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All Journal Jurnal Celtic Jurnal Penelitian dan Pendidikan IPS Celt: A Journal of Culture, English Language Teaching & Literature English Teaching Journal : A Journal of English Literature, Language, and Education LLT Journal: A Journal on Language and Language Teaching LEKSIKA Martabe : Jurnal Pengabdian Kepada Masyarakat Journal of English Language and Education Leksema: Jurnal Bahasa dan Sastra Jurnal Pengabdian Kepada Masyarakat
Rusfandi Rusfandi
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Exploring the Use of Game-based Ice-breaking Activities by English Teachers during the Teaching and Learning Process Sari, Karina Cahya; Rusfandi, Rusfandi; Herawati, Siane
Journal of English Language and Education Vol 9, No 6 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v9i6.584

Abstract

Game-based ice-breaking activities are essential for increasing student engagement and motivation during English lessons. Previous studies have highlighted their effectiveness in creating a learning environment that focuses on student experiences. This study aims to fill the gap by exploring the types of game-based icebreaker activities used by English teachers and their impact on them. A qualitative descriptive method was employed, collecting data from three elementary school teachers in Malang, East Java, through observation and interviews. The study found that both non-digital and digital games were used as ice-breaking activities to foster a more interactive learning environment. These activities strengthened teacher-student relationships and encouraged creativity in teaching methods. However, challenges such as time constraints, limited resources, and managing student behavior were observed. These findings indicate the importance of integrating games into teaching strategies to enhance the relationships between teachers and students, thereby improving the classroom atmosphere and promoting creativity in teaching methods. They also highlight the need for teacher training programs to address challenges such as time constraints, limited resources, and managing student behavior when implementing games.
Reverse Transfer of Writing Rhetorical Structures by Indonesian EFL Learners Rusfandi, Rusfandi
Celt: A Journal of Culture, English Language Teaching & Literature Vol 24, No 2: December 2024, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v24i2.12263

Abstract

The reverse transfer of writing knowledge from L2 to L1 involves reusing and reshaping prior knowledge. However, research on this issue generally focuses on the former rather than the latter. Further investigation is needed to understand how individual (writing and language proficiency) and social factors (writing audience) interact dynamically during L2 and L1 writing and affect the reverse transfer. This study investigates the potential transfer of rhetorical structures from L2 English to L1 Indonesian as a result of L2 instruction in a tertiary Indonesian EFL context by comparing the presence of argument-counterargument features in the students' L1 and L2 essays. This quantitative study was conducted at a private Indonesian university, involving students from English Education (N=89) and Indonesian Language and Literature (N=100) study programs. The study found evidence of reverse transfer in the use of argument-counterargument structure among third-year English majors deemed to be skillful writers. However, the occurrence of it is not automatic, mediated by factors such as the writer’s writing proficiency, L2 proficiency, and perceived audience expectation. This finding shows that the reverse transfer of writing knowledge is dynamic and influenced by both the student’s writing ability development and L1 and L2 writing traditions.
Understanding and Addressing Demotivation in English Learning: Insights from Elementary School Students and Their Homeroom Teacher Andriani, Riza Oktavia; Rusfandi Rusfandi; Oktavia Widiastuti
English Teaching Journal : A Journal of English Literature, Language and Education Vol. 12 No. 2 (2024)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v12i2.21644

Abstract

This study aims to identify the external factors that contribute to the demotivation of elementary school students in learning English as a foreign language and to examine the efforts employed by the teacher to mitigate this demotivation. Employing qualitative descriptive methods, data were collected through questionnaires administered to twenty fourth-grade students and through interviews with their homeroom teacher. Furthermore, observations were undertaken to evaluate how the teacher's initiatives to reduce student demotivation corresponded with actual classroom dynamics. The results indicated that inadequate school facilities, low test scores, non-communicative teaching methods, unengaging learning content and materials, as well as the teacher's competence and teaching styles, were the primary factors contributing to decreased student motivation. Among these factors, inadequate school facilities and low test scores exerted the most significant influence. The external factors that the teacher has addressed in an effort to prevent further demotivation encompass teacher competence and teaching style, learning content and materials, and non-communicative methods. These findings suggest that enhancements in educational facilities, improvements in teaching methodologies, and the creation of more engaging learning materials can contribute to reducing demotivation and increasing students' motivation to learn English. This study offers valuable insights for educators and policymakers in the development of effective learning strategies for English at the elementary level.
The linguistic features of texting and their utilization in a WhatsApp group of English major students Kurniawati, Desi; Rusfandi, R; Liskinasih, Ayu
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 19, No 1 (2025)
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v19i1.24253

