Articles
<![CDATA[Enhancing Students’ Writing Ability and Creativity through Project Based Learning on Greeting Card ]]>
<![CDATA[Nurcahya Nurcahya]]>;
<![CDATA[Ikariya Sugesti]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 11, No 1 (2020): February ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26877/eternal.v11i1.6063
<![CDATA[This study focuses on the implementation of Project Based Learning (PjBL) in writing greeting card to enhance students’ writing ability and creativity. It is based on the classroom action research at the eighth grade of SMPN 1 Sumber, Cirebon, in the academic year of 2019/2020. The subject of the study were 32 students, they were 16 females and 16 males. This study was conducted into two cycles, and each cycle consisted of two meetings. The data were taken qualitatively and quantitatively. Qualitative data were taken from classroom observation, interview and pictures documentation. While quantitative data were taken from the writing test, including the students’ score on pre-test and post-test in each cycle. The findings showed that the use of PBL was able to enhance students’ writing ability. The implementation of PjBL strengthened students’ creativity since it enabled students to explore themselves while developing the greeting card. They were enthusiastic and active in participating during the teaching and learning process of writing. The findings showed that the students’ mean score in the pre-test was 67,8 and it increased to 94,15 in their post-test with the gain score 26,35, which indicated that the improvement was very significant.]]>
<![CDATA[Developing cirebonese culture based syllabus of English club in Kedawung vocational state high school ]]>
<![CDATA[Desy Dellita]]>;
<![CDATA[Susilawati Susilawati]]>;
<![CDATA[Ikariya Sugesti]]>
<![CDATA[ Concept : Community Concern for English Pedagogy and Teaching Vol 5 No 1 (2019): January - June 2019 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This study aimed at finding out the target needs and learning needs of English Club members and designing the appropriate sylllabus speaking based Cirebonese Culture of English club member in Kedawung Vocational State High School. This study focused on extracurricular of English Club which consist of 38 members. Research and development (R&D) was used as the design of the study. The steps of the study were conducting needs analysis including the target needs and learning needs, writing the first syllabus, expert judgment, and writing the final syllabus. Interview, observation, document analysis, needs analysis questionnaire, and expert judgment analysis were used as the instruments of the study. The result of analysis for general aspect analysis was 3.07 or very good. Which means that the syllabus design based Cirebonese culture was appropriate to the English club members’ needs. Keywords: Syllabus design; English Club; Cirebonese Culture]]>
<![CDATA[Socio-cultural analysis on a textbook Grow with English for students of elementary schools ]]>
<![CDATA[yuli yana wati]]>;
<![CDATA[Ikariya Sugesti]]>
<![CDATA[ Concept : Community Concern for English Pedagogy and Teaching Vol 8 No 1 (2022): January-June 2022 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32534/jconcept.v8i1.2202
<![CDATA[Indonesian culture is often connected with the reality of life and it appears on textbook Grow with English. This research aims to analyze the representation of Indonesian culture on Grow with English textbook for third grade of elementary school. The problems of the research are the teacher only focuses on theory or language itself, without recognizing another aspect inside the textbook that is socio-cultural aspect. Students have difficultly to know Indonesian culture that appears on the English textbook. This research was descriptive qualitative by which the researcher interprets of Indonesian culture in the data of word and description from picture. The findings showed that there were various illustrations that indicated Indonesian culture, the characters’ name indicated of origin, traditional attribute that indicated of religion, traditional home living, traditional food, traditional toys and game, the last about physical appearance of the character and it is indicated socio-cultural aspect. Furthermore, for teachers who are interested in doing similar research, this research will be reference, it is appropriate English textbook for elementary school and as contribution to comprehend that Indonesian culture appears on Grow with English textbook and recommended to use it continually. Keywords: socio-cultural; textbook; students of elementary school]]>
<![CDATA[Students’ error analysis in transforming active voice into passive voice through linguistics category ]]>
<![CDATA[opan siroj]]>;
<![CDATA[Ikariya Sugesti]]>
<![CDATA[ Concept : Community Concern for English Pedagogy and Teaching Vol 6 No 2 (2020): July - December 2020 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This study was carried out to analyze and to classify the types of student’s error in transforming active voice into passive voice. The method that was used was descriptive qualitative. The research was designed in a case study. Furthermore, the subject of this study was the second semester students at one of the private university in Cirebon, because four of the students were absent, the researcher took 14 students as the sample. The datas were collected through observation, test for the students and interview to the English lecture. The result of the error analysis showed that students committed error into two types, those were in linguistics category and surface taxonomy. From the frequency of each errror types, past participle incorrect in linguistics category was the error which most frequently produced by the student which consisted of 16 or 73%. Morever, in syntactical errors from the highest and the lowest are disagreement of subject and tenses which consisted of 47 or 60%. In surface taxonomy, the highest error that students made was in misformation which consisted of 61 or 39%, it is followed by error was in omission which consisted of 51 or 33%. It can be concluded that the most students at the second semester students at one of the private university in Cirebon have not mastered yet in transforming active voice into passive voice sentence, especially when the active sentence has two objects. Keywords : Error analysis; Linguistics Category; Surface Taxonomy; Passive Voice]]>
