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All Journal Ahmad Dahlan Journal of English Studies Jurnal Penelitian Humaniora EXPOSURE JOURNAL Journal of English Language Studies Nyimak: Journal of Communication JURNAL MUQODDIMAH : Jurnal Ilmu Sosial, Politik dan Hummaniora Dinamika : Jurnal Ilmiah Ilmu Administrasi Negara NUSANTARA : Jurnal Ilmu Pengetahuan Sosial Research and Innovation in Language Learning EDUKATIF : JURNAL ILMU PENDIDIKAN JUDIKA (JURNAL PENDIDIKAN UNSIKA) Journal of English Education and Teaching (JEET) INTERACTION: Jurnal Pendidikan Bahasa PROJECT (Professional Journal of English Education) ELT in Focus Jurnal Politikom Indonesiana Journalism, Public Relation, and Media Communication Studies Journal (JPRMEDCOM) JOLLT Journal of Languages and Language Teaching Media Bina Ilmiah MODERAT: Jurnal Ilmiah Ilmu Pemerintahan INTERACTION: Jurnal Pendidikan Bahasa
Kusrin
FKIP Universitas Singaperbangsa Karawang
Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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The Embodied Work of Multimodality in Teaching English Pronunciation of Consonants Unavailable in Indonesian Language Kusrin Kusrin; Evi Karlina Ambarwati; Indah Purnama Dewi
Journal of English Language Studies Vol 8, No 1 (2023): Available Online in March 2023
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v8i1.18835

Abstract

Multimodal learning environment has been facilitating teachers to present information-rich in technical words and symbols in picture-print as well as picture-spoken words materials to non-native learners. Indeed, many laboratory and experiment conditions have investigated the positive effect of multimodality to pronunciation learning but little is known about applying it in teaching English consonants that are unavailable in Indonesian language.  This naturalistic case study explored the experience of five pre-service English teachers when learning English consonants unavailable in Indonesian language, i.e., /ð/; /Ɵ/; /ʃ/; and /ʒ/. The data were collected by means of students’ reflective journals and interview. Findings suggest that the participants utilized the picture-word materials to understand the consonants’ phonetic symbols. The picture-spoken words materials facilitate students’ sound production practices. Last, the students’ motivation to acquire intelligibility and comprehensibility is shaped by their identity as pre-service English teachers believe that their correct pronunciation reflects their professional competence and improve their confidence.
The what and how of questionnaires in second language research to cope with technological advances: design, administration, and processing Elih Sutisna Yanto; Kusrin
ELT in Focus Vol. 6 No. 1 (2023): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/eltinfc.v6i1.9424

Abstract

In their book, Zoltán Dornyei and Jean-Marc Dewaele's Questionnaires in Second Language Research offers a comprehensive, reader-friendly overview of the theory of questionnaire design, administration, and processing, made accessible with a detailed how-to guide and concrete, real-world applications. This third edition has been thoroughly revised to reflect advancements in the field and includes recent case studies focusing on the considerations, challenges, and opportunities of online questionnaires at all research stages. In this book, the authors also guide readers on how to use the IRIS database and how to clean, process, and analyze questionnaire data before reporting findings. This is an invaluable resource for SLA, applied linguistics, psychology, and education students and researchers interested in understanding and conducting both qualitative and quantitative questionnaire-based L2 research. This review is a memorial for Zoltán Dornyei, who passed away on June 10, 2022.
EXPLORING STUDENTS’ RESPONSES (COGNITIVE, AFFECTIVE AND CONATIVE) IN LEARNING READING NARRATIVE TEXT USING QUIZIZZ APPLICATION AS MOBILE ASSISTED LANGUAGE LEARNING (MALL) Rahmi Tri Lestari; Kusrin; Sumarta
PROJECT (Professional Journal of English Education) Vol. 7 No. 5 (2024): VOLUME 7 NUMBER 5, SEPTEMBER 2024
Publisher : IKIP Siliwangi

