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All Journal ELTIN Journal: Journal of English Language Teaching in Indonesia IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature International Journal of English Linguistics, Literature, and Education (IJELLE) English Education and Applied Linguistics Journal (EEAL Journal) Indonesian EFL Journal

Angga Maulana

Universitas Pasundan

Author-ID : 2814521

Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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NEEDS ANALYSIS OF ENGLISH LITERATURE STUDENTS IN ENGLISH ORAL COMMUNICATION Angga Maulana; Fegy Lestari
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 5, No 2 (2017): Volume 5, Issue 2, October 2017
Publisher : STKIP Siliwangi

The purpose of this study is to identify factual information about the needs of students of English Literature in the activities and supporting factors of oral communication by using English, whether linguistic and non-linguistic, and analyzing the difficulties of the situation of oral communication of English Literature students using English. This research uses descriptive method. Data collection is done through two stages: the questionnaire and the interview, followed by the review of someliteratures. The results of this study indicate that in general the students of English Literature feel that participating in a formal discussion is more important than the informal. While in terms of ability in the oral communication activity, generally students mastered informal communication activities. In terms of linguistic factors, the choice of vocabularies, and good and correct sentences are considered very important, although they only feel quite capable in it. It is also found that talking with self-confidence, having proper English pronunciation and mastering the topic of conversation become the important non-linguistic factors. The same thing does not happen on loudness and facial mimic. In general, students feel it is not important enough to master. Regarding situations that facilitate students in oral communication in English, they generally feel that well preparation, self-confidence, and mastery over vocabulary and what is being discussed becomes an easier factor. Different things revealed by most students about the difficult vocabulary and the lack of preparation in oral communication. It is difficult. As for things that require improvement, students generally feel that the confidence and the amount of vocabulary that is mastered should be improved in order to improve the quality of oral communication in English.

THE DYNAMIC IMMERSION SOFTWARE: TEACHING ENGLISH VOCABULARY FOR YOUNG LEARNERS Angga Maulana
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 3, No 1 (2015): Volume 3, Issue 1, April 2015
Publisher : STKIP Siliwangi

The ability in mastering vocabulary holds an important part in the process of learning a language including English. By analogy, English is a weapon whereas vocabulary is the bullet. It will be useless for someone who has a sophisticated weapon without having a great number of bullets. Hence, mastering vocabulary in a language is very important thus emerge techniques or method to master vocabulary. One of the teaching method is Dynamic Immersion Method (DIM). Therefore the purpose of this research is to analyze the process of mastering vocabulary using DIM applied in Rosetta Stone computer software, in one of Elementary schools in Cipatat, Kabupaten Bandung Barat and to know their perception toward the use of it. There are 21 students from the 4th grade who become the participants of this research. In the process of collecting data, the writer uses observations and interview to see the process of using DIM and the students’ perception to the use of it and then analyzes elaborately based on the purpose of this research. . It was found that DIM in this study is considered successful because it enables students not only to memorize the words in English better but also to learn English vocabularies in meaningful context. The topic discussed in each slide is within the young learners’ world. Thus, the teaching of vocabulary in Dynamic Immersion software into certain extent is successful because the material might be interesting, the learning environment seems enjoyable, the period is relatively short and the material could attract young learners to learn vocabulary better. In terms of young learners’ perception, the data revealed that the students perceive positively.Keywords: Vocabulary, Dynamic Immersion Method, Technology, Young Learners

PRE-SERVICE EFL TEACHERS’ COGNITION OF ENGLISH TEXTBOOKS IN VOCATIONAL SCHOOLS Angga Maulana; Siska Rizkiani
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 7, No 2 (2019): VOLUME 7, ISSUE 2, OCTOBER 2019
Publisher : STKIP Siliwangi

Teacher cognition may define teachers’ professionalism. It refers to the teachers’ ability of knowing, believing, and thinking about teaching. This study is trying to look at the pre-service English teachers’ cognition on English textbook of vocational schools in order to raise the quality of pre-service English teacher and benefit the foundation of thinking abilities and teaching reflection on the textbook usage in their classroom. It is widely known that textbooks are one of the important aspects in the teaching-learning process. This research used descriptive method. The participant of this study were three pre-service English teachers who has passed the teaching training program. They used to be assigned to do their teaching training at different vocational schools. Each school applied different English textbook. Descriptive analysis employed to obtain a picture of pre-service English teacher cognition on English textbooks after distributing the questionnaire and administering interview. The results showed that all the participants believe that there is no specific material in English textbooks to any particular major or department of vocational school. It was also found that the textbooks do not meet and train students' four language skills in balance. This made them to create or add related materials from various sources.Keywords: English Textbook, Pre-service EFL Teacher, Teacher Cognition

AN ANALYSIS OF MASCULINITY IN BTS BOY BAND MUSIC VIDEOS Hana Listia Firdah; Angga Maulana; Senny S Alwasilah
English Education and Applied Linguistics Journal (EEAL Journal) Vol 4, No 2 (2021): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v4i2.1519

