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All Journal Linguistica Indonesian Journal of Applied Linguistics (IJAL) P2M STKIP Siliwangi ELTIN Journal: Journal of English Language Teaching in Indonesia Journal of English Language Studies ABDIMAS SILIWANGI PROJECT (Professional Journal of English Education) Journal of Educational Experts (JEE)
Euis Rina Mulyani
IKIP Siliwangi
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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THE ANALYSIS OF TRANSITIVITY PROCESS OF STUDENTS’ DESCRIPTIVE TEXTS Tia Listiana Apendi; Euis Rina Mulyani
PROJECT (Professional Journal of English Education) Vol 3, No 3 (2020): VOLUME 3 NUMBER 3, MAY 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v3i3.p359-366

Abstract

This research analysis transitivity process of the descriptive text written by the students at seventh grade in junior high school. The objectives of this research is to find out the use of transitivity process of students’ descriptive texts and to find out the most dominant of transitivity process. This reseach analyzed 60 sentences taken from eight descriptive texts written by the students. The researcher used descriptive quantitative method to analyzed the transitivity process. The result of this research showed  that there were six processes that occured in the data, there were; material process (41,6%), mental process (1,7%), relational process (38,3%), behavioral process (1,7%), verbal process (1,7%), and existenntial process (15%). The most dominant process found were material process and relational process. It implies that the students were aware how descriptive text should be written, because one of language features in descriptive text is using material process and relational process accordance the definition that descriptive text is describe about person, place, things, or the outward of something like daily activity during the students used simple present tense in each verbs. Keywords:  SFL, Transitivity, Descriptive text  
STUDENTS’ ATTITUDES TOWARD IMPLEMENTATION OF PROJECT BASED LEARNING Yanuarti Apsari; Euis Rina Mulyani; Ida Lisdawati
Journal Of Educational Experts (JEE) Vol 2, No 2 (2019): JOURNAL OF EDUCATIONAL EXPERTS (JEE)
Publisher : Kopertis Region IV Jabar and Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30740/jee.v2i2p123-128

Abstract

This research is intended to investigate the students’ attitudes toward the implementation of project-based learning. Project based learning is becoming increasingly popular in the pedagogical field. Qualitative research method was employed in this study. The respondents of this study were the fourth grade students who were taking coursebook evaluation subject.. The data of this study  was gathered by using questionnaire. Then, the collected data were analysed by qualitative description. Based on the questionnaire data, the result indicates that the respondents have a positive attitude towards the implementation of project based learning. It can be seen from three aspects: affective, behavioral, and cognitive aspects. On affective aspect, the respondents were interested to learn by using project based learning because of several benefits that they get after learning by using project based learning. In addition, on cognitive aspects, the findings showed that all respondents believe that project based learning is effective in teaching coursebok evaluation subject. The last, on the behavior aspect, the data showed that during the implementation of project based learning the respondents likes to share ideas and discuss in their group.
PELATIHAN PEMBELAJARAN BERBASIS ICT KEPADA GURU BAHASA INGGRIS Yanuarti Apsari; Ida Lisdawati; Euis Rina Mulyani
Abdimas Siliwangi Vol 3, No 2: Juli 2020
Publisher : IKIP SILIWANGI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/as.v3i2p%p.3591