Abstract

This research investigates the linguistic features present in text messaging among students enrolled in an English literature program. The study specifically examines the WhatsApp group "Ellite Students Assemble," utilizing the classification of linguistic features developed by Ali, Hasnain, and Beg (2021) and exploring the factors that influence the use of textese. This research employs a qualitative design to analyze linguistic characteristics in digital communication, particularly on WhatsApp. The analysis encompasses morpho-syntactic and phonological features, revealing a complex phenomenon of language adaptation. A detailed examination of WhatsApp texts highlights the occurrence of each linguistic feature, providing insights into the observed patterns and tendencies. The study identifies key influences on texting styles, including informality, speed, efficiency, and creative expression. Interviews with five active participants elucidate the reasons behind their textese choices, demonstrating that individuals adjust their texting styles based on considerations of formality, efficiency, and creative expression. The results illustrate the dynamic nature of language within the WhatsApp context among English literature students. An understanding of these linguistic features and their influences offers valuable insights for educators, researchers, and language enthusiasts, contributing to a comprehensive understanding of contemporary communication practices.
REVERSED TRANSFER OF ARGUMENT-COUNTERARGUMENT STRUCTURE IN INDONESIAN EFL LEARNERS’ L1 AND L2 ARGUMENTATIVE WRITING Rusfandi, Rusfandi
LLT Journal: A Journal on Language and Language Teaching Vol 28, No 1 (2025): April 2025
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v28i1.9124

Abstract

The influence of L2 writing on L1 writing has been viewed as a complex process. Bilinguals are often faced with challenges in trying to reuse prior writing knowledge received through L2 and in trying to reshape that writing knowledge when composing in L1. This study aims to gain evidence of a reversed transfer of writing knowledge from L2 to L1 in an Indonesian EFL teaching context. This quantitative research analyzed EFL learners' L2 and L1 essays after an L2 writing instruction which focuses on argumentative writing had been provided for one semester in an Indonesian university. The study found evidence of a reversed transfer of argument-counterargument structure from L2 English to L1 Indonesian among third-year English majors. However, this transfer process is dynamic because it depends on mediating factors, including the L2 learners’ different levels of understanding of the argument-counterargument structure, L2 proficiency, and perceived audience expectation in a specific language. There was also a significant correlation in the overall scores between the L2 and L1 essays produced by the English majors. The findings suggest that conceptual knowledge of writing is transferable across languages, and developing L2 writing ability could directly/indirectly trigger L2 learners’ L1 writing development.
Interaksi Guru dan Siswa dalam Pembelajaran IPS di SMA Islam Abhariyah Jerneng Kab Lombok Barat Saofiandi, Ari; Andayani, Endah; Rusfandi, Rusfandi
Jurnal Penelitian dan Pendidikan IPS Vol. 19 No. 1 (2025): April
Publisher : Direktorat Pascasarjana Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jppi.v19i1.11600

Abstract

This study aims to understand the interaction process between teachers and students in social studies (IPS) learning at SMA Islam Abhariyah Pagutan. The scope of this research includes the interaction patterns applied in learning, the factors influencing student engagement, and their impact on students' understanding of social studies material. This study employs a descriptive qualitative method with data collection techniques consisting of interviews, observations, and documentation. The results show that in social studies learning, teachers and students do not apply all four interaction models but only use two: the one-way learning model and, on certain occasions such as school exams, the two-way interaction model. The one-way learning model is the dominant choice because it is considered more suitable for students, who have a dual role as both learners and Islamic boarding school students. In conclusion, interaction in social studies learning at SMA Islam Abhariyah Pagutan is still dominated by a one-way communication pattern, which affects students' low engagement in the learning process. Therefore, more interactive teaching strategies are needed to encourage student participation and enhance their understanding of the material.
PROBLEMA ORANG TUA DALAM MELANJUTKAN PENDIDIKAN ANAK KE SEKOLAH LANJUTAN TINGKAT ATAS DI KELURAHAN GERUNG SELATAN KECAMATAN GERUNG KABUPATEN LOMBOK BARAT TAHUN 2019/2020 Wirrahman, Wirrahman; Sugiyono, Sugiyono; Rusfandi, Rusfandi
Jurnal Penelitian dan Pendidikan IPS Vol. 19 No. 1 (2025): April
Publisher : Direktorat Pascasarjana Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/jppi.v19i1.11601

Abstract

This study aims to analyze the factors that cause parents not to continue their children's education to SLTA and the efforts made to overcome these problems. This research employs a qualitative approach using observation and interviews with parents, students, and school representatives. The findings indicate two main factors influencing parental decisions: internal and external factors. Internal factors include children's lack of interest in learning and the dominance of psychomotor skills, which make them more inclined to work rather than continue schooling. External factors include economic difficulties, low parental education levels, weak parental control over children's education, and social environment influences that prioritize economic success through direct employment. Despite these challenges, the community in Gerung Selatan Village has made efforts to support children's education, such as preparing educational facilities by improving family economic conditions and conducting awareness campaigns about the urgency of education in collaboration with the government, schools, and universities in West Lombok and Mataram
Pembelajaran Conversation Pada Omah Wacan Dusun Banjartengah Desa Sumbersekar Kecamatan Dau Muzammil, Lasim; Andy, Andy; Rusfandi, Rusfandi; Tursini, Umi
Jurnal Pengabdian Kepada Masyarakat Vol. 2 No. 2 (2022): Desember
Publisher : Actual Insight

