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All Journal LITE: Jurnal Bahasa, Sastra, dan Budaya Language Circle : Journal of Language and Literature ELT Forum: Journal of English Language Teaching UNNES International Conference on ELTLT ELT Forum: Journal of English Language Teaching
Yusnita Sylvia Ningrum
Udinus
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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ENGLISH PRODUCED BY INDONESIAN YOUNG EFL LEARNERS Ningrum, Yusnita Sylvia
Language Circle: Journal of Language and Literature Vol 4, No 1 (2009): October 2009
Publisher : Faculty of Languages ​​and Arts, State University of Semarang

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Abstract

This study is aimed at describing what types of English Indonesian children can produce after they learn it from school and what linguistic features are used in their English (language). The corpus of the data is a stretch of approximately sixty-minute dialogue between 5 primary school children and their teacher. Functional approach proposed by Halliday is applied in conducting this study, therefore the term “English” in the title of this paper later on will be exclusively understood as ‘speech function’. Meanwhile, the phrase “young EFL (English as a Foreign Language) learners” in the following paper is used in several similar meanings, like children, young learners, primary school learners. Using Speech Function Network developed by Eggins and Slade (1997), then, it is found out that Indonesian young EFL-learners are able to produce speech functions (English) such those of produced by adult in quite complex linguistic features. Key words: speech function, realization, English as a foreign language, primary school learners
The Coherence Analysis of Students' Analytical Exposition Texts Mafuroh, Nur Aeni Afiati; Ningrum, Yusnita Sylvia
ELT Forum: Journal of English Language Teaching Vol 8 No 1 (2019): ELT Forum: Journal of English Language Teaching
Publisher : ELT Forum: Journal of English Language Teaching

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v8i1.26747

Abstract

This study aims to reveal the coherence of 19 analytical exposition texts written by the fourth semester students of English Department of UNNES through analysis of schematic structure, thematic choices, and thematic developments. Coherence is an essential component to create a make-sense text. Thus, it is very important to know the students’ competency in writing a good text. This study applied a qualitative approach. It employed theories of schematic structure based on stages proposed by Gerot and Wignell (1995), thematic choices from Gerot and Wignell (1995) and thematic developments by Eggins (2004). The findings indicated that students preferably used topical Theme (67.79%) and textual Theme (30.42%). In addition, in terms of thematic developments, Theme Reiteration is the commonest pattern applied by the students. Based on the findings, students’ texts were less coherence because there were several texts having an incomplete thesis at the beginning of the paragraph and one text leaving 1 out of 3 stages of exposition text. Furthermore, the over-use of Theme Reiteration might show that the students’ writing skill is low because they could not elaborate their ideas through various methods. In short, the students could be regarded as novice writers. Keywords: analytical exposition; coherence; schematic structure; thematic choices; thematic development
ENGLISH PRODUCED BY INDONESIAN YOUNG EFL LEARNERS Ningrum, Yusnita Sylvia
Language Circle: Journal of Language and Literature Vol 4, No 1 (2009): October 2009
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v4i1.907

Abstract

This study is aimed at describing what types of English Indonesian children can produce after they learn it from school and what linguistic features are used in their English (language). The corpus of the data is a stretch of approximately sixty-minute dialogue between 5 primary school children and their teacher. Functional approach proposed by Halliday is applied in conducting this study, therefore the term “English” in the title of this paper later on will be exclusively understood as ‘speech function’. Meanwhile, the phrase “young EFL (English as a Foreign Language) learners” in the following paper is used in several similar meanings, like children, young learners, primary school learners. Using Speech Function Network developed by Eggins and Slade (1997), then, it is found out that Indonesian young EFL-learners are able to produce speech functions (English) such those of produced by adult in quite complex linguistic features. Key words: speech function, realization, English as a foreign language, primary school learners
The Coherence Analysis of Students' Analytical Exposition Texts Mafuroh, Nur Aeni Afiati; Ningrum, Yusnita Sylvia
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.v8i1.26747

Abstract

This study aims to reveal the coherence of 19 analytical exposition texts written by the fourth semester students of English Department of UNNES through analysis of schematic structure, thematic choices, and thematic developments. Coherence is an essential component to create a make-sense text. Thus, it is very important to know the students’ competency in writing a good text. This study applied a qualitative approach. It employed theories of schematic structure based on stages proposed by Gerot and Wignell (1995), thematic choices from Gerot and Wignell (1995) and thematic developments by Eggins (2004). The findings indicated that students preferably used topical Theme (67.79%) and textual Theme (30.42%). In addition, in terms of thematic developments, Theme Reiteration is the commonest pattern applied by the students. Based on the findings, students’ texts were less coherence because there were several texts having an incomplete thesis at the beginning of the paragraph and one text leaving 1 out of 3 stages of exposition text. Furthermore, the over-use of Theme Reiteration might show that the students’ writing skill is low because they could not elaborate their ideas through various methods. In short, the students could be regarded as novice writers. Keywords: analytical exposition; coherence; schematic structure; thematic choices; thematic development
Textual Meaning of English Textbook Instruction Rosi, Iftita Kharisma; Ningrum, Yusnita Sylvia
ELT Forum: Journal of English Language Teaching Vol 8 No 2 (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.v8i2.32956