Abstract

ICT-based learning is very potential to make the learning process more effective. This training activity was followed by English teachers. The purpose of this activity is to improve teachers’ skills in integrating ICT in the learning process. The steps of activities carried out in community service activities include several stages such as a) the analysis stage, b) the design stage, c) the content development staged) the training stage and e) the evaluation stage. In the analysis stage, the team analyzed difficulties faced by the teacher in English subjects. Then, the results of this analysis stage were used as a reference at the design stage. At the Design stage, the team determined topics used in the training and designed content related to the use of  ICT-based Learning model. Then, in the content development stage, the team developed content in the form of Google classroom development integrated with  Canva and Kahoot. Then, at the implementation stage, training on ICT-based learning models is carried out. The results of this training indicate an increase in teacher competence in the ability to use ICT as a learning medium. Thus, the learning process becomes more effective and becomes more interesting.
PELATIHAN PEMBELAJARAN WRITING NARRATIVE TEXT DENGAN MENGGUNAKAN GOOGLE CLASSROOM KEPADA PARA GURU BAHASA INGGRIS DI MGMP SE-KABUPATEN BANDUNG BARAT Rasi Yugafiati; Euis Rina Mulyani; Zahra Nurfitria Abidin
Abdimas Siliwangi Vol 5, No 1: Februari 2022
Publisher : IKIP SILIWANGI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/as.v5i1.6920

Abstract

Kebutuhan pembelajaran writing narrative text bagi para peserta didik tak bisa dikesampingkan meski negara Indonesia sedang mengalami pandemi Covid-19. Oleh karena itu, diperlukan adanya pelatihan penggunaan Google Classroom agar pembelajaran tetap berlangsung, meskipun melalui daring.  Tahap pelaksanaan pengabdian ini adalah pemaparan tentang pentingnya penggunaan google classroom dalam pengajaran writing narrative text. Para partisipan merupakan para guru bahasa Inggris di MGMP se-Kabupaten Bandung barat. Kemudian dilanjutkan pelatihan pembelajaran writing narrative text menggunakan Google Classroom. Dari hasil pengabdian ini muncul fakta bahwa masih ada para guru yang belum terbiasa menggunakan google classroom. Hal ini terjadi karena kondisi para pelajar yang memiliki keterbatasan dalam penggunaan internet, sehingga guru tak terdorong untuk menggunakan platform lain di samping whatsapp. Sehingga, pelatihan ini membuka pengalaman baru bagi sebagian guru untuk mencoba platform Google Classroom dalam pembelajaran writing. Implikasi yang diperoleh adalah guru bahasa Inggris di MGMP se-Kabupaten Bandung Barat menjadi terampil menggunakan Google Classroom dalam pengajaran writing narrative text.  
ALAT PERMAINAN EDUKATIF SEBAGAI MEDIA PEMBELAJARAN BAHASA INGGRIS Yanuarti Apsari; Ida Lisdawati; Euis Rina Mulyani
Abdimas Siliwangi Vol 3, No 1: Januari, 2020
Publisher : IKIP SILIWANGI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/as.v3i1p%p.3385

