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All Journal Jurnal Pendidikan Indonesia Jurnal Penelitian Pendidikan Language Circle : Journal of Language and Literature Lembaran Ilmu Kependidikan Jurnal Karya Pendidikan Matematika MAGISTRA Celt: A Journal of Culture, English Language Teaching & Literature ETERNAL: English Teaching Journal ELT Forum: Journal of English Language Teaching English Education Journal The Journal of Educational Development English Language and Literature International Conference (ELLiC) Proceedings Jurnal Pendidikan Edutama Journal of Research and Educational Research Evaluation Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology

Dwi Anggani Linggar Bharati

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Author-ID : 307729

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

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Comparing the Language Style Used by Native and Non-native English Speakers in The Ellen Show Cahyanti, Ade Dwi; Hartono, Rudi; Linggar Bharati, Dwi Anggani
English Education Journal Vol 11 No 4 (2021): December 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.50290

As the user of communication especially in English, the speaker has to consider the interlocutor’s position in order to achieve good communication. Here, the speakers which include native and non-native English speakers must choose an appropriate language style for the different interlocutors to avoid social consequences. The purposes of this research were to analyze the use of language style of those speakers in The Ellen Show. Also, it focused on the differences and the similarities between those speakers. Last, it focused on the factors influencing the use of language style. The research used the qualitative method which focuses on content analysis. Here, it focused on three native speakers and three non-native speakers of English as the guests in The Ellen Show. The Ellen Show is a talk show program with a casual discussion that talks about a particular topic or issue which consists of a host, the guest(s) being interviewed, the home audience, and the studio audience from which the host might get some responses from.The findings revealed that the native English speakers used all types of language styles. Meanwhile, the non-native speakers used three types of language styles. Then, the similarities were that both speakers applied formal style, consultative style, and casual style in their utterances. However, the difference was the non-native English speakers did not apply frozen style and intimate style. Furthermore, those speakers used language style because it influenced the participant, the setting, the topic, and the function. Therefore, it is concluded that language styles were useful in English utterances either by native speakers or non-native English speakers. The speaker has to consider the interlocutor’s position in order to achieve good communication. Here, the speakers which include native and non-native English speakers must choose an appropriate language style for the different interlocutors to avoid social consequences. The purposes of this research were to analyze the use of language style of those speakers in The Ellen Show. Also, it focused on the differences and the similarities between those speakers. Last, it focused on the factors influencing the use of language style. The research used the qualitative method which focuses on content analysis. Here, it focused on three native speakers and three non-native speakers of English as the guests in The Ellen Show. The findings revealed that the native English speakers used all types of language styles. Meanwhile, the non-native speakers used three types of language styles. Then, the similarities were that both speakers applied formal style, consultative style, and casual style in their utterances. However, the difference was the non-native English speakers did not apply frozen style and intimate style. Furthermore, those speakers used language style because it influenced the participant, the setting, the topic, and the function. Therefore, it is concluded that language styles were useful in English utterances either by native speakers or non-native English speakers.

HOTS in Reading Activities of Modules 1 to 5 Easy English for Package B Azizah, Fitria Uswatun; Linggar Bharati, Dwi Anggani
English Education Journal Vol 11 No 4 (2021): December 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i4.51533

Package B uses a flexible learning principle. The learning process uses a modular learning system. Learning used the latest modules based on the 2013 Curriculum Equivalency Education. This study belongs to qualitative research. The research method is content analysis. This study attempts to analyze the incorporation of analyzing level and evaluating level in reading activities presented in Modules 1-5 Easy English for Package B by referring to Revised Bloom's Taxonomy. The research participants are three English Tutors of Package B. From 168 reading activities, there are 164 LOTS reading activities or 97% and only 4 HOTS reading activities or 3%. The detail is one analyzing reading activity in Module 3, one evaluating level reading activity in Module 1, one evaluating level reading activity in Module 2, and one evaluating level reading activity in Module 3. The knowledge dimensions found in HOTS reading activities are factual and conceptual. The details are a factual knowledge reading activity in Module 1 and three conceptual knowledge reading activities in Module 2 & 3. The result of this study is expected to benefit English tutors to improve or add supplementary materials and reading activities from other sources, the module's author to develop HOTS reading activities in the module, and further researcher to conduct research related to the effectiveness and development of reading activities.

