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DERIVATIONAL AFFIXATION ON THE STUDENT’S RECOUNT TEXT Nunur Hasanah; Indra Perdana; Wardani Dwi Wihastyanang
English Teaching Journal : A Journal of English Literature, Language and Education Vol 9, No 2 (2021)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v9i2.10609

Language is important in our life, especially for communication. Talking about language was certainly lead to the discussion of linguistic, such as morphology. In the morphology there is derivational and inflectional affixation. This thesis focused on analyzing derivational affixation applied in the students’ writing task to find out types of derivational affixation used by the students’ and how is derivational affixation processes in these types. Derivation is the ability to derive new words forms that important to become competence users of English. The researcher interested to analyze derivational affixation in writing skills which is a complicated skill with complete language component to be mastered, such as vocabulary. The researcher chooses writing text from the students because it is interesting to study whether the students’ writing text contain derivational affixation even though they have not received about the material formally. So, the object of this research is writing task produced by the XII-Bahasa students’ at MAN 2 Jombang conducted from the instruction to make a recount text shared through google form. This thesis using qualitative content analysis method. The result of this thesis analyzed according to the theory of Katamba (2006) and Booij (2007), then it shows that the researcher found two types of derivational affixation applied, namely prefixes and suffixes. This research support theory of Katamba (2006) stated that infixes rarely use in English. Then, types of derivational affixation applied on the students’ writing task categorized into their process of derive new words. Prefixes found consist of two kinds in derivational affixation process those are nominal affixation and adjectival affixation. Then, all kinds of derivational affixation process found in suffixes those are nominal affixation, verbal affixation, adjectival affixation and adverbial affixation. To conclude there is many types of derivational affixation applied in the student’s recount text.

Active learning using learning management system to improve students' competence in argumentative writing Wardani Dwi Wihastyanang; Daning Hentasmaka; Rosi Anjarwati
Journal on English as a Foreign Language Vol 4, No 1 (2014): March
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Nowadays the educational paradigm has changed from passive learning into active learning where learners are actively involved in teaching and learning process. Internet, as one of the information and communication products, is believed to be able to facilitate an active and interactive teaching and learning process. One of the examples is the use of Learning Management System (LMS). LMS is viewed appropriate to be applied in teaching English especially the writing skill in which learners need more time and more exercises to improve their skills. The limited time of classroom meeting makes the need impossible to be fulfilled. By using LMS, the teaching and learning process can not only depend on the classroom meeting but also can be done outside the classroom anytime and anywhere. In this quasi-experimental research the researchers were eager to know the effectiveness of active learning by using LMS to improve students’ writing skill, especially in argumentative writing. The data was analyzed with ANCOVA using SPSS version 20. The result shows that the value of F-value is 5.505 and the significant value is .021 which is less than .05, and the F-value is higher than F-table (3.94). It means that the alternative hypothesis (Ha) is accepted. Thus, it can be concluded that teaching writing by using LMS is more effective than conventional classroom meeting.

LESSON STUDY AS AN ALTERNATIVE DEVELOPMENT FOR PRE-SERVICE TEACHER COMPETENCE Wardani Dwi Wihastyanang
JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang Vol 3, No 2 (2017)
Publisher : STKIP PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeel.v3i2.656

Lesson Study is not learning model but a model of teachers' professional development through the study of collaborative learning and sustainable as well as carrying the principles of collegiality and mutual learning to build a learning community (Hendayana, et al., 2006). This Study conducted a library research through a review of journal article that discuss about lesson study. As a model of development, lesson study widely adopted by teachers in Indonesia but its implementation procedures have been amended in accordance with the context and situation. Lesson Study is also potentially be applied to the Real Teaching (PPL) for students LPTKs, but need a clear implementation guidelines and operational for students, teachers, professors, and school.

ENGLISH SUPRASEGMENTAL FEATURES IN SPEECH SOUND ERRORS PRODUCED BY EFL ELEMNETARY STUDENTS Wardani Dwi Wihastyanang
JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang Vol 6, No 2 (2020)
Publisher : STKIP PGRI Jombang

