various sources, such as websites and video-sharing platforms which are rich with samples of authentic communication. To deal with authentic materials which have a high level of difficulty, teachers need strategies such as scaffolding and giving consistent feedback to students’ performance.
The Implementation of Mind Mapping Strategy to Teach Writing in IELTS Preparation Class Pratiwi, Damar Isti; Faridi, Abdurrachman; Hartono, Rudi
Lembaran Ilmu Kependidikan Vol 45, No 1 (2016): April 2016
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v45i1.7640

Abstract

This study is aimed to investigate the implementation of mind mapping strategy to teach writing in IELTS preparation class. It was a descriptive qualitative study on 20 students of IELTS preparation classes. Those students were divided into 6 classes based on their level after taking IELTS placement test. There were 3 teachers who taught 2 classes each. The data were collected by using classroom observations, students’ questionnaire, teachers’ interview, and document analysis. The present study revealed four results. First, mind mapping strategy was implemented by grouping the visual data to find out main trends, large increase or decrease, consistent direction and the relationship between modes and percentages in task 1; whereas in task 2, it was implemented by building students’ critical thinking to list main ideas which later on give supporting details for each main idea. Second, the students enjoyed teaching learning process through mind mapping strategy which resulted in passing guarantee program of having score improvement minimum 1 point, improved their analysis of data, enlarged their knowledge in academic writing topic, built their critical thinking and managed time well. Third, the problems during the implementation of those two strategies were teachers’ schedule, students’ activities at school before joining IELTS preparation class, time management, repetition ideas and phrases, laziness and boredom, and also illegible hand writing. Fourth, the solutions were: managing teachers’ and students’ schedule well, doing the test in time as instructions, reading many articles related with IELTS writing to broaden students’ knowledge, giving free writing, and practicing more.
The Realization of Lexical Bundle Structures and Functions in English Education Journal Ferdika Wijaya Kusuma; Dwi Rukmini; Abdurrachman Faridi
English Education Journal Vol 12 No 4 (2022): December 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i4.62338