<![CDATA[The students’ error analysis in writing descriptive texts ]]>
<![CDATA[Gazul Fiqri Zaman]]>;
<![CDATA[Ikariya Sugesti]]>;
<![CDATA[Dila Charisma]]>
<![CDATA[ Concept : Community Concern for English Pedagogy and Teaching Vol 6 No 2 (2020): July - December 2020 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This study aimed to find out and analyze students’ error analysis at three student’s categories in writing descriptive text on paragraph-based writing subject. The analysis involved students’ writing ability in developing the ideas, organizing the ideas, vocabulary, grammar, punctuation, and the elements of descriptive text include generic structure and language features. The design of this study was case study under qualitative approach. There were 9 students from three categories as the subject of this study. The categories were high, medium, and low-level students at the fourth-semester of English Education Department at one of private university in Cirebon, West Java in the academic years of 2019/2020. The data were taken from student’s descriptive writing text and interview. The findings showed that the most errors from three students’ categories were grammatical errors, and how they arrange the elements of descriptive text. The total numbers of errors committed by students were 50 items, which include grammatical error with 40 items and the percentage 80%, generic structure error with 3 items and the percentage 6%, language features error with 7 items and percentage 14%. The most error made by the students are grammatical error with 40 items and the percentage 80%. It can be concluded that the students made grammatical errors, it is because they lack of vocabulary mastery and lack of grammar rules. Keywords: students’ error analysis; writing; descriptive text]]>
<![CDATA[Students’ Experiences of Left-Right Game in Writing Narrative Text: A Narrative Inquiry Study ]]>
<![CDATA[Ikariya Sugesti]]>;
<![CDATA[Ida Saadatul Wuzaro]]>
<![CDATA[ ELLITE Vol 7, No 2 (2022): ELLITE: November ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32528/ellite.v7i2.6369
<![CDATA[The present study is aimed at exploring students’ experiences of using left-right game in writing narrative text. Narrative inquiry is used to capture students’ experiences of left-right games told in their narrative frames. This study concerned one class at the tenth grade purposively determined senior high school students in Indonesian context which consist of thirty-one students. Student’s narrative frame, semi structured interview and observation are the instruments employed to collect data. Their narratives reflect positive experiences in using left right games as a strategy to help them in writing narrative text. The findings of this study show that 87 % of the students state positive experiences in using left-right game activity in writing narrative text. They state that left-right game is a fun activity, they feel enthusiast when the teacher conduct left-right game. The students who engage through left-right game activity can find the way to equally and mutually collaborate in producing better a piece of writing. ]]>
<![CDATA[Senior High School Students’ Perception of Using Google Classroom at English Teaching and Learning ]]>
<![CDATA[Nuryati N]]>;
<![CDATA[Ikariya Sugesti]]>;
<![CDATA[Eline Rozaliya Winarto]]>
<![CDATA[ National Conference on Language, Education, and Technology Proceeding Vol. 1 No. 1 (2021): December 2021 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Muhammadiyah Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32534/nacolet.v1i1.2606
<![CDATA[Google Classroom is a new application that used as an online learning media especially in English teaching learning. The objective of this research is to find out the students’ perception on the use of Google Classroom in English teaching learning at eleventh grade of Science Program at MAN 1 Kota Cirebon. Descriptive qualitative was used as the design of this research and the instrument of this research were questionnaire and interview, those were used to describe the students’ perception on the use of Google Classroom as a media in English teaching and learning. The research subject was 28 students eleventh grade of Science Program at MAN 1 Kota Cirebon. Based on the research finding and discussion, it can be concluded that students’ perception in using Google Classroom as an online learning media have positive respond, 92,9 percent of the students were agree that Google Classroom was easy to use and have good performance to used Google Classroom on English teaching and learning process because Google Classroom allow the students to save and retrieve and submit tasks or assignment, information and announcement, attendance list through Google Classroom, and students enthusiastic and interested in English teaching and learning process. In conclusion, Google Classroom is one of the best online learning media in English teaching and learning process especially pandemic period. Keywords: students’ perception; Google Classroom; English teaching learning.]]>
