Articles
<![CDATA[THE USE OF ICE BREAKER TO IMPROVE STUDENTS’ MOTIVATION IN LEARNING ENGLISH AT THE TENTH GRADE STUDENTS OF SMK YPKKP ]]>
<![CDATA[Rahmayanti, Previa]]>;
<![CDATA[Saraswati, Putri Ayuna]]>;
<![CDATA[Bhuana, Gartika Pandu]]>
<![CDATA[ PROJECT (Professional Journal of English Education) Vol 2, No 5 (2019): VOLUME 2 NUMBER 5, September 2019 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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<![CDATA[There is a belief that ice breaking can be used in the classroom as it provides several advantages for the students. One of them is that it can improve students’ learning motivation. This study aims to prove this belief. In other words, it attempts to investigate the effectiveness of ice breaking in improving students’ learning motivation. Quantitative with one group pretest and posttest was used in this study. The population was the 10th grade students at SMK YPKKP. The sample was one class of office administration major. The data was collected through motivation test adapted from (Burhan, 2017). The result showed that null hypothesis of this study was rejected. It is proved by the data from t-test that shows the sigma 2 tailed is 0.00. This value is less than 0.05. Null hypothesis, therefore, was rejected. This means that ice breaking could definitely improve the students’ motivation in learning English. The teacher therefore can implement it in the classroom. in the title.]]>
<![CDATA[AN ANALYSIS OF FIGURATIVE LANGUAGE IN A THOUSAND YEARS SONG LYRICS BY CRISTINA PERRI ]]>
<![CDATA[Astriani, Ai Siti]]>;
<![CDATA[Bhuana, Gartika Pandu]]>
<![CDATA[ PROJECT (Professional Journal of English Education) Vol 4, No 6 (2021): VOLUME 4 NUMBER 6, NOVEMBER 2021 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/project.v4i6.p973-978
<![CDATA[The tittle of this research is “An Analysis of Figurative Language in A Thousand Years Song Lyrics By Cristina Perriâ€. The purpose of this research is to know the types of figurative language and the contextual meanings of figurative language used in “A Thousand Years†song. The method was descriptive quatilative research. The song lyrics took from lyricfind.com. The results showed that there were five figurative languages in that song: rhetoric, hyperbole, paradox, repetition, and personification. Hyperbole and repetition were the dominant form used. Both forms were dominantly used to convince and emphasize that the woman was really waiting for the man and her love was very sincere to him. Thus, he did not need to doubt her love because she loved him before and would continue to love him for a long time.   Keywords: Figurative Language, Types of Figurative Language, Song Lyrics]]>
<![CDATA[THE USE OF SONG IN LEARNING PRONUNCIATION ]]>
<![CDATA[Anggraini, Ira]]>;
<![CDATA[Bhuana, Gartika Pandu]]>
<![CDATA[ PROJECT (Professional Journal of English Education) Vol 5, No 2 (2022): VOLUME 5 NUMBER 2, MARCH 2022 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/project.v5i2.p280-283
<![CDATA[This study aims to determine students' perceptions in learning pronunciation through songs. This was a qualitative research method. The participants of this study were 16 tenth grade students from a the vocational schools in Cimahi. Data were collected through questionnaire. The results showed that the students had a good opinion about the use of songs. They thought that it offered a different learning atmosphere, in which it was more relaxed and enjoyable. Besides, it could improve their pronunciation. This indicates that the teacher can use song in teaching pronunciation. Keywords: Pronunciation, Song]]>
<![CDATA[EFL STUDENTS’ RESPONSE TO INDIRECT CORRECTIVE FEEDBACK IN WRITING FOR GENERAL COMMUNICATION COURSE ]]>
<![CDATA[Rissa San Rizqiya]]>;
<![CDATA[Siska Rizkiani]]>;
<![CDATA[Gartika Pandu Bhuana]]>
<![CDATA[ Jurnal Ilmiah P2M STKIP Siliwangi Vol 7, No 1 (2020): Volume 7 Nomor 1, Mei 2020 ]]>
Publisher : <![CDATA[IKIP Siliwangi Bandung ]]>
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DOI: 10.22460/p2m.v7i1p29-36.1527
