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All Journal IJEE (Indonesian Journal of English Education) English Learning Innovation (englie) Jurnal Pendidikan dan Pengabdian Masyarakat Jurnal Sinar Edukasi (JSE)
Rini Susanti
English Education Study Program, Faculty Of Teacher Training And Education, Universitas Muhammadiyah Palembang, Palembang, Indonesia;
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Indonesian Culture Influence Towards English Directive Acts Used by Senior High School Students Tamara Becce Tenridinanti; Indawan Syahri; Maribel Casinto Abalos; Rini Susanti
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 8 | NO.1 | 2021
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v1i1.20127

Abstract

ABSTRACTIn uttering the English language, especially English directive acts, Indonesian people do not deliver it directly, but they convey it long-winded. It is influenced by the Indonesian culture that tends to convolute in explaining something which is different from the English-speaking culture that speaks straight to the point. The objectives of the study were to identify the common types of directive illocutionary acts and to describe how the Indonesian culture is represented in English illocutionary acts made by the students of SMA Negeri 10 Palembang. The method of the study was descriptive-qualitative. The data was collected from twenty-six participants of SMA Negeri 10 Palembang through the role-play technique. Results of this study showed eight common types of English directive acts: commanding, requesting, suggesting, forbidding, questioning, permitting, encouraging, and wishing. Besides, the resemblance between the Indonesian culture and illocutionary acts has an interconnection shown in culture transfer. In this this study in particular, questioning was the most dominant directive act, and this is because Indonesian people tend to ask first before uttering straight to the point and suggesting was the second most dominant whereas requesting was the least dominant.   ABSTRAKDalam pengucapan bahasa Inggris khususnya bahasa Inggris directive act, orang Indonesia tidak menyampaikannya secara langsung, tetapi menyampaikannya dengan bertele-tele. Hal tersebut dipengaruhi oleh budaya Indonesia yang berbelit-belit dalam menjelaskan sesuatu yang berbeda dengan budaya Inggris yang berbicara langsung ke intinya. Tujuan penelitian ini adalah untuk mengidentifikasi jenis-jenis ilokusi direktif yang umum dan mendeskripsikan bagaimana kemiripan budaya Indonesia dalam ilokusi bahasa Inggris yang dibuat oleh siswa SMA Negeri 10 Palembang. Metode penelitian adalah deskriptif kualitatif. Pengumpulan data dilakukan pada dua puluh enam peserta SMA Negeri 10 Palembang melalui peragaan role play. Studi ini menunjukkan delapan jenis tindakan direktif bahasa Inggris yang umum seperti memerintah, meminta, menyarankan, melarang, mempertanyakan, mengizinkan, mendorong, dan berharap. Selain itu, kemiripan budaya Indonesia dengan ilokusi memiliki keterkaitan yang terlihat dalam transfer budaya. Dari penelitian ini, bertanya sangat dominan karena masyarakat Indonesia cenderung bertanya terlebih dahulu sebelum berbicara langsung ke pokok permasalahan. Dominasi kedua menunjukkan, dan yang terakhir meminta.  
From cultural exchange to identity formation: Intercultural experiences of Indonesian pre-service English teachers in the Philippines Indawan Syahri; Rini Susanti; Nadya Rezkhita Dwiana
English Learning Innovation Vol. 6 No. 2 (2025): August
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v6i2.40964

Abstract

In today's global educational landscape, pre-service teachers must be equipped to teach in culturally diverse classrooms. This research examines three Indonesian pre-service English teachers undertaking teaching practicum in the Philippines as part of the South East Asia-Teacher (SEA-Teacher) program. The objective is to understand their intercultural learning experiences during the practicum and their impact on their identities as educators. This study employs a narrative inquiry methodology, with data collected through in-depth interviews, journal writing, and focus group discussions. The theoretical framework is derived from Byram's (1997) concepts of intercultural communicative competence, Mezirow's (2000) theory of transformative learning, and Norton's (2013) perspectives on identity. The results indicate several key factors that shape the participants’ experiences, including exposure to new educational methods, engagement with diverse cultural norms, and encounters with unfamiliar religious practices. Valuable experiences include acquiring new educational methodologies and embracing diverse cultures. Challenges sometimes arise, such as confusion around religious practices and novel educational methodologies. This significantly influences their self-perception as educators and their confidence in teaching in multicultural classrooms. This research proposes that teacher programs incorporate more foreign practicums to better prepare students for global teaching opportunities
Penguatan Pemahaman Teks Naratif melalui Media Gambar di SMA Bina Warga 1 Palembang Asti Gumartifa; Indawan Syahri; Rini Susanti; Andreamella Elfarissyah; Indah Windra Dwie Agustiani; Sri Hartati
Jurnal Pendidikan dan Pengabdian Masyarakat Vol. 9 No. 2 (2026): Mei
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppm.v9i2.12041