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Abstract

This study aims to determine students' responses in learning narrative text using the Quizizz application as Mobile Assisted Language Learning (MALL). According to Steven M Chaffe theory, the three categories of responses are; cognitive, affective and conative responses. This study used a qualitative and case study design to conduct this research. The researcher conducts observations, reflective journals, and semi-structured interviews to collect the data. The data analysis used in the research is adopted from Braun & Clarke (2022). The study showed the three categories of student responses (cognitive, affective, and conative) after learning narrative text using the Quizizz application. This study highlights the students’ responses that appeared in this application. In the cognitive aspect, some students understand generic structures, understand language features, understand social functions, identify specific information in stories in learning narrative texts using the Quizizz application. In the affective aspects, some students felt interested, excited, and liked learning narrative text using the Quizizz application. In the conative aspect, some students participate, actively discuss, enthusiasm, and concentrate on learning narrative texts using the Quizizz application. The implication is an increased understanding of student responses in learning narrative text using the Quizizz application in reading classes.
Student Teacher Engagement in Teacher Indirect-Focused Written Corrective Feedback (IFWCF) in a Tertiary EFL Writing Classroom Kusrin, Kusrin; Supeno
Journal of English Education and Teaching Vol. 7 No. 4 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.4.990-1008

Abstract

Teacher feedback becomes essential things for student-teachers. It assists them in evaluating learning progress. However, student-teachers’ engagement is under-explored. This present study is objective to showcase Indirect-focused written corrective feedback (IFWCF). This case study focused on investigating the combination of indirect-focused written corrective feedback (IFWCF) simultaneously to the higher education students in Indonesia who engaged affectively, behaviorally, and cognitively in narrative writing class. This study uses the narrative inquiry method. The data were collected from students’ reflective journals and their corrected worksheets as teacher’s feedback and interviews. The results indicate that effectively, students engage IFWCF positively although two participants by birth felt confused and frustrated. Cognitively, students think of making plans to follow up on IFWCF, and behaviorally, they materialize the plans to fix the corrected worksheets. In conclusion, the implementation of IFWCF in writing courses has pedagogical implications for EFL students.
Students’ Speaking Experience toward the Use of Role Play Technique in Online-Mediated Learning Mutiara Wulandewi; Kusrin Kusrin; Putri Kamalia Hakim
INTERACTION: Jurnal Pendidikan Bahasa Vol. 8 No. 2 (2021): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

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Abstract

The researcher aimed to find out students’ speaking experience toward role-play techniques in online learning. The researcher used a descriptive case study to describe and interpret students' attitudes toward speaking online learning. The data collections were interview through Whatsapp and questionnaires on Google form. The researcher observed 5 students for the Interview and 34 eleventh grade students for the Questionnaire. The results showed that the participant's experience toward the implementation of role-play technique in online speaking class was good and positive. The most of participants claimed that they had an interesting experience. However, this research still had several obstacles such as limited internet access, lack of participants' language skills, and limited feedback from the researcher.
Co-Authors Abdul Kodir Al-Baekani Acep Bahrum Kamil An Nida Nur Azizah Dara Novita Andisya Tanjung Dedin Aliyudin Dwi Widjaya Sukma Dyah Anungrat Herzamzam Eka Yusup Elih Sutisna Yanto Evi Karlina Ambarwati Farah Nurfadilla Halyasmina Amira Hanny Purnamasari Indah Purnama Dewi Jefriyanto Jefriyanto Lubis, Fardiah Oktariani Marina Putty Ariestian Maulana Rifa Mayasari Mayasari Mutiara Wulandewi Nani Darmayanti Nisrina Annisati Rahmi Pahlevi, Muhammad Reza Putri Kamalia Hakim Rahmi Tri Lestari Rizka Hari Kusmianigtyas Rosi Rahayu Rudyk Nababan Setia Laras Sati Siti Fajriah Kurnia Putri Siti Nursanti Sumarta Supeno Syifa H. Putri Maharani Tayo, Yanti Yousef Bani Ahmad Zainal Abidin