The The Influence of Ciacianese Buton Dialect (CBD) Towards Studentsâ€™ English Pronunciation Tawary, Dhiayuddin Dzulfikar W; Linggar Bharati, Dwi Anggani; Rozi, Fahrur
The Journal of Educational Development Vol 8 No 2 (2020): December 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jed.v8i2.41508

This study was intended to reveal the information on the influence of the Ciacianese Buton Dialect (CBD) towards the studentsâ€™ pronunciation of English vowels, diphthongs, consonants, and consonant clusters. The study also explained the effort of the teacher in improving the studentsâ€™ pronunciation. The subjects of this study were eleventh-grade students at SMAN 2 Pasarwajo, Buton regency. This study employed a descriptive qualitative study toward 30 students of grade XI at SMAN 2 Pasarwajo. This study uses several methods in obtaining the data. They are questionnaires, studentsâ€™ recordings, interviews, and observation. The results of the study describe that the Ciacianese dialect influences the studentsâ€™ pronunciation of English sounds positively and negatively. Ciacianese dialect gives positive transfer to sounds /e/, /ÊŠ/, /É”/, /É”:/, and /Éª of vowels; sounds /oÊŠ/, /É”Éª/, aÊŠ/, /ÉªÉ™/, /É›É™/, /aÉª/, and /eÉª/ of diphthongs; sounds /b/, /d/, /f/, /g/, /h/, /k/, /l/, /m/, /n/, /p/, /Å‹/, /r/, /Ê¤/, /s/, /t/, /w/, /j/ and /z/ of consonants; and sounds /nd/, /mp/, /tr/ and /str/ of consonant clusters. Furthermore, Ciacianese dialect gives negative transfer to sounds /i:/, /É‘:/, /u:/ Ã¦/, /ÊŒ/ /É™/ and /Ã¦/ of English vowels; sound /ÊŠÉ™/ of diphthong; and sounds /Ê’/, /v/, /Ã°/, /Î¸/, /Ê§/, and /Êƒ/ of English consonants. Lastly, since most of the mispronunciation is caused by the lack of pronunciation practice, the teacher should consider providing more spaces for the students to practice the pronunciation. Keywords: Ciacianese Buton Dialect, Language Acquisition, Studentsâ€™ Pronunciation.

Analyzing Student Teachers of English Listening Fluency Level: A Preliminary Research Refi Ranto Rozak; Mursid Shaleh; Dwi Anggani Linggar Bharati; Djoko Sutopo
Jurnal Pendidikan Edutama Vol 6, No 2 (2019): July 2019
Publisher : IKIP PGRI Bojonegoro

Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â AbstractAlthough listening comprehension remains a widely acknowledged tool for assessing and evaluating student teachersâ€™ achievement in mostly Indonesian initial teacher education (ITE) context, the issue of listening fluency (LF) as one of the four strands of well-balanced language course has not received scholarly attention. However, in fact, LF is important for developing their automatic aural processing on authentic exposures. In response to this gap, this article discussed the result of LF test via graded serial news stories in normal speech rates to 60 English student teachers of a private ITE institution in the northern part of East Java Province, Indonesia, to examine their LF levels. Additionally, various responses of LF experience, massive spoken texts experience, spoken features inhibition, and LF instruction evaluative feedbacks were garnered as additional qualitative data via interview responses at the end of the research as well. The data obtained were then tabulated, categorized, and analyzed. The finding of the research mainly found that, on average, their LF score was 66. It reveals that their LF level was under the normal speech rate required in longer aural texts found in real-life listening. The findings may raise the awareness of possibility including LF in the prescribed listening curriculum for training student teachersâ€™ language proficiency. Â AbstrakWalaupun pemahaman menyimak secara luas dikenal sebagai alat penilaian dan evaluasi prestasi mahasiswa calon guru di hampir semua institusi pendidikan calon guru di Indonesia, isu kelancaran menyimak sebagai salah satu dari empat pilar program bahasa yang berimbang belum secara ilmiah mendapat perhatian. Meskipun demikian, kelancaran menyimak dirasa penting untuk mengembangkan proses pemahaman teks lesan otentik secara otomatis. Oleh karena itu, artikel ini memaparkan hasil tes menyimak via teks lesan berita serial berjenjang dalam tingkat kecepatan normal terhadap 60 mahasiswa calon guru bahasa Inggris di sebuah institusi keguruan di bagian utara Provinsi Jawa Timur untuk menguji tingkat kelancaran menyimak mereka. Selain itu, beragam respons pengalaman mahasiswa tentangkelancaran menyimak, pengalaman menyimak teks lesan masif, hambatan-hambatan dalam bahasa lesan, dan umpan balik evaluatif terkait pengajaran kelancaran menyimak dikumpulkan sebagai data kualitatif melalui wawancara di akhir penelitian. Data yang telah diperoleh kemudian ditabulasi, dikategorisasi, dan dianalisa. Temuan utama penelitian ini adalah kelancaran menyimak mahsiswa calon guru bahasa Inggris rata-rata masih rendah, yaitu sebesar 66. Hal ini berarti tingkat kelancaran menyimak mereka masih di bawah tingkat kecepatan normal yang dipersyaratkan dalam memahami teks lesan panjang dalam situasi menyimak sehari-hari. Temuan ini menumbuhkan kesadaran akan kemungkinan memasukkan kelancaran menyimak dalam kurikulum menyimak untuk melatih kemahiran berbahasa mahasiswa calon guru bahasa Inggris.

The Correlation between Online Peer Review and Academic Writing Students’ Learning Styles Emilia Ninik Aydawati; Dwi Rukmini; Dwi Anggani Linggar Bharati; Sri Wuli Fitriati
Celt: A Journal of Culture, English Language Teaching & Literature Vol 18, No 2: December 2018, Nationally Accredited
Publisher : Soegijapranata Catholic University

Peer review studies have been done for years. It has been found that by having these activities, learners will get benefits from the communication with the peer who can give them input to improve their writing performance. Peer review can be done face to face or online. Face to face peer review is done synchronously where two students are having discussion on their essay, whereas online peer review can be done synchronously or asynchronously. This preliminary study investigates how the application of synchronous online peer review in Academic Writing class can be implemented to help them to do revision and improve their writing skills. The participants of this study is 50 students of academic writing class from two different class. This is an experimental study where the students were treated to get peer review activities from the software which is uploaded in web. They did the practice twice with the shuffled questions. This was aimed that they would be ready to give review. Pre-test and post-test were conducted and Gracian questionnaire to know their learning styles was uploaded in the web for them to fill in order to know their learning styles. it was found out that there are some improvement and there is correlation between their academic skills and the learning styles.

Promoting EFL Student Teachers’ Life-Long Learning through Microteaching Lesson Study Fitri Budi Suryani; Dwi Rukmini; Dwi Anggani Linggar Bharati; Rudi Hartono
Celt: A Journal of Culture, English Language Teaching & Literature Vol 18, No 2: December 2018, Nationally Accredited
Publisher : Soegijapranata Catholic University

