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

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The The Influence of Ciacianese Buton Dialect (CBD) Towards Students’ 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

Abstract

This study was intended to reveal the information on the influence of the Ciacianese Buton Dialect (CBD) towards the students’ pronunciation of English vowels, diphthongs, consonants, and consonant clusters. The study also explained the effort of the teacher in improving the students’ 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, students’ recordings, interviews, and observation. The results of the study describe that the Ciacianese dialect influences the students’ pronunciation of English sounds positively and negatively. Ciacianese dialect gives positive transfer to sounds /e/, /ʊ/, /ɔ/, /ɔ:/, and /ɪ of vowels; sounds /oʊ/, /ɔɪ/, aʊ/, /ɪə/, /ɛə/, /aɪ/, and /eɪ/ of diphthongs; sounds /b/, /d/, /f/, /g/, /h/, /k/, /l/, /m/, /n/, /p/, /ŋ/, /r/, /ʤ/, /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:/, /ɑ:/, /u:/ æ/, /ʌ/ /ə/ and /æ/ of English vowels; sound /ʊə/ of diphthong; and sounds /ʒ/, /v/, /ð/, /θ/, /ʧ/, and /ʃ/ 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, Students’ Pronunciation.
Content Validity and Reliability of The Inter-Rater Instrument for Android-Based Speaking Performance Assessment Triwibowo, Febri Dhany; Rusilowati, Ani; Linggar Bharati, Dwi Anggani
Journal of Research and Educational Research Evaluation Vol 9 No 1 (2020)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jere.v9i1.43865

Abstract

This research is part of development research based on problems encountered in the field, which is the absence of an android-based speaking assessment instrument and one that supports one of the conservation values of Semarang State University, which is paperless. The aim of this study was to show the results of the validity and reliability test of the developed android-based speaking performance assessment instrument. The research method used is quantitative description of 3 expert judgments. The validation instrument developed in the form of an expert assessment sheet with 4 criteria, there are ease of use, visuals, content, and benefits. Analysis of the content validity of the assessment sheet using the V coefficient by Aiken and the reliability of the instrument content using the Interclass Correlation Coefficient (ICC) analysis with the help of SPSS version 16.0. The results showed valid results with all criteria valued> 0.3, namely with the lowest index 0.8 and the highest 1.0. Inter-rater reliability test using ICC obtained a value of 0.875, which means that all the criteria for the developed android-based speaking performance assessment instrument have a good level of consistency. Based on the results, it can be showed that the android-based speaking performance assessment instrument can be used.
Realization Of Assertive Speech Acts Performed By The National University Debating Championship Grand Final 2020 Perdana, Rizky Ramadhan; Bharati, Dwi Anggani Linggar; Yuliasri, Issy
English Education Journal Vol 10 No 4 (2020): December 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i4.48119

Abstract

This study was focused on evaluating the realization of the assertive speech acts performed by the government and opposition teams in the NUDC Grand Final 2020. The analysis included the analysis of assertive speech acts, the comparison between the assertive speech act performed by both teams, and the pedagogical implication toward English education. The results of the study showed that twelve types of assertive speech acts were found in their utterances during their speech, such as asserting, arguing, informing, claiming, predicting, suggesting, stating, criticizing, rebutting, reminding, complaining, and reporting assertive speech act in which stating assertive speech act had achieved significant used during the government teams’ speeches. Meanwhile, arguing and criticizing assertive speech act almost reached the highest number of altogether just slightly below stating assertive speech act which confirmed that aside from the declarative statements employed within the arguments, the opposition team was revealed to show their strong disagreement toward the government team’s arguments. Moreover, the realization of the assertive speech act helps English education students to build their communicative skills by considering the purpose and structure of the assertive speech act. For further study, it is expected that future research could examine the combination of assertive speech act and the other speech acts in the debate since the speakers do not merely use assertive speech acts. Since this study also focused on the pedagogical implication for English education, it would be better if future research could scrutinize the implementation of speech acts during the ESL or EFL classroom.
THE USE OF 20-SQUARES: ADD ONE MORE WORD AND WORD CLAP GAMES TO TEACH VOCABULARY Putri, Afrilita Mardiana; Sutopo, Djoko; Bharati, Dwi Anggani Linggar
ELT Forum: Journal of English Language Teaching Vol 6 No 1 (2017): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v6i1.20451