This study concerns on a phonological analysis on EFL Students’ speech sound errors. The writer identified kinds of waveforms pronunciation made by EFL Students of SDN Pesanggrahan in vowels, diphthongs, and consonants, the differences of waveforms pronunciation between EFL Students’ and British English and Emerican English based on CALD to find kinds of speech sound errors. In the process of data collection, the writer used descriptive qualitative. The subject of the research is the 30 EFL students of SDN Pesanggrahan Jombang in academic year 2009-2010. The writer recorded the EFL Students speech sound by using Adobe Audition then analysed it by using Speech Analyzer. After analyzing all the data, the writer then found there are some errors. Majority EFL students make speech sound errors for vowel and diphthongs production in the additions, distortion and substitutions category. The result for consonants speech sound production, majority EFL students make speech sound errors in the distortion and addition category.There are several categories that are the EFL students’ reasons in producing speech sound error. These results can generally namely, (1) English-speaking habit, (2) learning method, (3) Students' interest in learning English, (4) the role of teacher of English in school, (5) The role of parents in accompanying the student to learn at home. Based on the result most of the EFL students only speak English in the school. There are several categories that are the reasons of EFL students. These results can generally be divided into two categories, namely, (1) Internal factors, and (2) External Factors. The results of interview and observation, 99% of 30 EFL students claim to have no problem dealing with their organ of speech. There is only one EFL student who has sound production problem in which he cannot produce letter r /r/ correctly. 40% of 30 EFL students claim that they feel groggy and lack of self-confidence at the time of recording so that there are several errors in pronouncing several words, whereas 20% of EFL students feel that they do not know how to read or pronounce certain words, for those words are new vocabulary for them. 40% other EFL students do not declare themselves as having psychic problems experienced by other students.

ACTIVE LEARNING BY USING LEARNING MANAGEMENT SYSTEM (LMS) TO IMPROVE STUDENTS’ COMPETENCE IN WRITING Wardani Dwi Wihastyanang; Daning Hentasmaka; Rosi Anjarwati
JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang Vol 1, No 2 (2015)
Publisher : STKIP PGRI Jombang

Nowadays the educational paradigm has changed from passive learning into activelearning where learners are actively involved in teaching and learning process. The use of LearningManagement System (LMS) in the internet is viewed appropriate to be applied in teaching Englishespecially the writing skill in which learners need more time and more exercises to improve theirskill. By using LMS the teaching and learning process is not only depend on the classroom meetingbut also can be done outside the classroom, anytime and anywhere. In this quasi-experimental research the researchers were eager to know the effectiveness of activelearning by using Learning Management System (LMS) in improving students’ writing skill,especially in argumentative writing. The data was analyzed by using ANCOVA and the analysiswas done by using SPSS version 20.The result of ANCOVA shows that the value of F-value is 5.505 and the significant value is .021which is less than .05 and the F-value is higher than F-table (3.94). It means that the alternativehypothesis (Ha) is accepted. Thus it can be concluded that teaching writing by using LearningManagement System (LMS) is more effective than conventional classroom meeting.

THE IMPLEMENTATION OF GOOGLE CLASSROOM AS LISTENING E-ASSESMENT ON EFL STUDENTS' CRITICAL LISTENING SUBJECT Ninna Isnainiyah; Wardani Dwi Wihastyanang
Prosiding Conference on Research and Community Services Vol 2, No 1 (2020): Second Prosiding Conference on Research and Community Services
Publisher : STKIP PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Tujuan dari penelitian ini adalah untuk mengetahui dampak dan tanggapan siswa terhadap penerapan Google Classroom sebagai tugas elektronik pembelajaran mendengarkan. Penggunaan Google Classroom adalah salah satu dampak dari Covid-19 bahwa semua kegiatan pembelajaran menerapkan kelas online.Penelitian ini menggunakan metode deskriptif kualitatif yang fokus pada analisis isi. Subjek penelitian ini adalah 38 siswa pada mata kuliah Critical Listening 2018-A dari STKIP PGRI Jombang. Skor siswa dan mengadaptasi dari kuesioner Shaharanee et.al (2016) sebagai instrumen untuk mengumpulkan data. Hasil penelitian menunjukkan bahwa semua faktor secara signifikan efektif dalam hal niat perilaku dan penggunaan Google Classroom yang sebenarnya. Penekanan ditempatkan pada keakraban dalam kegunaan dan kemudahan penggunaan sebagai fitur penting dari Google Classroom. Karenanya, Google Classroom dapat digunakan sebagai alat pembelajaran untuk meningkatkan keterampilan mendengarkan peserta didik. Karenanya dampak positif dari penggunaan Google Classroom untuk para pembelajar membuktikan manfaatnya. Akhirnya, penelitian lebih lanjut diperlukan untuk mengumpulkan data dari kelas / mata pelajaran lain untuk meningkatkan generalisasi hasil.