The success of lesson study as an approach for teacher professional development in improving students’ learning has inspired the works on microteaching lesson study which is designed for student teachers in microteaching course. Some studies show that microteaching lesson study brought about positive result to student teachers’ pedagogical ability and content knowledge. However, that microteaching lesson study influences student teachers in their teaching internship, that is the course taken after microteaching where student teachers teach real students in real schools, has not been revealed yet. This study aims at exploring the influence of microteaching lesson study on the English as a Foreign Language (EFL) student teachers in teaching internship and to what extent the influence was to promote the EFL student teachers’ life-long learning to teach. It is a qualitative study with semi-structured group interview as the instrument of the research. The subject of the study was ten EFL student teachers who voluntarily participated in the study from twenty two student teachers. They had enrolled in a microteaching class that applied microteaching lesson study in the sixth semester and then took the teaching internship in the seventh semester. The finding of the study indicates that microteaching lesson study has considerably influences most of the EFL student teachers in gaining life-long learning to teach as they already implemented the steps of microteaching lesson study in their teaching internship initiatively. Finally, this study recommends teacher educators to adapt lesson study in microteaching course that can make the EFL student teachers to keep learning to teach.

The Demonstration of Linguistic, Cognitive and Socio-cultural Dimensions of Academic Literacy in Nursing Students’ Written Texts Asih Nurakhir; Issy Yuliasri; Dwi Anggani Linggar Bharati
Jurnal Pendidikan Indonesia Vol 9 No 3 (2020)
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

This study aimed to evaluate the demonstration of linguistic, cognitive, and socio-cultural dimensions of academic literacy in the written texts produced by the students of the nursing program. A descriptive qualitative research design was used to meet the purpose of the study. Data were collected from the students’ written texts, which served as the students’ responses to an English quiz. Fifteen out of fifty-two students’ written texts were randomly selected for the analysis. A modified scale table from the existing literature was used as a guideline during the analysis. This scale describes an assessment of the three dimensions of literacy: linguistic, cognitive, and socio-cultural. The results of the analysis showed that, in general, the students had a fair level of linguistic, cognitive, and socio-cultural dimensions of literacy. They could partially use layouts, punctuations, capitalizations, verb conjugations, and agreement as well as spelling. They also seemed to be familiar with some types of texts and generic structures, as well as linguistic features. However, there was evidence that students provided a less complete response and sometimes irrelevant information as well as an inconsistent interpretation of the subject of the text. This study indicates a high need for nursing students to improve their ability in academic literacy in English. As academic literacy is not a natural phenomenon, instead a learned ability, it should be developed and fostered in the educational institutions.

THE STUDENTS’ STRATEGY FORMATION IN LEARNING GENRE BASED WRITING THROUGH BLENDED SYNCHRONOUS LEARNING Testiana Deni Wijayatiningsih; Dwi Anggani Linggar Bharati; Abdurrachman Faridi; Sri Wuli Fitriati
English Language and Literature International Conference (ELLiC) Proceedings Vol 4 (2021): Creative and Innovative Learning Strategies in The Field of Language, Literature, Ling
Publisher : Universitas Muhammadiyah Semarang

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

In this COVID 19 pandemic situation, EFL learners and lecturers must adapt with the situation. They had to learn from home and implemented blended synchronous learning approach to continue teaching learning processes for almost one semester. However, this condition had an impact on genre-based writing courses that writing is a complex skill and requires stages in creating a coherent text. To understand the students’ autonomous learning in genre- based writing class, it is momentous to analyse students’ self-regulatory skills, one of the skills is strategy formation in genre-based writing course. This research has an objective to describe the students’ strategy formation in genre-based writing class through blended synchronous learning. It administered a descriptive quantitative research method by using strategy formation questionnaire Likert scale. The questions consisted 10 questions self-concept indicator. The results showed that more than 40 % they had a good strategy formation in writing genre. Whereas there were some problems in creating text , such as; they sometimes applied mind map or outline before writing, they seldom reviewed their text using plagiarism application, and they sometimes created the ending of the text by reviewing all the text. Therefore, it is practical to create the text by considering strategy formation of self-regulatory skills if the teaching learning process applies blended synchronous learning approach.