Abstract

The study has objectives to find out whether 20-Squares: Add One More Word can be used in teaching vocabulary to the seventh graders of SMPN 5 Magelang and to find out whether there is a significant difference of the use of 20-Squares: Add One More Word and Word Clap Games in the students’ vocabulary achievement. The subjects of this study are two classes of seventh grade of SMPN 5 Magelang. One class serves as the control group and one class as the experimental group. This is a quasi-experimental research by using non-equivalent control group design. The instrument used is tests. The result shows that 20-Squares: Add One More Word improves the students’ vocabulary mastery. The result of t-test analysis shows that the experimental group get better achievement than the control group. In the pre-test, the average score of the experimental group is 63 and the control group is 62.67. In the post-test, the average score of experimental group is 81,17 and the control group is 70,67. The result of the t-test is 3.895 and t-table is 1.67. It means that the t-value is higher than t-table (3.895 > 1.67). Therefore, it can be concluded that 20-Squares: Add One More Word can be used as an alternative way in teaching vocabulary.
GROUP GRID AND ROUNDTABLE FOR TEACHING WRITING OF DESCRIPTIVE TEXT Urunami, Silvia; Bharati, Dwi Anggani Linggar; Faridi, Abdurrachman
ELT Forum: Journal of English Language Teaching Vol 6 No 2 (2017): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v6i2.20699

Abstract

This paper is based on a research aiming to describe the effectiveness of Group Grid and Round Table technique in teaching writing descriptive text. By using a quasi-experimental design, the research involves the tenth grade students of SMA Taruna Nusantara Magelang in the academic year of 2016/2017. In this case, the experimental group is X IA 12 and the control group is X IA 10. The result shows that the mean score of the experimental group increases from 69.15 to 79.34 after several treatments applying the strategy. The t-test computation reveals that there is a significant difference between the two groups. It is proven by the tvalue (2.844) which is higher than the ttable (1.998). In addition, a questionnaire is administered to know the effect of implementing the technique to the students. The analysis shows that 59.37% of the students agree that the implementation of the strategy assists their comprehension and 31.25% of them even strongly agree towards the statement. Therefore, Group Grid and Round Table technique is proven an effective strategy in teaching writing descriptive text.
THE CORRELATION BETWEEN STUDENTS’ READING COMPREHENSION AND THEIR PARAPHRASING ABILITY IN NARRATIVE TEXT Swarini, Ade Resky; Bharati, Dwi Anggani Linggar; Sutopo, Djoko
ELT Forum: Journal of English Language Teaching Vol 7 No 2 (2018): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v7i2.28856