Abstract

ABSTRAKMengenalkan bahasa Inggris seyogyanya perlu didukung oleh sarana dan prasarana yang memadai. Guru sebagai komponen pengelola proses pembelajaran perlu memahami kerangka berpikir anak agar pengelolaan pembelajaran dapat dilakukan dengan baik. Penggunaan media pembelajaran merupakan salah satu upaya bagi terciptanya pembelajaran bahasa Inggris yang bermakna dan menyenangkan bagi anak usia dini. Sehingga, kegiatan pengabdian ini berupa Peningkatan Profesionalitas Guru Melalui Pelatihan Pemanfaatan Alat Permainan Edukatif (APE) sebagai Media Pembelajaran Bahasa Inggris. Pada pengabdian ini, kami berupaya untuk berbagi pengetahuan dengan guru SMP di daerah Subang tentang jenis-jenis media pembelajaran bahasa inggris yang menarik bagi siswa dan cara pembuatan APE (Alat Permainan Edukatif) dari limbah plastik sehingga tidak saja dapat menumbuhkan kreatifitas guru SMP namun juga dapat menunjang program pemerintah dalam menangulangi limbah plastik terutama limbah plastik rumah tangga. Kegiatan pelatihan ini terdiri dari beberapa tahapan seperti : a) tahap analisis, b) tahap perancangan dan pengembangan konten dan c) tahap Pelaksanaan. Hasil dari pelatihan ini dapat dilihat peserta telihat sangat antusias dan dapat membuat APE sebagai media pembelajaran dengan baik. Hal ini membuktikan bahwa pada dasarnya guru mampu dan cukup kreatif dalam memanfaatkan barang bekas sebagai media pembelajaran.Kata Kunci : Alat Permainan Edukatif, media pembelajaran, Bahasa Inggris ABSTRACTIntroducing English should be supported by adequate facilities and infrastructure. The teacher as a component of the management of the learning process needs to understand the mindset of children so that learning management can be done well. The use of instructional media is an effort to create meaningful and enjoyable English learning for early childhood. Thus, this dedication activity in the form of Increasing Teacher Professionalism through Training in the Use of Educational Game Tools as an English Language Learning Media. Through the activity, we strive to share knowledge with junior high school teachers in the Subang area about the types of English learning media that are interesting for students and train English teachers how to create APE (Educational Game Tools) from plastic waste so that not only can foster the creativity of junior high school teachers but also can support government programs in tackling plastic waste, especially household plastic waste. This activity consists of several stages such as a) the analysis phase, b) the design and development stage of the content and c) the Implementation phase. The results of this training can be seen by participants who seem very enthusiastic and can make APE as a medium of learning well. This proves that basically the teacher is capable and quite creative in utilizing used goods as learning media.Keywords: Educational Game Tools, teaching media, English.
STUDENTS RESPONSES’ TOWARD THE PRACTICES OF TEACHING VOCABULARY USING ENGLISH SONG Anisa Anisa; Euis Rina Mulyani
PROJECT (Professional Journal of English Education) Vol 6, No 1 (2023): VOLUME 6 NUMBER 1, JANUARY 2023
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v6i1.p1-7

Abstract

This study aimed to investige students’ responses to the practice of teaching vocabulary using English song. The subjects of this study were nine students of class VIII SMP Kiansantang Bandung which were held in two meetings. The research design used by researcher in this study was descriptive qualitative. In this study, researchers used data analysis techniques based on Miles and Huberman (1994) involving three steps: data reduction, data display, and drawing conclusions picture / verification. The data shows that the practice of teaching vocabulary using English song received a positive response from students. Most students said that learning vocabulary using song is fun, good, interesting, can generate motivation. However, some students said they experienced difficulty in producing good pronunciation. Keywords:  English Song; Vocabulary
A TURN-TAKING STRATEGY OF CONVERSATION ANALYSIS IN THE CLASSROOM Rosi Rosanti; Euis Rina Mulyani
PROJECT (Professional Journal of English Education) Vol 6, No 2 (2023): VOLUME 6 NUMBER 2, MARCH 2023
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v6i2.p213-219

Abstract

A conversation is an important form of communication that involves more than two people. Conversations are used to provide information, express ideas, opinions, or feelings, and many other things. The topic of the conversation is very relevant to everyday life. To obtain useful information, both parties should conduct the conversation properly. In conversation, they should understand each other's strategy. A successful conversation can be achieved by employing a turn-taking strategy, which is considered an essential component of a conversation. This study looked at turn-taking as a conversation strategy used by EFL students in grade VII at a junior high school in Cimahi. This research instrument used file notes and video recording to record classroom activities while teaching and learning process. This research used a descriptive qualitative method to identify and describes the phenomenon of the strategies and types of turn-taking. In this research, the researcher gained the following results: 1) Taking the floor it means is where the first speaker takes overturn to speak.  it is consists of starting up, taking over, interruption, over-left. 2) Holding the floor means to carry to talk, and 3) Yielding the floor means giving a turn to the next speaker and the first speaker gives the response. Keywords:  Conversation Analysis; Turn-taking Strategy
THE USE OF INDIRECTNESS AND TAG QUESTIONS BY POWERFUL AND FOWERLESS MEN AND WOMEN ON TRIALS: EVIDENCE FROM INDONESIA EUIS RINA MULYANI
LINGUISTICA Vol 10, No 4 (2021): Vol. 10, No. 4 (2021): OCT-DEC 2021
Publisher : State University of Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jalu.v10i4.44745