Active learning using learning management system to improve students' competence in argumentative writing Wardani Dwi Wihastyanang; Daning Hentasmaka; Rosi Anjarwati
Journal on English as a Foreign Language Vol 4, No 1 (2014): Issued in March 2014
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v4i1.69

Nowadays the educational paradigm has changed from passive learning into active learning where learners are actively involved in teaching and learning process. Internet, as one of the information and communication products, is believed to be able to facilitate an active and interactive teaching and learning process. One of the examples is the use of Learning Management System (LMS). LMS is viewed appropriate to be applied in teaching English especially the writing skill in which learners need more time and more exercises to improve their skills. The limited time of classroom meeting makes the need impossible to be fulfilled. By using LMS, the teaching and learning process can not only depend on the classroom meeting but also can be done outside the classroom anytime and anywhere. In this quasi-experimental research the researchers were eager to know the effectiveness of active learning by using LMS to improve students’ writing skill, especially in argumentative writing. The data was analyzed with ANCOVA using SPSS version 20. The result shows that the value of F-value is 5.505 and the significant value is .021 which is less than .05, and the F-value is higher than F-table (3.94). It means that the alternative hypothesis (Ha) is accepted. Thus, it can be concluded that teaching writing by using LMS is more effective than conventional classroom meeting.

THE EFFECT OF STUDY FROM HOME (SFH) IMPLEMENTATION AT THE ELEMENTARY LEVEL Wardani Dwi Wihastyanang; Indra Perdana; Saiful Marhaban
JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang Vol 9, No 1 (2022)
Publisher : STKIP PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v9i1.2563

This research was conducted with the aim of obtaining information about the impact of the spread of Covid-19 on the implementation of Study From Home at the elementary level. As well as getting information about the effectiveness of the implementation of Study From Home at the elementary school level. This study uses a qualitative method by studying literature from several sources, both print and electronic media, as well as online books and journals. Journal searches were carried out through Google Scholar with the keywords "Impact of Covid" and "Implementation of Study From Home". Then selected with the criteria that there are discussions related to the impact of Covid and the implementation of SFH. The research technique used is documentation and data analysis techniques, namely data collection, data reduction, data display and conclusion drawing.

IMPROVING SKILLS FOR WRITING EXPLANATORY TEXTS THROUGH PROBLEM-BASED LEARNING MODEL BY USING CHRONOLOGICAL IMAGE MEDIA OF FOREST FIRE AND HAZE EVENTS Indra Perdana; Wardani Dwi Wihastyanang; Lazarus Linarto; Joni Bungai
English Teaching Journal : A Journal of English Literature, Language and Education Vol 10, No 2 (2022)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v10i2.14567

This study used a class action research (CAR) method, which was carried out in cycle I and cycle II that consists of the stages of planning, action, observation, and reflection. The data collection in this study used test and non-test techniques and to analyze the data was carried out quantitatively and qualitatively, with a classical completeness target of 85%, with a KKM value of 78, and a KKM value of attitude with a predicate (B). Based on the results, the learning process of compiling explanatory texts has increased in every aspect of his observations, with an average value of three observers of 79.7% not reaching 85% in the first cycle, increasing in the second cycle by 95.14%, or an increase of 10.14%. For the results of an increase in the composition of the explanatory text, compilation increased from the results of pre-cycle, cycle I, and cycle II by 76.3% increased in cycle I by 80% increased in cycle II with an average value of 83.3%, or with a percentage the increase between pre-cycle I to cycle I was 3.7% and between cycle I to cycle II by 15%. The results of students' responses from cycle I to cycle II experienced changes with the results of responses that were getting better or positive in cycle II related to activities learning to compose explanatory texts with Problem Based Learning (PBL) using media images of natural events of forest fires and haze in Central Kalimantan that occur every year during the dry season.

Writing Knowledge and Writing Performance of Undergraduate Students Indra Perdana; Joni Bungai; Wardani Dwi Wihastyanang; Ralph Hery Budhiono; Valentina Lovina Tanate
International Journal of Language Education Vol. 7, No. 2, 2023
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v7i2.40041

This paper describes an investigation about the relationship between students' writing knowledge and second language writing performance. Metacognitive and metalinguistic knowledge contribute significantly to writing performance. As a foreign language, 78 undergraduate students took a writing knowledge class and a writing proficiency test. The knowledge process has a strong influence on writing performance. Except for vocabulary knowledge, other aspects and sub-aspects had no significant effect on writing performance. Vocabulary knowledge had a negative impact on writing performance. In other words, while some aspects and sub-aspects of writing knowledge did not significantly influence writing performance, others did. The pedagogical implication is that all aspects of writing knowledge must be explicitly taught in writing instruction in order to improve students' writing quality. However, there must be a priority of aspect as the core of the material to be taught, with the other aspects and sub-aspects serving as complementary materials. This could result in a moderate relationship finding and a low percentage of contribution. Undergraduate English as a Foreign Language students from various institutions and provinces may have varying levels of language proficiency and writing skills.

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