Abstract

Paraphrasing activity allows the students to interpret what they have understoodfrom the text in reading activity. This study investigates the correlation of thestudents’ reading comprehension and their paraphrasing ability in narrative text.There are two hypotheses in this research; null hypothesis (Ho) and the alternativehypothesis (Ha). The null hypothesis says “There is no correlation between students’reading comprehension and their paraphrasing ability in narrative text”. Then, Hasays “There is a correlation between students’ reading comprehension and theirparaphrasing ability in narrative text”.The population of this study is the eleventh graders of SMAN 1 Ambarawa in theacademic year of 2016/2017. The students of XI MIPA 5 are taken as the samples.The design of this study is explanatory research design. The data are gained byadministering two kinds of tests; reading comprehension and paraphrasing tests.Those tests are administered twice by using two different texts. There are three mainprocesses in applying this method in the study; the use of the scatterplot, Pearsonproduct moment coefficient, and correlation coefficient interpretation. Scatterplotsdisplays that there is a positive linear relationship. Then, the data are calculated byusing the Pearson product moment to know the degree of relationship among thevariables. The results of the computation of correlation coefficient applied to thesample are 0.67 and 0.84. The consultation to the critical value of the r ProductMoment with 95% confidence level and the number of the subjects 32 is 0.349. Itmeans that the results obtained from the computation are higher than its criticalvalue. Next, the results of the computation of correlation coefficient are consulted tothe criteria of correlation coefficient interpretation. The interpretations of therelationship are substantial and high to very high. It can be concluded that there is asignificant positive relationship between students’ reading comprehension ability innarrative text (X) and their paraphrasing ability in narrative text (Y) on the eleventhgraders of SMA Negeri 1 Ambarawa in the academic year of 2016/2017.
The Comparison between Wattpad and Blog in Project Based Learning to Teach Written Analytical Exposition Text Hanifah, Fahmi Millati; Bharati, Dwi Anggani Linggar
ELT Forum: Journal of English Language Teaching Vol 8 No 1 (2019): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v8i1.31331

Abstract

This final project was based on a research which attempts to investigate the use of wattpad and blog combined with project based learning in teaching writing skills. The purpose of the study was to find out which one is more effective between wattpad and blog in project based learning to teach written analytical exposition text. A quasi-experimental study was used as the research design in this study. The sample was the eleventh grade students of SMA Ibu Kartini Semarang that involved 26 students. They were divided into experimental group 1 and experimental group 2. The experimental group 1 was taught using wattpad while the experimental group 2 was taught using blog as the learning media and both of them used project based learning as teaching method. The pre-test result revealed the mean score of the experimental group 1 was 60.76 and the experimental group 2 was 60.69. It meant that the two groups had similar competence before getting the treatment. The post-test mean scores of experimental group 1 and experimental group 2 were 80.23 and 74.46. The t-test of post-test showed that there was a significant difference between the experimental group 1 and the experimental group2 since t-value was higher than t-table (4.490 > 2.064). It could be concluded that both wattpad and blog were effective as the learning media to teach writing skills. However, the use of wattpad was more effective than using blog in project-based learning to teach written analytical exposition text. Therefore, it was suggested that the teachers should consider the social media of wattpad and blog were the effective learning media in teaching writing because they allowed the students to express ideas and develop their writing skills. Keywords: Wattpad; Blog; Project Based Learning; Writing; Analytical Exposition Text
Teachers’ questioning strategies and students’ perceptions toward critical questions in EFL classroom interaction Kholisoh, Modi Nur; Linggar Bharati, Dwi Anggani
ELT Forum: Journal of English Language Teaching Vol 10 No 2 (2021): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v10i2.43302

Abstract

This study aims to find out teachers’ questioning strategies and students’ perceptions of critical questions in EFL classroom interaction. This research was conducted during the COVID-19 pandemic, in which the classroom interaction was online. We used a case study design that focused on the descriptive analysis. This study was conducted at one of Senior High Schools in Semarang. The participants in this study are two English teachers and two classes. The data were gained by using classroom observation, interview, questionnaire, and documentation. We used Chen’s (2016) theory and Anderson & Krathwohl (2001) to categorize and analyze the data findings to know teachers’ questioning strategies and students’ perceptions toward critical questions in EFL classroom interaction. The result of the analysis showed that the teachers used all of the teachers' questioning strategies and they posed critical questions. Teachers questioning strategies used by the teachers when posing critical questions were wait-time, repetition, paraphrasing, simplifying, and probing. The obvious strategy to elicit students’ responses toward critical questions was probing. In line with this, the teachers also combined the teachers questioning strategies with the skill of basic questioning to elicit students’ critical answers. The students didn’t perceive critical question as a threat, although it was difficult to answer. However, they perceived critical question as a challenge for them. It can be concluded that the students perceived critical question as a motivational question.
IMPROVING STUDENTS’ MOTIVATION IN SPEAKING ABILITY BY USING STORY RETELLING Kusdianang, Pamujo Effa; Linggar Bharati, Dwi Anggani
English Education Journal Vol 6 No 1 (2016)
Publisher : Universitas Negeri Semarang