Abstract

Discourse is unquestionably constructed with what is presumed as lexical bundle, and in each genre, it idiosyncratically occurs. Thus, the identification of idiosyncrasy of a particular genre would be beneficial for some parties in forming a decent and appropriate discourse. This study aims to explain the construction and function of lexical bundles including bundles which do not fit to theories used in this study. This is corpus-based research. Four-word bundles extracted from 50 chosen articles in EEJ using Antcont 3.5.8 were analyzed accordance with the structure of lexical bundle theory by Biber et. al (1999) and the function of lexical bundle theory by Conrad & Biber (2005). The result showed that (1) the constructions realized in the genre are noun phrase with of-phrase fragment, anticipatory it + verb phrase/adjective phrase, (Verb phrase +) that-clause fragment, copula be + noun phrase/adjective phrase, other prepositional phrase, and prepositional phrase with embedded of-phrase fragment. (2) The functions realized are stance expression, referential expression, and discourse organizer. (3) The excluded structures realized are noun phrase with gerund as modifier and noun phrase with and conjunction in between. (4) The excluded function is to express an entity. This research provides educational department academics variety of expressions for their academic discourse organizations and other researchers new findings concerning other lexical bundles’s structures and functions apart from the theorists.
Penerapan Model Pembelajaran Flipped Classroom Berbasis Weblog Pada Kelas Content And Language Integrated Learning (CLIL) Ima Isnaini Taufiqur Rohmah; Mursid Saleh; Abdurrachman Faridi; Sri Wuli Fitriati
Prosiding Seminar Nasional Pascasarjana Vol. 2 No. 1 (2019)
Publisher : Pascasarjana Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Telah banyak penelitian dilakukan dalam upaya pengembangan model pembelajaran flipped classroom untukmeningkatkan kualitas pembelajaran, namun penelitian yang menggabungkan model pembelajaran flippedclassroom dengan weblog belum banyak mendapatkan perhatian. Tujuan dari penelitian ini antara lain untuk:1) mendeskripsikan langkah-langkah penerapan pembelajaran flipped classroom berbasis weblog pada kelasContent and Language Integrated Learning (CLIL); 2) mengidentifikasi efek dari penerapan modelpembelaarn ini terhadap minat belajar dan kualitas pembelajaran. Design penelitian yang digunakan adalahpenelitian tindakan kelas yang melibatkan 32 IKIP PGRI Bojonegoro. Teknik pengumpulan data yangdigunakan antara lain observasi, interview, pre- dan post-test, serta kuesioner. Analisis data yang digunakanadalah theme-analysis. Hasil penelitiian ini menunjukkan bahwa: 1) terdapat beberapa langkah dalammenerapkan model pembelajaran flipped classroom berbasis weblog, antara lain pre-action, action, dan tahappost-action; 2) terdapat beberapa efek positif yang dihasilkan setelah penerapan model pembelajaran ini antaralain meningkatkan motivasi, minat belajar dan hasil belajar mahamahamahasiswa. Penelitian lanjutan tentangbagaimana respon mahamahasiswa terhadap penerapan flipped classroom berbasis weblog direkomendasikanuntuk dilakukan demi perbaikan penerapan model pembelajaran ini.
Co-Authors Adhe Risky Mayasari Aini, Nurma Aini, Nurma Anggani L, Dwi Anggarsari, Rian Hardika Aryo Baskoro Utomo Atiya Mahmud Hana, Atiya Mahmud Azwar Anas Bella, Ivvon Septina Carascalao, Oscar Yustino Carascalao, Oscar Yustino Damar Isti Pratiwi Dewi, Filda Hulwani Djoko Sutopo Dwi Anggani Linggar Bharati Dwi Rukmini Evi Febriana, Evi Fahrur Rozi Fajar Sodik, Fajar Faot, Yusanti Nenci Faot, Yusanti Nenci faza, Faizah Ferdika Wijaya Kusuma Fitri, Okta Maya Fitri, Okta Maya Fitriani, Sri Wuli Fitriani, Sri Wuli Harun, Lisa Binti Harun, Lisa Binti Haryanti, Ari Putri Haryanti, Ari Putri Hayati, Nesti Noor Hayati, Nesti Noor Henrikus Joko Yulianto Ima Isnaini Taufiqur Rohmah Inaroh, Inaroh Januarius Mujiyanto Januarius Mujiyanto, Januarius Kusumawardani, Anisa Dian Kusumawardani, Anisa Dian Larasati, Nuari Larasati, Nuari Maesaroh Maesaroh Manfaluthi, Muhamad Dedi Manfaluthi Mazulfah Mazulfah Mujahadah, Siti Mujahadah, Siti Mursid Saleh Mursid Saleh Mursyida, Isnayani Tabi'ul Naben, Maria Fridolin Nita Sitta Rachma, Nita Sitta Nurmasitah, Sita Pahlawanita, Nur Via Pahlawanita, Nur Via Permatahati, Martinda Intan Puspitasari, Prima Putra, Rama Rahayu Puji Haryanti Rohani . Rudi Hartono Safitri, Riski Safitri, Riski Samodra, Opini Ala Sari, Fitriana Kartika Sari, Latifa Ika Saritwa, Firdausi Wimad Saritwa, Firdausi Wimad SAS, Niro Arif Shakiyya, Zulfa Sofyana, Andi Widdaya Sri Wuli Fitriati sulistiyanto, sigit sulistiyanto, sigit Susan, Susandari Suwandi Suwandi Tyas, Dyah Ayu Enggaring Ulya Rosyita, Ulya Umisara, Elinda Urunami, Silvia Urunami, Silvia Warsono -, Warsono Warsono Warsono Widyaningrum, Leily Winarti, Muncar