Articles
<![CDATA[Impact of English Instruction at The Elementary Schools on The Students Achievement of English at The Lower Secondary School ]]>
<![CDATA[Sri Rachmajanti]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 19, No 2 (2008) ]]>
Publisher : <![CDATA[TEFLIN ]]>
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<![CDATA[The current study is intended to examine the effect of time of learning, English teachers characteristics, teaching and learning process characteristics, socio-economic context and students characteristics in the teaching of English at the elementary schools on the students achievement of English at the first year of lower secondary school. Two kinds of research designs were implemented, an ex post facto and a tracer study. Therefore, the data were collected in two ways in order to (1) discover the students English achievement at the lower secondary school and (2) observe the prior English instruction at the elementary school. The study adopted the statistical analysis of multiple regressions. The subjects consisted of 172 students who obtained the English instruction at the third and fourth grades of the elementary school, 172 students parents, and 31 English teachers in the five (5) sub districts of Pemerintah Kota Malang. The students were to do the communicative English test and fill out two kinds of questionnaires; whereas, the teachers were interviewed. The students parents had also to fill out a questionnaire on their perception on the English instruction at the elementary school. The finding shows that there is an impact of the teaching English starting at the fourth grade of elementary school on the students achievement of English at the first year of lower secondary school]]>
<![CDATA[The Relationship between Reading Self-Efficacy, Reading Attitude and EFL Reading Comprehension Based on Gender Difference ]]>
<![CDATA[Rachmajanti, Sri]]>;
<![CDATA[Musthofiyah, Uning]]>
<![CDATA[ Journal of English Language, Literature, and Teaching (J-ELLiT) Vol 1, No 1 (2017) ]]>
Publisher : <![CDATA[Journal of English Language, Literature, and Teaching (J-ELLiT) ]]>
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<![CDATA[Literacy has been of vital importance in learning in a foreign language, and lots of research have been conducted to investigate the importance of reading comprehension; however, studies on this dealing with gender are limited. Therefore, the purpose of the study is to examine the relationship among reading attitude, reading self-efficacy and reading comprehension of EFL tertiary students based on gender difference. A convenient sampling is used to draw data from 208 respondents ranging form the age of 19 to 24 years old using questionnaires and a reading comprehension test. This is a correlational study (Creswell, 2008) employing a multi-group path analysis. The result of analysis showed a pattern of relationships based on gender difference among reading attitude, reading self-efficacy and reading comprehension. The study has significant impacts for EFL reading comprehension by showing prediction of EFL reading comprehension achievement from reading self-efficacy and reading attitude on the basis of gender difference. ]]>
<![CDATA[DEVELOPING A COMMUNICATIVE SUPPLEMENTARY SPEAKING E-BOOK FOR JUNIOR HIGH SCHOOL TEACHERS ]]>
<![CDATA[Trisnantasari, Ika]]>;
<![CDATA[Rachmajanti, Sri]]>;
<![CDATA[Mukminatien, Nur]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 5, No 1 (2015) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teachers Training ]]>
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DOI: 10.18592/let.v5i1.1420
<![CDATA[This research was conducted to develop a communicative supplementary speaking e-book for the English teachers in SMPN 3 Batu. This product provides the communicative speaking materials with communicative tasks to be applied in teaching learning process. The research design of this research is research and development (R & D) that has been modified from Borg and Gall (1983). The instruments used to collect the data for the needs analysis were interview with the teachers and a questionnaire for the students,  about the current materials. Then the data from the needs analysis used a developing a communicative speaking material product. After that, the product needs to be validated by three experts using validation checklist as the instrument in the expert validation. This product was design for the 8th graders of junior high school, academic year 2013/2014, in SMPN 3 Batu. Twenty students from nine classes that were selected by the teachers were chosen as the subjects of the research. Then the instruments used in try-out were an observation checklist for the studentsâ speaking activity, questionnaire for the students about the try-out material, and observation checklist for the teachers about the try-out material.This e-book contains communicative and interactive speaking materials and tasks to help the teachersâ improve the the studentsâ confidance using English in various communication situations, both formal and informal. This e-book is also equipped with a manual to help the teachers and the students.  