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56393/jpkm.v2i2.1378

Abstract

Kemampuan warga desa Banjartengah Desa Sumbersekar Kecamatan Dau untuk berkomunikasi dalam bahasa Inggris sangat bermanfaat dalam melayani para wisatawan baik domestik maupun internasional. Kunjungan wisatawan tersebut dapat menambah tingkat kesejahteraan warga desa dengan cara mengenalkan potensi desa kepada mereka. Sehingga dipandang perlu untuk memberikan pelatihan kepada para tutor yang ada di Omah Wacan untuk meningkatkan kemampuan bahasa Inggris mereka. Oleh karena itu, Pengabdian dan Pendampingan ini bertujuan untuk memberikan Pelatihan dan Pendampingan dalam membantu Omah Wacan untuk lebih memiliki keterampilan dalam meningkatkan tingkat penguasaan bahasa Inggris warga desanya. Pelatihan dan pendampingan ini dilakukan dengan mengenalkan metode percakapan (conversation) kepada para pengajar di Omah Wacan agar dapat lebih efektif dalam memberikan pelatihan bahasa Inggris percakapan kepada warga desa. Selain itu, warga desa Sumbersekar Kecamatan Dau, bisa menggunakan bahan ajar yang langsung diterapkan dalam percakapan keseharian mereka sehingga menjadi terlatih ketika para wisatawan mulai mengenal dan mengunjungi desa mereka.
PELATIHAN BERBAHASA INGGRIS DENGAN DRILLING DAN REPETITION BAGI KARANG TARUNA DESA JEDONG Andy, Andy; Rusfandi, Rusfandi; Muzammil, Lasim
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 1, No 2 (2018): MARTABE : JURNAL PENGABDIAN KEPADA MASYARAKAT
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v1i2.42-48

Abstract

From the result of situation analysis and partner’s problem, pengabdi (society service) team gives a solution to enlarge the opportunity for karangtaruna (youth association) to be accepted to work upon the graduation of Vocational High School. The solution is formulated in the form of a workshop and coaching for karangtaruna members (youth association) to practice English verbal proficiency by drilling and repetition method. At the end of this society service, the results are (1) Positive response and enthusiasm from youth association in Jedong village Wagir district. (2) Improved awareness of the benefit of English verbal proficiency. (3) Willingness to take a risk in participating. (4) Improved glossary, grammar, pronunciation,and spelling of verbal English and not ambiguous. (5) Improved chance to listen to native speaker’s voice recording. (6) Improved chance to practice verbal English in the monologue (self-introduction), in pairs and mingle (talking in turns with all participants in a dynamic and fun/not boringatmosphere. (7) Learning media with mp3 native speaker voice recording becomes available. (8) Youth association members can be facilitated to listen to native speaker’s voice recording, imitating and independent self-practice in their spare time. (9) Online webs become accessible to browse and download learning media files for future learning after this society service comes to its end. Keywords:Drilling and Repetition, Improving Verbal English Proficiency.
Unmasking Mei: A Lacanian psychoanalytic study of identity formation in Turning Red movie Ersa Dewanti; Rusfandi Rusfandi; Nara Sari
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 12 No. 2 (2025): December 2025
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v12i2.41813

Abstract

This study applies Jacques Lacan’s psychoanalysis theory toanalyze the identity formation of Mei, the main character in themovie Turning Red. Using a qualitative method with contentanalysis, it explores Mei's identity development throughout thefilm. The results show that Lacan’s theories of the Imaginary,the Symbolic, and the Real significantly shape the maincharacter's identity. Mei’s transformation into a red panda iscrucial in this process. The Imaginary aspect drives her toembody the ideal princess, highlighting the influence ofparental expectations and social norms on her self-image. TheSymbolic dimension reveals her internal conflicts and pressuresfrom family rules related to cultural traditions, while the Realreflects her rejection of the tradition of sealing the red panda.This analysis demonstrates that Mei’s identity is shaped bysocietal pressures, social norms, and family traditions. Thestudy contributes to the discourse on animated films andpsychoanalysis by showing how teenage girls navigate internalpsychological conflicts influenced by idealized images.Ultimately, it emphasizes the exploration of identity formationwithin a cultural context, showcasing psychoanalysis as a toolfor understanding individual identity development.
Co-Authors Andriani, Riza Oktavia Andy Andy Ayu Liskinasih Ayu Liskinasih endah andayani Ersa Dewanti Herawati, Siane Lasim Muzammil Nara Sari Oktavia Widiastuti Saofiandi, Ari Sari, Karina Cahya Siswahyudianto Sugiyono Sugiyono Tursini, Umi Veronika Theodora Male Wirrahman, Wirrahman