<![CDATA[Written corrective feedback aims at developing students writing proficiency where they are aware of what is expected as writers and are capable to create text with minimal errors and maximum clarity. This study aims at finding the students’ response towards teacher’s coded and uncoded written corrective feedback on their writing. A total of 79 freshmen majoring English Education Study Program of IKIP Siliwangi participated in filling questionnaire and twelve of them were interviewed using a semi-structured format. Qualitative method was applied in conducting this study. The data were labeled, coded and categorized in four dimensions: value, positivity, participation, and evaluation. The findings showed that in term of value students who got coded feedback showed positive opinion; while students who got uncoded feedback felt confusion. Further, in terms of positivity, participation and evaluation both classes showed positive response. Both classes agree they favor the teacher to provide the feedback by giving a mark, suggesting error correction, and providing written comments on the content. To conclude, students approve written corrective feedback on condition that teacher provides suggestions to improve their writing. Thus, it is suggested for the teacher to consider the feedback types in correcting the students’ written error.]]>
<![CDATA[STUDENTS’ OPINION TO THE IMPLEMENTATION OF PEER ASSESMENT ]]>
<![CDATA[Gartika Pandu Buana]]>
<![CDATA[ Eltin Journal : Journal of English Language Teaching in Indonesia Vol 4, No 2 (2016): Volume 4, Issue 2, October 2016 ]]>
Publisher : <![CDATA[STKIP Siliwangi ]]>
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DOI: 10.22460/eltin.v4i2.p13-20
<![CDATA[As alternative assessment, peer assessment offers some advantages for teaching and learning process. Some experts believe that it can enhance students’ motivation,autonomy, and responsibility. This study aims to investigate students’ opinion to theimplementation of peer assessment. This study was qualitative. The respondents of thisstudy are second semester students at one of University in Bandung. The collected datais obtained through questionnaire. The data gained is categorized and analyzed based onthe some theories relating to peer assessment. Regarding the result, it is found thatbasically the students have positive response to the implementation of peer assessment.This is because of the potential benefits offered from peer assessment. Students perceivethat it helps them to evaluate their ability in speaking English, enhance their intrinsicmotivation, improve their critical thinking, and recognize the assessment criteria. Thisfinding indicates that peer assessment is worthwhile to be conducted in assessingstudents’ oral skill. Keywords: students' opinion, peer assessment, oral skill]]>
<![CDATA[CODED VS UNCODED CORRECTIVE FEEDBACK IN TEACHING WRITING DESCRIPTIVE TEXT ]]>
<![CDATA[Siska Rizkiani]]>;
<![CDATA[Gartika Pandu Bhuana]]>;
<![CDATA[Rissa San Rizqiya]]>
<![CDATA[ Eltin Journal : Journal of English Language Teaching in Indonesia Vol 8, No 1 (2020): Volume 8, Issue 1, April 2020 ]]>
Publisher : <![CDATA[STKIP Siliwangi ]]>
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DOI: 10.22460/eltin.v8i1.p%p
<![CDATA[Written Corrective Feedback (WFC) has been in dispute for several decades whether it is effective or ineffective. This study aims at finding out whether there is difference between students who are taught by giving indirect coded feedback and those who are given indirect uncoded feedback. Quasi experimental applied in conducting this research. 35 students in control group were given uncoded feedback, and 35 students in experimental were given coded feedback. The result of descriptive statistic revealed that indirect writing corrective feedback statistically improved the students’ writing score. Furthermore, there was a significant mean difference in students’ score between the students who were given coded and those who received uncoded writing corrective feedback.]]>
<![CDATA[Affective damage from teachers’ written corrective feedback ]]>
<![CDATA[Gartika Pandu Bhuana]]>;
<![CDATA[Ula Nisa El Fauziah]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 6, No 2 (2021): August 2021 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.6.2.287-299
<![CDATA[Several studies believe that providing feedback on a students’ writing task offers several benefits. However, giving excessive corrections on students’ mistakes can have a negative impact on the students’ feeling. This study aims to investigate English Foreign Language students’ emotional response to the teachers’ written corrective feedback. A qualitative method was applied. The participants were 72 third grade students at an institution in Cimahi. To collect the data, a five-point Likert scale questionnaire and a semi-structured interview were applied. The results revealed that the teachers’ written corrective feedback had negative impact to the students’ feelings, especially for the students who had mid and low proficiency level in writing. It even led to the students’ demotivation. This indicates that the teachers have to consider several things before they give some written feedback as it can affect the students’ attitude in a negative way.]]>