It revealed that the result of the try-out from the instruments used in this step was very good which means that the developed product did not need any revision.]]>
<![CDATA[Lexical Features of Teacher Talk in English Classrooms in Senior High Schools ]]>
<![CDATA[Irmayani, Irmayani]]>;
<![CDATA[Rachmajanti, Sri]]>
<![CDATA[ Dinamika Ilmu Dinamika Ilmu Vol 17 No 1, June 2017 ]]>
Publisher : <![CDATA[IAIN Samarinda ]]>
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DOI: 10.21093/di.v17i1.639
<![CDATA[AbstractEnglish as a Foreign Language (EFL) in Indonesia has been taught since elementary schools. As the only setting for EFL learners to learn English formally, the students of Senior High Schools are in the 7th to 9th year in acquiring English as a foreign language. As non-native English teachers who has been teaching English for years, English teachers in Indonesia are supposed to be the source of language input for learners. This article explores lexical features of teacher talk as an input in EFL classrooms in 8th year of senior high schools of English language classrooms. Type token ratio and parts of speech as some particular modified input of teacher talk are used to see lexical density in English classrooms. This study was conducted by descriptive method with qualitative approach. The data of the present study were taken from classroom observations equipped with audio recordings. The result revealed the variants of type token ratio among the teachers and lexical variety that teachersâ oral input. The variety of lexical features of teacher talk from will be discussed to examine type token ration, lexical density and proportion of the use of nouns and verbs.(176 words)]]>
<![CDATA[Lexical Features of Teacher Talk in English Classrooms in Senior High Schools ]]>
<![CDATA[Irmayani, Irmayani]]>;
<![CDATA[Rachmajanti, Sri]]>
<![CDATA[ Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol 17 No 1, June 2017 ]]>
Publisher : <![CDATA[IAIN Samarinda ]]>
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DOI: 10.21093/di.v17i1.639
<![CDATA[AbstractEnglish as a Foreign Language (EFL) in Indonesia has been taught since elementary schools. As the only setting for EFL learners to learn English formally, the students of Senior High Schools are in the 7th to 9th year in acquiring English as a foreign language. As non-native English teachers who has been teaching English for years, English teachers in Indonesia are supposed to be the source of language input for learners. This article explores lexical features of teacher talk as an input in EFL classrooms in 8th year of senior high schools of English language classrooms. Type token ratio and parts of speech as some particular modified input of teacher talk are used to see lexical density in English classrooms. This study was conducted by descriptive method with qualitative approach. The data of the present study were taken from classroom observations equipped with audio recordings. The result revealed the variants of type token ratio among the teachers and lexical variety that teachers’ oral input. The variety of lexical features of teacher talk from will be discussed to examine type token ration, lexical density and proportion of the use of nouns and verbs.(176 words)]]>
<![CDATA[DEVELOPING A COMMUNICATIVE SUPPLEMENTARY SPEAKING E-BOOK FOR JUNIOR HIGH SCHOOL TEACHERS ]]>
<![CDATA[Trisnantasari, Ika]]>;
<![CDATA[Rachmajanti, Sri]]>;
<![CDATA[Mukminatien, Nur]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 5, No 1 (2015) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
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DOI: 10.18592/let.v5i1.1420