REALIZATION OF TENOR IN THE CONVERSATION IN ENGLISH TEXTBOOKS Achsan, Mohamad; Linggar Bharati, Dwi Anggani
Lembaran Ilmu Kependidikan Vol 44, No 1 (2015): April 2015
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v44i1.6664

Penelitian ini bertujuan untuk menjelaskan tenor dari mitra bicara pada percakapan dalam buku teks Bahasa Inggris kelas X dan kesesuaian realisasinya dalam konteks. Penelitian ini juga menjelaskan persamaan dan perbedaan antara teks percakapan dari kedua buku teks Bahasa Inggris dalam merealisasikan tenor. Metode deskriptif komparatif digunakan dalam penelitian ini. Hasil analisis leksikogramatika menunjukkan bahwa teks percakapan dari kedua buku teks didominasi oleh klausa deklaratif. Hal ini berarti mood pada model teks percakapan cenderung memberikan informasi daripada meminta informasi atau meminta barang atau jasa. Hasil dari analisis modalitas menunjukkan bahwa teks percakapan didominasi oleh modulasi kapasitas. Hasil analisis tenor menunjukkan bahwa peran sosial dari teks percakapan meliputi peran antara guru dan siswa, siswa dan siswa, dan teman dan teman. Selanjutnya, status dalam teks percakapan adalah setara dan tidak setara. Antar mitra bicara terdapat terdapat kontak yang rendah dan keterlibatan afektif rendah dan kontak tinggi dan keterlibatan afektif tinggi.This study aims at explaining the tenor of the interactants in the conversation texts found Grade X English textbooks as well as the appropriacy of their realization in the given contexts. This study also explains the similarities and differences between conversation texts found in both English textbooks in realizing tenor. This study was a qualitative research employing a descriptive comparative method. The result of lexico-grammatical analysis of conversation texts in two English textbooks showed the texts of two textbooks were dominated by declarative. This means that the mood in the models of the conversation texts tend to give information rather than demanding information or demanding goods and services. They were between teacher and student, student and student, and friend and friend. Furthermore, there were various statuses found in these texts. They were unequal and equal. At last, the social distances showed low contact and low affective involvement and high contact and high affective involvement.

The Use of Cohesive Devices in Descriptive Text by English Training Participants at PSTâ€ kifti halimah islami; Mursid Saleh; Dwi Anggani Linggar Bharati
English Education Journal Vol 12 No 1 (2022): March 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i1.49052

Today, many media to large companies are starting to invest English skills in their employees, including Pura Smart Technology (PST). This research aims to find out the use of cohesive lexical devices, the use of cohesive grammatical devices, the correctness of cohesive device uses, and the correlation of cohesive device use and descriptive text writing skills of the participants. The researcher took eleven employees as the participants. The researcher analyzed the data with Halliday & Hasan's theory, Coh-Metrix 3.0, and Spearman Correlation. The results were repetition with 54.92%, synonym with 6.81%, hyponym with 33.71%, meronym with 3.40%, and collocation with 1.14%. In terms of grammatical cohesion, the researcher found a reference with 29.54% and conjunction with 69.31%. The result also showed that the participants' cohesive device use excellence was 39.65%, with a very strong correlation, (rs) = 0.95. The researchers found that the English training participants had low mastery of cohesive device use quality. The researchers also found that the participants' cohesive devices and writing skills had a strong, significant, and immense correlation. The researchers suggest that future researchers upgrade the study's object and involve participants from different and complex backgrounds. From the pedagogical perspective, cohesive device uses are important to create a good image and judge an excellent educational background between the writer and the reader while understanding the meaning. Thus, writers can produce texts without any hoax information nowadays. Practically, these results help people use text appropriately in formal and non-formal settings.