<![CDATA[AN ANALYSIS OF ENGLISH TEXTBOOK ENTITLED “STOP BULLYING NOW” PUBLISHED BY KEMENDIKBUD RI ]]>
<![CDATA[Indah Fitriyani]]>;
<![CDATA[Fitri Aprianti]]>;
<![CDATA[Ikariya Sugesti]]>
<![CDATA[ National Conference on Language, Education, and Technology Proceeding Vol. 1 No. 1 (2021): December 2021 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Muhammadiyah Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32534/nacolet.v1i1.2679
<![CDATA[The study examined the English text book “Stop Bullying Now” Published By Kemendikbud RI based on the Cunningsworth criteria. The study found out the quality of the English textbook “Stop Bullying Now” for class XI. The method employed in this study is qualitative descriptive. The study focuses the textbooks to fit the criteria based on Cunningsworth theory. In data-mining researcher using documentary analysis. Researcher analyzed 3 chapters of the 5 chapters of the textbook Published By Curriculum and Book Center, Balitbang, Kemendikbud. Studies show that the textbooks “Stop Bullying Now” are as good as the Cunningsworth criteria. It meets the criteria of the Cunningsworth and includes a good English textbook because it contains language content, skills, and topics. The study examined the English text book “Stop Bullying Now” Published By Kemendikbud RI based on the Cunningsworth criteria. The study found out the quality of the English textbook “Stop Bullying Now” for class XI. This study can be used by teachers as a guide in teaching so that teachers can use this textbook for school teaching activities. This study can be used by teachers as a guide in teaching so that teachers can use this textbook for school teaching activities.]]>
<![CDATA[The Implementation of Mind Mapping Technique in Teaching Students Speaking Skills at 7th Grade in EFL Classroom in One Junior High School in Pabedilan ]]>
<![CDATA[Siti Sarah]]>;
<![CDATA[Ikariya Sugesti]]>;
<![CDATA[Eline Rozaliya Winarto]]>
<![CDATA[ National Conference on Language, Education, and Technology Proceeding Vol. 1 No. 1 (2021): December 2021 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Muhammadiyah Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32534/nacolet.v1i1.2684
<![CDATA[This study aims to determine the application of mind mapping techniques in teaching speaking at 7th grade IN EFL CLASSROOM IN ONE JUNIOR HIGH SCHOOL IN PABEDILAN. The object of research is only focused on the learning process, while the subject of this research is the English teacher at the school. During the learning activities carried out in 2 observations and 4 meetings. The first meeting only observed the teacher applying mind mapping in the speaking class. After the second meeting, the researcher prepared an observation checklist to find out how the teacher applied the mind mapping. The third meeting was an interview with the teacher concerned and the last meeting confirmed the results of data processing in several previous meetings while saying goodbye. This study used qualitative research methods. Data collection techniques include observation, interviews and documentation. In the introduction, the researcher observed the teacher teaching process and then proceeded to the next meeting. Based on the data obtained from observations, it can be seen that the application of mind mapping techniques applied by English teacher so far is quite good, because the techniques used by the teacher are in accordance with the theory proposed by Buzan (2004). The results of the interviews showed that the obstacles in the learning process using mind mapping techniques were on the students themselves. Not all students have the same learning style, some are fast, medium and slow. Therefore, they often have to take different ways to understand the same information or course.]]>
<![CDATA[An Analysis of Students' Ability in Writing Descriptive Composition in Vocational High School ]]>
<![CDATA[Yuni Miratun Barokah]]>;
<![CDATA[Eline Rozaliya Winarto]]>;
<![CDATA[Ikariya Sugesti]]>
<![CDATA[ National Conference on Language, Education, and Technology Proceeding Vol. 1 No. 1 (2021): December 2021 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Muhammadiyah Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32534/nacolet.v1i1.2687
<![CDATA[In writing descriptive composition students still experience deficiencies, where some students still find it difficult to write. The purpose of study is to find out the students' abilities in writing descriptive composition and what that difficulties students face in writing descriptive composition in Vocational High School. This research was conducted by qualitative research using descriptive method. The subject of this research are students of class X OTKP in one of private school in Cirebon. There are 19 students in the class and researcher choses 14 students with a random technique. Furthermore, the researcher used student writing and interviews as instruments. The researcher analyzed the data, and the researcher found some finding in the field. First, it was found that the students' ability in writing descriptive compositions was at a low level. This is supported by the second finding, the results of interviews with students, namely that students' difficulties are the generic structure of descriptive composition which consists of describing objects in detail and grammar. In addition, most students have difficulty in arranging words into sentences and writing the correct spelling of words. In addition, the lack of vocabulary makes them write many repetitions of words in their writing.]]>