<![CDATA[This research was conducted to develop a communicative supplementary speaking e-book for the English teachers in SMPN 3 Batu. This product provides the communicative speaking materials with communicative tasks to be applied in teaching learning process. The research design of this research is research and development (R & D) that has been modified from Borg and Gall (1983). The instruments used to collect the data for the needs analysis were interview with the teachers and a questionnaire for the students, about the current materials. Then the data from the needs analysis used a developing a communicative speaking material product. After that, the product needs to be validated by three experts using validation checklist as the instrument in the expert validation. This product was design for the 8th graders of junior high school, academic year 2013/2014, in SMPN 3 Batu. Twenty students from nine classes that were selected by the teachers were chosen as the subjects of the research. Then the instruments used in try-out were an observation checklist for the students? speaking activity, questionnaire for the students about the try-out material, and observation checklist for the teachers about the try-out material.This e-book contains communicative and interactive speaking materials and tasks to help the teachers? improve the the students? confidance using English in various communication situations, both formal and informal. This e-book is also equipped with a manual to help the teachers and the students. It revealed that the result of the try-out from the instruments used in this step was very good which means that the developed product did not need any revision.]]>
<![CDATA[ELEMENTARY EFL STUDENTS’ ERRORS: HOW DOES THE TEACHER CORRECT STUDENTS’ ERRORS? ]]>
<![CDATA[Jannah, Baiq Raudatul]]>;
<![CDATA[Furaidah, Furaidah]]>;
<![CDATA[Rachmajanti, Sri]]>
<![CDATA[ Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 5, No 4: APRIL 2020 ]]>
Publisher : <![CDATA[Graduate School of Universitas Negeri Malang ]]>
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DOI: 10.17977/jptpp.v5i4.13223
<![CDATA[Abstract: Teacher?s corrective feedback on in English class has been studied many times in secondary or higher education level. However, how a teacher deliver corrective feedback in non-English subjects for students in elementary students rarely become the focus of studies. Therefore, this qualitative research studied the elementary students of International Class Program of SD Laboratorium UM. The second grader and the teachers contributed as the research subjects. There were five corrective feedback types used by the teacher, translation, first language, conversational recast, clarification, and explicit. Those feedbacks were considered as effective feedbacks since the students mostly responded to it.Abstrak: Penelitian tentang feedback korektif guru sebelumnya seringkali diteliti di pendidikan menengah atau di tingkat perguruan tinggi. Namun, bagaimana guru menyampaikan feedback korektif untuk siswa sekolah dasar pada pelajaran non-bahasa inggris sangat jarang dijadikan fokus penelitian. Maka dari itu penelitian ini mengkaji bagaimana guru memberikan korektif feedback pada siswa Program Kelas Internasional SD Laboratorium UM. Siswa kelas dua beserta gurunya menjadi subjek penelitian ini. Ada lima jenis feedback korektif yang diberikan guru; translation, first language, conversational recast, clarification, dan explicit. Feedback tersebut direspons oleh siswa.]]>
<![CDATA[DEVELOPING A COMMUNICATIVE SUPPLEMENTARY SPEAKING E-BOOK FOR JUNIOR HIGH SCHOOL TEACHERS ]]>
<![CDATA[Ika Trisnantasari]]>;
<![CDATA[Sri Rachmajanti]]>;
<![CDATA[Nur Mukminatien]]>
<![CDATA[ LET: Linguistics, Literature and English Teaching Journal Vol 5, No 1 (2015) ]]>
Publisher : <![CDATA[English Department of Faculty of Tarbiyah and Teacher Training ]]>
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DOI: 10.18592/let.v5i1.1420
<![CDATA[This research was conducted to develop a communicative supplementary speaking e-book for the English teachers in SMPN 3 Batu. This product provides the communicative speaking materials with communicative tasks to be applied in teaching learning process. The research design of this research is research and development (R & D) that has been modified from Borg and Gall (1983). The instruments used to collect the data for the needs analysis were interview with the teachers and a questionnaire for the students, about the current materials. Then the data from the needs analysis used a developing a communicative speaking material product. After that, the product needs to be validated by three experts using validation checklist as the instrument in the expert validation. This product was design for the 8th graders of junior high school, academic year 2013/2014, in SMPN 3 Batu. Twenty students from nine classes that were selected