Co-Authors Abdul Aziz Abdurrachman Faridi Abdurrahman Faridi Achsan, Mohamad Afief Fakhruddin, Afief Agatha Lisa Agatha Lisa Agus Prayogo Ahmad Sofwan Aini, Veny Nur Akhmad Nur Cholis Alimul Khakim, Muhammad Alimul Khakim, Muhammad alowalid, abdulhakim faraj alowalid, abdulhakim faraj Ambarsari, Pipit Andari Puji Astuti, Andari Puji Ani Rusilowati Aryani, Oktianti Dwi Asih Nurakhir Atik Rokhayani Atikah Wati, Atikah Azizah, Fitria Uswatun Bagus Dwi Pambudi Bedagama, Diana Novietasari Cahyanti, Ade Dwi Carascalao, Oscar Yustino Carascalao, Oscar Yustino Daniela Elivas Hastunar, Daniela Daning Desy Artyani, Daning Djoko Sutopo Djoko Sutopo Djoko Sutopo Dwi Rukmini Emilia Ninik Aydawati Fahrur Rozi Fajarika Nuninsari, Dessi Faridi, Abdurrachman Farista, Nova Rifqi Farista, Nova Rifqi Faticha, Dewi Faticha, Dewi Fatwassani, Rezza Fitri Budi Suryani Hanifah, Fahmi Millati Hanifah, Fahmi Millati Hartono, Rudi Hendi Pratama Hendi Pratama Hidayat, Rifki Nurlaili Hidayat, Rifki Nurlaili Imaduddin Abil Fida Ina Rosita Arumsari, Ina Rosita Issy Yuliasri Issy Yuliasri Istifadah, Hanna Januarius Mujiyanto Januarius Mujiyanto, Januarius Kadek Sonia Piscayanti Kasprabowo, Teguh Kholisoh, Modi Nur kifti halimah islami Kohar, Hasan Abdul Kohar, Hasan Abdul Kusumawanti, Windhariyati Dyah Kusumawanti, Windhariyati Dyah Leila Nurul Amali Maemunah Maemunah Maesaroh Maesaroh Manikowati, Manikowati Manikowati, Manikowati Martina, Wigati Masitoh Oktavia Mazulfah Mazulfah Melania Wiannastiti Mohamad Achsan, Mohamad Mohammad Qushoy Mukhoyyar, Aniq Mukhoyyar, Aniq Mursid Saleh Mursid Saleh Mursid Saleh Mursid Saleh Mursid Shaleh Muthohharoh, Setyani Rohmatul Narwianta, Nanang Narwianta, Nanang Nopa Yusnilita Nugroho Dimastoro Nugroho, Toto Nugroho, Toto Nur Antoni Eko Tanuso Nuriska Denhas, Kiki Nuriska Denhas, Kiki Nurlaila Tuanany, Nurlaila Pamujo Effa Kusdianang, Pamujo Effa Perdana, Rizky Ramadhan Pertama, Tia Pertama, Tia Pryla Rochmahwati Puji Astuti Puspa Wijayanti, Puspa Putri, Afrilita Mardiana Putri, Afrilita Mardiana Putri, Dwi Amalia Putri, Dwi Amalia Rafsanjani, Ali Akbar Rahmah, Siti Nafakhati Rahman, Dian Fathur Rahmatunnisa, Eva Ramdani, Aldin Syah Ratih Laily Nurjanah Refi Ranto Rozak Rudi Hartono Rudi Hartono Shofwani, Siti Aniqoh Shofwani, Siti Aniqoh Silvia Nanda Putri Erito Siti Musarokah Sri Susilogati Sumarti Sri Wuli Fitriati Sukarno Sukarno Sukma Nur Ardini Suwandi Suwandi Swarini, Ade Resky Swarini, Ade Resky Tawary, Dhiayuddin Dzulfikar W Teguh Kasprabowo Testiana Deni Wijayatiningsih Tri Kusnandi, Tri Triwibowo, Febri Dhany Urunami, Silvia Urunami, Silvia Virgin, Junnilalita Aisya Wahyudi, Roni Wahyudi, Roni Warsono Warsono Warsono Warsono Wiwik Handayani Yan Hardiansyah, Yan Yentri Anggeraini Yuliani, Widya Yuliani, Widya Yulianti Yulianti

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