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

Abstract

This study investigated story retelling in relation to students’ motivation in speaking ability of narrative story. The objectives of the study were to find out: (1) Problems faced by the students of the grade XI of SMA N Jatitujuh in teaching learning process of speaking, (2) How story retelling was implemented in speaking class, (3) How story retelling improved students’ speaking ability in speaking class, (4) How story retelling improved students’ motivation in speaking class. The design of this research was three cycles of Classroom Action Research. The participants of the research were 30 students of eleventh graders of SMAN Jatitujuh, Majalengka. The study used questionnaire, observation and test as the instruments. The data of the research were collected through questionnaire, observation and test. The results of the study were firstly, the students got bored and tended to be passive, they were lack of grammar, vocabularies, fluency and correct pronunciation. Secondly, story retelling was implemented by using group discussion, students experienced to retell the story both in group and in front of the class. Thirdly, the result of students’ speaking skill showed some improvements as follows; from pre-cycle to cycle 1 increased 6%. From cycle 1 to cycle 2 increased 9.92 % and from cycle 2 to cycle 3 increased 7.31 %. Fourthly, based on the observation, the students who have high motivation increase from 37% in the pre-cycle to 40 % in the first cycle then become 70 % in cycle 2 and finally 90 % in cycle 3. The result of students’ motivation based on the questionnaire from pre-cycle to cycle 1 increased 9.29 %. From cycle 1 to cycle 2 increased 10.97% and from cycle 2 to cycle 3 increased 4.74%. Based on the findings, story retelling could improve students’ motivation in speaking ability of the second semester students of SMAN Jatitujuh Majalengka academic year 2014/2015.
THE EFFECTIVENESS OF LISTING AND COMPARING TASKS IN TEACHING TRANSACTIONAL CONVERSATION FOR REFLECTIVE AND IMPULSIVE STUDENTS (The Case of 10th Graders of SMA IbuKartini Semarang in the Academic Year of 2015/2016) Hardiansyah, Yan; Linggar Bharat, Dwi Anggani
English Education Journal Vol 6 No 2 (2016)
Publisher : Universitas Negeri Semarang

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

Abstract

This study was an attempt to test speaking task modelsin teaching transactional conversation for students who have different cognitive styles. These tasksare expected to be appropriatespeaking task models for the students in other to they engage effectively in learning English.This study investigated the effectiveness of listing and comparing tasks in teaching transactional conversation for reflective and impulsive students, the significant differences of achievement between the students by using the listing task and the comparing tasks, discover the significant interaction among the tasks and the cognitive styles in affecting students’ speaking achievement, and the students’ feedback in learning transactional conversation by using the tasks. The research method of this study was quantitativeby using 2x2 factorial experimental research design. The method of collecting the data was observing the cognitive styles of the students, conducting the pre-test and the post-test, and finally givingquestionnaires. After that, the method of analyzing the data used t-test, ANOVA, and triangulation. The results of this study can be concluded that the use of listing task was effective in teaching transactional conversation for the reflective and impulsive students. The result showed that the level of significance by using the listing task and comparing tasks for the reflective and impulsive students was significant because the p values ware smaller than 0.05 (5%). In other hand, the significant difference of achievement between the students by using the listing and comparing tasks were not significant because the p values were greater than 5%. Then, the significant of interaction among the tasks and the cognitive styles in affecting the students’ speaking achievement was not significant because the f-account (1.830) was lower than the t-table (4.098) or it can be assumed that the tasks and the cognitive styles did not affect the students’ achievement significantly.
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 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 Kasprabowo, Teguh Kholisoh, Modi Nur kifti halimah islami Kohar, Hasan Abdul Kohar, Hasan Abdul Kusumawanti, Windhariyati Dyah Kusumawanti, Windhariyati Dyah Leila Nurul Amali 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 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