Abstract

This study was aimed at investigating the use of indirectness and question tags in some Indonesian trials. The data were chosen randomly from YouTube’s videos. The subjects were twenty people consisting of judges, witnesses, and defendants (the accused). To analyze the data, the conversations of the videos were firstly transcribed verbatim. Then, they were analyzed using the framework of Thomas (1995) and Holmes (1984). The data showed that indirect speech style and question tags were more attached to powerful women.
UNDERSTANDING LOW ACHIEVER STUDENTS’ LINGUISTIC AND COGNITIVE PROBLEMS IN WRITING ENGLISH DESCRIPTIVE TEXT Euis Rina Mulyani; Mu'man Mu'man
PROJECT (Professional Journal of English Education) Vol. 7 No. 1 (2024): VOLUME 7 NUMBER 1, JANUARY 2024
Publisher : IKIP Siliwangi

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

Abstract

Students’ competence in writing skills plays a significant role in leading them to success in learning English. However, in reality, many Indonesian students experience problems in creating quality texts, in particular descriptive ones. This study aims to examine low-achiever students' problems in writing descriptive text. The study was conducted in a private Senior High School in Bandung. The data was gained from eight students' works on descriptive text. They were obtained from their English teacher. The data was analyzed qualitatively using Miles & Huberman’ (1991) framework of qualitative data analysis, Jacobs et al’s (1981) components of writing, and Byrne’s (1998) types of writing difficulty. The finding shows that the students experienced serious linguistic and cognitive problems in writing the text, in particular in the areas of content, language use, organization, vocabulary, and mechanics.  Finally, this finding implies that (1) teaching writing should emphasize the process rather than the product, and (2) providing knowledge of autonomous learning to students is essential so that students can learn and practice writing independently outside the classroom.
JUNIOR HIGH SCHOOL STUDENTS' RESPONSES TOWARD THE PROCESS OF TEACHING WRITING NARRATIVE TEXT USING PROJECT-BASED APPROACH Novi, Novi; Mulyani, Euis Rina
PROJECT (Professional Journal of English Education) Vol. 7 No. 6 (2024): VOLUME 7 NUMBER 6, NOVEMBER 2024
Publisher : IKIP Siliwangi

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

Abstract

This study aims to identify students' responses to the use of a project-based approach in teaching writing narrative text. This research was conducted in a junior high school in Cimahi involving 23 students of grade VIII as the research subjects. The method used was qualitative research with a data collection technique through the questionnaire. The data were analyzed both qualitatively using Miles & Huberman (1992) data analysis framework and quantitatively only in sum and percentage. The results showed that the use of a project-based approach was positive toward students' motivation and involvement in the writing learning process. Students feel more motivated and challenged to write because they can work collaboratively in groups and have the opportunity to develop their creative ideas. Meanwhile, students' negative responses to the use of the project-based approach were that they were still confused about the demands and steps to be taken in completing the project.  This caused them to feel less confident in completing the project well. The data from the questionnaire shows that using project-based learning in teaching writing provides benefits in learning English writing skills. Therefore, using project-based learning in teaching narrative text writing can improve students' writing ability.
Co-Authors Aning Maudini Anisa Anisa Arni Nurhasanah Dewi, Senny Rizkya Hernovianti Puspa Sari Ida Lisdawati Iwa Lukmana Karin Nurul Fatia Mu'man, Mu'man Muman Muman Neng Rini Dartini Novi Novi Odo Fadloeli Rasi Yugafiati Rhidwan, Silmi Fauziyah Rosi Rosanti Sugiati, Fitri Novi Suherdi, Didi Tia Listiana Apendi Wachyu Sundayana, Wachyu Widya, Dhea Yanuarti Apsari Zahra Nurfitria Abidin