Abstract

Pada kegiatan pengabdian kepada Masyarakat, terdapat tujuan yaitu untuk menguatkan pemahaman siswa dalam membaca teks naratif bahasa Inggris dengan pemanfaatan media gambar. Kegiatan tersebut dilaksanakan di SMA Bina Warga 1 Palembang yaitu pada akhir November 2023 dengan penggunaan materi fabel Mouse Deer and Crocodile. Metode pelaksanaan yang digunakan yaitu melalui pendekatan edukatif-partisipatif meliputi tahap persiapan materi, penyajian konsep narrative text, membaca terbimbing berbantuan gambar, latihan kosakata, diskusi, dan evaluasi reflektif. Data kegiatan diperoleh melalui observasi proses pembelajaran, respons siswa saat interaksi kelas, latihan kosakata, pertanyaan pemahaman, dan dokumentasi kegiatan. Hasil kegiatan pengabdian kepada Masyarakat menunjukkan bahwa melalui media gambar dapat membantu siswa membangun prediksi, memvisualisasikan alur cerita, mengenali tokoh dan peristiwa, menafsirkan kosakata baru, serta berpartisipasi lebih aktif dalam diskusi membaca. Kegiatan ini menyimpulkan bahwa media visual sederhana dapat dijadikan pembelajaran membaca bahasa Inggris yang lebih kontekstual, menarik, dan mudah diikuti oleh siswa dengan memiliki keterbatasan kosakata. Selanjutnya, rekomendasi kegiatan adalah perlunya pengembangan variasi teks naratif, penggunaan pre-test dan post-test, serta pendampingan guru dalam merancang media gambar yang relevan dengan kebutuhan kelas EFL.
English consonant cluster pronunciation among Thai junior high school EFL students in an authentic classroom: Error patterns Betri Ciandayani; Indawan Syahri; Rini Susanti
Jurnal Sinar Edukasi Vol 7 No 2 (2026): Jurnal Sinar Edukasi [in progress]
Publisher : Institute of Information Technology and Social Science (IITSS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61346/jse.v7i2.385

Abstract

This study examines English words containing consonant clusters that are most frequently mispronounced by Thai students learning English as a foreign language (EFL) and identifies the phonological patterns underlying these pronunciation errors. The study employs a descriptive qualitative design, supported by descriptive statistics to complement the phonological analysis. The study participants consisted of 21 junior high school students from Thailand who completed a speaking task comprising 15 target items (14 words and one phrase). The recordings were transcribed using the International Phonetic Alphabet (IPA) and analyzed to identify recurring pronunciation patterns. The findings indicate that words with initial consonant clusters posed the greatest difficulty in pronunciation. Specifically, all participants (100%) mispronounced five target words. Rather than making random errors, the learners consistently employed three phonological correction strategies: vowel insertion (epenthesis), consonant substitution, and modification of final consonants. This suggests the influence of Thai phonotactic constraints and first-language phonology on the production of consonant clusters in English. These findings provide classroom-based evidence of systematic transfer from the first language and highlight the need for explicit speech instruction focused on consonant clusters through activities such as auditory discrimination, minimal pair exercises, guided articulation practice, and contrastive analysis to improve students’ speech clarity.
Co-Authors Agustiani, Indah Windra Dwie Andreamella Elfarissyah Asti Gumartifa Betri Ciandayani Dwiana, Nadya Rezkhita Indawan Syahri Maribel Casinto Abalos Sri Hartati Tamara Becce Tenridinanti