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All Journal Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra
Henni Henni
Universitas Kristen Maranatha
Arts Humanities Education Languange, Linguistic, Communication & Media

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The Representation of Gender in a Textbook Entitled When English Rings a Bell Fenty Lidya Siregar; Henni Henni; Silvanni Comara
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 5, No 1 (2021): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v5i1.13664

Abstract

Abstract. Despite countless criticism that English textbooks contain gender biases, teachers still use textbooks in their teaching. This study investigated the representation of gender in an English textbook for junior high school level: When English Rings a Bell. Halliday’s transitivity system (Halliday & Matthiessen, 2004, 2014) is applied in this qualitative study to reveal how gender is represented. The result shows female characters dominate the roles of Participants. Regarding the types of Processes, the depictions of male and female characters are both significant in Relational processes; however, female characters are more frequently represented than male characters in other Processes. It is observed that both males and females are mostly attributed with positive personality adjectives. Only a few male characters are associated with negative traits. This study is expected to provide teachers and book authors with references of gender representations in the textbook so they can be aware of the imbalance and actively contribute to lessen this discrepancy. Keywords: Textbook, gender representation, English, ideology
An Investigation of EFL Students’ Vocabulary Size and Level at an Indonesian Private Tertiary Institution Fenty L Siregar; Henni Henni
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 7, No 2 (2023): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v7i2.41379

Abstract

Abstract. Having good vocabulary knowledge is essential for every student who learns a new language. However, there are only limited previous research projects which have studied the development of English language students’ vocabulary knowledge. Thus, this current study investigated English students’ vocabulary progress of participants who studied at a private tertiary institution in West Java, Indonesia. The participants came from three batches: 2018, 2019, and 2020 to find out the difference of development of vocabulary among them after studying English for two semesters. In its investigation, this study used two different instruments: the Vocabulary Size Test and the Vocabulary Level Test which respectively were created by Nation & Beglar (2007) and Webb et al. (2017). The findings show that after two semesters, the most improved vocabulary size occurred to participants from batch 2019.  On average, the vocabulary size achieved after two semesters is enough to read more advanced texts. However, the average score of their vocabulary level test shows that the high-frequency words were not yet mastered, with a decrease on the average score of 2020 students. The finding might imply that there should be more intervention in the teaching and learning of high-frequency words.Keywords: EFL Students, Vocabulary Size, Vocabulary Level
An Investigation on Reading Flow Experience Among EFL Indonesian Students Siregar, Fenty Lidya; Henni, Henni
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 8, No 2 (2024): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v8i2.61762

Abstract

Abstract. This study investigated students’ perception of flow experience (FE) when reading extensively and conditions that enabled FE. The participants were 36 EFL students from a private university in West Java, Indonesia who were involved in an extensive reading (ER) program using the XReading application. This study is a quantitative study which data were collected through questionnaire distribution and students’ reading results in Xreading. Regarding the findings, it was found that the students experienced flow during their extensive reading. Specifically,  although when joining ER for two semesters the students experienced flow, the flow experience in the two semesters is high. Second, the study found that the most significant condition for the students to experience flow is feedback. Third, the correlation result between students’ flow and the numbers of words they read in the first and second semester were respectively not statistically significant and technically a positive correlation. However, the relationship between the variables is weak in the second semester, The result also showed that in the 2nd semester the larger the number of words read, the higher the students’ flow experience is which indicated that more often the students do ER, the bigger their chance to experience flow.  Therefore, increasing students’ opportunities for experiencing flows could improve the quality of their language learning.Keywords: Flow, Extensive Reading, Optimal Experience
Co-Authors Fenty L Siregar Fenty Lidya Siregar Fenty Lidya Siregar, Fenty Lidya Silvanni Comara