The massive popularity of K-Pop currently regards as one of the world's most popular. As a result, the researcher was drawn to the Bangtan Boys (BTS) music videos entitled We Are Bulletproof Pt.2 and Boy With Luv (feat. Halsey). This study aims to find out what kind of masculinity BTS Boy Band built and how they portrayed their masculinity in their music videos. The writer also used the qualitative descriptive based on Roland Barthes' semiotic theory as a sign system separated into denotation and connotation, which builds a myth to obtain the meaning. The results found that the type of masculinity represented by the BTS boyband is metrosexual, seonbi, and bishonen. They have portrayed their masculinity from fashion usage that crosses gender boundaries, expression, and gestures that they represent in the music videos. BTS has a significant role in society as a public figure, especially for the younger generation who love and understand themselves more. If the man himself has femininity and masculinity, there is nothing wrong. BTS has redefined masculinity in many ways, and the most obvious is how they present themselves physically. They portray how the freedom and flexibility to wear whatever they want regardless of gender. BTS also teaches men that it does not become harmful for men to admit that they are vulnerable. It is all right to be clumsy, and nobody will judge anything about it. Loving ourselves is more important than following popular standards in society (which is not necessarily good for one's mental health).

Teaching Writing Analytical Exposition Text Using YouTube Media Assisted by Whatsapp Ida Lisdawati; siska rizkiani; angga maulana
International Journal of English Linguistics, Literature, and Education (IJELLE) Vol. 5 No. 1 (2023)
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijelle.v5i1.3713

This research aims to describe the responses of teachers and students toward teaching and learning, the challenges that students face when learning writing, and the challenges that teachers face when teaching students through the writing process. This research used descriptive qualitative research to describe or explain systematically and accurately events. The research participants were conducted eleventh-grade students in SMK PGRI 2 Karawang, consisting of 30 students. The instruments of this research are an observation sheet, questionnaire, interviews, and tests. The results showed that the research found three findings. First, the teachers' responses could help students be more active, communicative, effective, and efficient. Second, the questionnaire results showed that most students positively responded to learning to write analytical exposition texts using YouTube as a medium because it made it easier for them to understand the subject matter. Third, this research can be employed as a reference by another researchers conducting further research on senior high school writing instruction for analytical exposition texts.

EFL Students Strategies in the Process of Writing Setya Resmini; Gartika Pandu Bhuana; Siska Rizkiani; Angga Maulana
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 12 No. 1 (2024): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v12i1.4729

Writing has been taught for many years as one of the skills that need to be acquired to learn English. However, the long process of writing, which consists of pre-writing, writing, and revising stages, makes it more difficult for the students to do it. Therefore, this study aims to investigate students' strategies in the process of writing. The study used a qualitative design that employed a questionnaire as the main instrument for collecting the data. The questionnaire was distributed to 45 first-year college students. The result from the questionnaire shows that the students used some strategies in each stage of the writing process: pre-writing (70.63%), writing (72.95%), and revising (60.16%). In pre-writing, the students primarily applied resourcing and elaborating strategies. During the writing stage, the most commonly employed strategy was rereading. Finally, in the last phase, they solely employed proofreading as their strategy. By understanding the students' strategies in writing, the teacher can help them develop better writing skills as well as facilitate them in becoming more effective writers.

INTEGRATING CRITICAL LITERACY INTO ACADEMIC WRITING INSTRUCTION FOR PRE-SERVICE TEACHERS: AN EXPLANATORY SEQUENTIAL MIXED-METHOD Siska Rizkiani; Gartika Pandu Bhuana; Setya Resmini; Ida Lisdawati; Angga Maulana; Nur Fathiyya Zahira Mujahidah
Indonesian EFL Journal Vol. 12 No. 3 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i3.145

Critical literacy is a core support for EFL pre-service English teachers to process complex, ideologically embedded multimodal texts. However, most current academic writing instruction in EFL teacher education programs shares a widespread common flaw: prioritizing linguistic accuracy while neglecting critical engagement. To explore the actual effect of integrating structured critical literacy tasks into academic writing courses on improving pre-service teachers’ writing performance and critical awareness, this study adopts an explanatory sequential mixed-methods approach, and conducts an 8-week teaching intervention with a sample of 36 pre-service English teachers. The intervention tasks cover critical questioning, multimodal text analysis, and writing critical response papers. For quantitative analysis, a paired-samples t-test is used to process pre-test and post-test writing assessment data, while thematic analysis is used for qualitative analysis to process data from reflection forms and semi-structured interview materials. The study’s results show that the mean writing score increased from 2.81 (SD=0.50) to 3.66 (SD=0.45), t(35)=11.42, p<.001, Cohen’s d=1.90. Scores for critical awareness, argument quality, and evidence use rose by 1.04, 0.91, and 0.78 respectively. Qualitative results indicate that students gradually developed the relevant core competencies, and this set of intervention plans can provide a reusable evidence-based teaching reference for the EFL teacher education field.

Co-Authors Bhuana, Gartika Pandu Fegy Lestari Gartika Pandu Bhuana Hana Listia Firdah Ida Lisdawati Ida Lisdawati Nur Fathiyya Zahira Mujahidah Senny S Alwasilah Setya Resmini Setya Resmini Siska Rizkiani Siska Rizkiani

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