<![CDATA[TEACHING WRITING NARRATIVE TEXT USING TWO STAY TWO STRAY (TSTS) METHOD ]]>
<![CDATA[Lina Nuraeni]]>;
<![CDATA[Gartika Pandu Bhuana]]>
<![CDATA[ PROJECT (Professional Journal of English Education) Vol 3, No 6 (2020): VOLUME 3 NUMBER 6, NOVEMBER 2020 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/project.v3i6.p717-721
<![CDATA[Writing is part important of language. One important skill that should be mastered by the students. The fact show that most of the student find the difficulties in writing. The problems are related to their motivation and technical problem. The method is belief to be able to improve students writing skill. Therefore, the aims of the research is to investigate the application of Two Stay Two Stray (TSTS) method to improve students writing ability.This research used quantitative method.The population of this research was all tenth grade students at one of vocational schools in Cimahi. The sample was eightheen students of class X TKJ. The instrument used test.The result showed that the mean scores of pretest was 63.94 and of posttest was 73.88. From this data it can be concluded after students learned writing narrative text using Two Stay Two Stray (TSTS) method, their writing skill were improved.]]>
<![CDATA[LANGUAGE SHIFT FROM SUNDANESE LANGUAGE TO INDONESIAN LANGUAGE ]]>
<![CDATA[Topan Sopyan]]>;
<![CDATA[Gartika Pandu Bhuana]]>
<![CDATA[ PROJECT (Professional Journal of English Education) Vol 5, No 1 (2022): VOLUME 5 NUMBER 1, JANUARY 2022 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/project.v5i1.p64-70
<![CDATA[Language is not merely a system of communication. It represents culture and transmits culture from one generation to the next. This study aims to determine the language pattern as well as the students’ attitude to the shift of Sundanese language to Indonesia language. The methodology was qualitative. The results of analysis showed that students usually use Sundanese language to communicate with their parents, family, closest friend, and the older people. However, they prefers to use Indonesia language while doing a conversation in education field, especially with the lecture. Regarding attitude, most of the students had positive attitude in maintaining Sundanese language. Regrettably, as most of them do interaction in urban area, they thought that speaking Sundanese seemed out of date. Keywords: Sundanese Language, Language Shift, Language Maintenance ]]>
<![CDATA[PENGGUNAAN LEARNING MANAGEMENT SYSTEM UNTUK MENINGKATKAN KEMAMPUAN ICT GURU BAHASA INGGRIS DI BANDUNG BARAT ]]>
<![CDATA[Gartika Pandu Bhuana]]>;
<![CDATA[Siska Rizkiani]]>;
<![CDATA[Firda Aulia]]>
<![CDATA[ Abdimas Siliwangi Vol 5, No 1: Februari 2022 ]]>
Publisher : <![CDATA[IKIP SILIWANGI ]]>
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DOI: 10.22460/as.v5i1.6861
<![CDATA[Pada revolusi industi 4.0, teknologi telah bertranformasi menjadi kebutuhan yang sangat vital, termasuk di dalam dunia pendidikan. Banyak media pengajaran dan pembelajaran yang berbasis pada penggunaan teknologi dapat dilakukan secara virtual. Learning management system (LMS) adalah salah satu contohnya.. Sayangnya, banyak guru yang belum memiliki kompetensi mumpuni untuk mengoperasikan LMS. Ini terbukti pada kondisi dimana pandemic Covid-19 terjadi, dan mengharuskan semua sekolah melakukan pembelajaran daring atau online. Banyak guru yang kebingungan untuk melakukan aktifitas mengajar. Jikapun ada yang menggunakan LMS, pemanfatannya jauh dari kata maksimal. Oleh sebab itu, pengabdian ini bertujuan untuk mengedukasi para guru, khususnya guru bahasa Inggris, mengenai cara menggunakan LMS terutama Schoology. Hasil pengabdian ini menunjukan adanya manfaat positif dari pelatihan penggunaan Schoology bagi guru. Motivasi dan keaktifan guru dalam mendesain kelas virtual menjadi tolak ukurnya. Adapun kendala yang ada selama proses pengabdian ini adalah stabilitas sinyal. Kualitas sinyal yang buruk berdampak pada penyampaian materi. Kegiatan pengabdian ini diharapkan dapat memaksimalkan proses belajar-mengajar yang terjadi di luar kelas atau online. Dalam jangka panjang, pengabdian ini diharapkan dapat membantu guru untuk lebih handal didalam penggunaan teknologi sehingga dapat meningkatkan kompetensi ICT mereka. ]]>