by the teachers were chosen as the subjects of the research. Then the instruments used in try-out were an observation checklist for the students’ speaking activity, questionnaire for the students about the try-out material, and observation checklist for the teachers about the try-out material.This e-book contains communicative and interactive speaking materials and tasks to help the teachers’ improve the the students’ confidance using English in various communication situations, both formal and informal. This e-book is also equipped with a manual to help the teachers and the students. It revealed that the result of the try-out from the instruments used in this step was very good which means that the developed product did not need any revision.]]>
<![CDATA[Professional development as viewed by EFL teachers at lower secondary schools ]]>
<![CDATA[Sri Rachmajanti]]>;
<![CDATA[Gunadi Harry Sulistyo]]>;
<![CDATA[Fika Megawati]]>;
<![CDATA[Ayu Alif Nur Maharani Akbar]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 5 No 2 (2020): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v5i2.964
<![CDATA[In the developed world, teachers are compelled to be professional in handling instructional process for students’ optimum learning. There are many ways for teacher professionalism. This study deals with an exploratory survey to probe EFL teachers’ views of teacher professionalism at the public and private lower secondary levels of education on the areas for professional development or learning. A number of 302 EFL teachers of the lower secondary level of education are conveniently drawn from a number of cities/regencies as samples of the present study representing EFL teachers with diverse teaching experiences in East Java. A questionnaire was developed to collect data on their ideas connected with aspects of developing themselves professionally. The results of the present study are discussed pertaining to EFL teacher normative responsibilities and concepts on professional development/learning. Pedagogical and theoretical implications of the findings are drawn with reference to the context of English instruction.]]>
<![CDATA[Communication Strategies Employed by EFL Learners in A Speaking Class ]]>
<![CDATA[Syarifudin Syarifudin]]>;
<![CDATA[Nur Mukminatien]]>;
<![CDATA[Sri Rachmajanti]]>;
<![CDATA[Achmad Effendi Kadarisman]]>
<![CDATA[ Jurnal Pendidikan Humaniora Vol 4, No 2: Juni 2016 ]]>
Publisher : <![CDATA[Pascasarjana UM ]]>
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<![CDATA[Abstract: The present study explored verbal and nonverbal communication strategies (CSs) employed by learners both as message senders (speakers) and as message receivers (listeners) in English in a speaking class. It employed a qualitative design with an ethonography of communication approach in a limited situation setting (speaking class). Thirty two students taking Speaking II subject at the English Education of IKIP Mataram were selected by using a purposeful technique. The techniques used to collect data consisted of non-participant observation and video recording. The research findings showed that there were eleven verbal CSs employed by message senders and six non-verbal. Furthermore, on the learners’ strategies to deal with communication problems encountered by message receivers (listeners) were found as many as seven verbal strategies and seven nonverbal strategies Key Words: communication strategies (CSs), EFL Learners, speaking courseAbstrak: Penelitian ini mengeksplorasi strategi komunikasi verbal dan nonverbal yang digunakan oleh pembelajar baik sebagai pengirim pesan (pembicara) maupun sebagai penerima pesan (pendengar) untuk mengatasi masalah komunikasi dalam berkomunikasi berbahasa Inggris perkuliahan speaking. Penelitian ini menggunakan desain kualitatif dengan pendekatan etnografi komunikasi dalam situasi terbatas (perkuliahan speaking). Tiga puluh dua mahasiswa yang sedang mengambil mata kuliah speaking II pada jurusan Pendidikan Bahasa Inggris IKIP Mataram, dipilih dengan menggunakan purposeful technique. Teknik pengumpulan data terdiri dari observasi non partisipan dan merekam video. Hasil penelitian menunjukkan bahwa ada sebelas strategi verbal digunakan oleh pengirim pesan (pembicara). Sementara itu, ditemukan enam strategi nonverbal yang diterapkan oleh pembicara dalam mengatasi masalah komunikasi. Selanjutnya, ada tujuh strategi verbal yang diterapkan oleh pendengar dan ada tujuh strategi nonverbal yang diterapkan oleh pendengar: Kata kunci: strategi komunikasi, siswa EFL , pembelajaran berbicara]]>