Abstract

This study is about analysis of textual meanings in English textbook instructions. The main purpose of this study is to analyse the textual meanings found in the textbook instructions to support the learning objectives. Textual meaning is indicated by Theme and Rheme within the clauses. Halliday and Matthiessen (2014) said that theme is coded by three elements, they are topical, textual and interpersonal. The student textbook entitled Bahasa Inggris Kelas X 2017 Revision published by The Indonesian Ministry of Education and Culture was chosen as the object of the study because it is the most widely used textbook in state shools in Indonesia. Meanwhile, the data were the instruction clauses in Chapters 1-7 (the first semester) of the textbook. The findings show that the English textbook instructions in Chapters 1-7 contains Unmarked Topical Theme (76%), Textual Theme (17%), Marked Topical Theme (5%), and Interpersonal Theme (2%). Unmarked Topical Theme is the most dominant type of Theme found in the clauses which is realized by verb. It is in line with the dominant mood type of the instruction, that is imperative which thematized verb in the clauses (Halliday and Mattheissein, 2014). It can be inferred that the instructions are clear and concise which meant that the instructions were good enough to support the learning objectives (Flake, 2017). Thus, it is concluded that instructions in Chapters 1-7 have good choices of Theme which meets the characteristics of good instructions to support the learning objectives
REALIZATION OF SPEECH FUNCTIONS BY PRIMARY SCHOOL LEARNERS OF ENGLISH AS A FOREIGN LANGUAGE Yusnita Sylvia Ningrum
LITE: Jurnal Bahasa, Sastra, dan Budaya Vol 3, No 2 (2007): September
Publisher : Fakultas Ilmu Budaya, Universitas Dian Nuswantoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (138.291 KB) | DOI: 10.33633/lite.v3i2.619

Abstract

English learning in Indonesia share the same central characteristics of foreign language learning which lies in the amount and type of exposure to the language: there will be very little experience of the language outside the classroom, and encounters with the language will be through several hours of teaching in a school week. This paper as a result of a research describing the way the young learners negotiate meanings through their choices of speech functions and the realization of those speech functions through the choices of mood after they are being treated at school. The corpus of the data of this research is a stretch of approximately sixty-minutes dialogue between 5 primary school children and their teacher; the speech functions are categorized based on the Speech Function Network developed by Eggins and Slade (1997). It is found that children learning English as a foreign language can perform similar speech functions as adult in their spoken interaction. With the support from adult (teacher) and the proper environment, children whose native language is Indonesian and started to learn English when they were at school ages are able to interact with others, convey message and share ideas using English. They can also realize the speech functions into an organized and logical system of mood.
EFL students’ anxiety and reading comprehension Riana, Lulut; Ningrum, Yusnita Sylvia
ELT Forum: Journal of English Language Teaching Vol. 14 No. Special Issue (2025): ELT Forum: Journal of English Language Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14iSpecial Issue.30088

Abstract

Reading comprehension is a very important basic skill in learning English as a Foreign Language (EFL), as it strongly supports students' overall academic success. However, many EFL learners struggle to understand reading texts due to emotional barriers, especially anxiety. This article presents a narrative literature review examining the relationship between EFL srudents’ reading anxiety and their reading comprehension. It synthesizes findings from national and international studies published between 2017 to 2025. The review is based on in two theoretical framworks:  Krashen’s Affective Filter Hypothesis, which highlights the role of emotional factors, such as anxiety, motivation, and self-confidence in second language acquisition; and Constructivist Learning Theory, which emphasizes the importance of learners actively constructing knowledge through cognitive factors in language learning. The review identifies several common causes of reading anxiety, such as unfamiliar vocabulary, complex sentence structures, low self-confidence, and negative prior experiences. Anxiety not only disrupts reading comprehension but also affects students’ motivation, self-esteem, and willingness to read. The findings highlight the importance of addressing students’ emotional need during reading instruction. Teachers are encouraged to adopt supportive strategies, such as simplifying reading materials, providing encouragement, and fostering a safe environment. This article concludes with a call for further empirical research to explore effective teaching practice that can reduce reading anxiety and enhance comprehension in EFL contexts.
Developing a Model of Reading Materials Based on the 10-Muwashafat and Pancasila Student Profile Bahri, Seful; Hartono, Rudi; Ningrum, Yusnita Sylvia
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 13 (2024)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

This study addresses the critical need for character-based English reading materials tailored to the unique educational context of Integrated Islamic Junior High Schools (SMPIT). SMPIT's distinct curriculum incorporates the 10-Muwashafat character foundation, which aligns with broader national values encapsulated in the Pancasila student profile. Despite the importance of these character values, existing English reading materials often fail to adequately integrate them, posing a challenge for effective character education. This research employs a mixed-methods approach, combining Research and Development (R&D) methodology to develop a model of reading materials that integrates the 10 Muwashafat characters and the Pancasila student profile, aimed at supporting character formation in English language learning at SMPIT. Additionally, an experimental method is utilized to assess the model's effectiveness. Through the mixed-methods design, the study conducted an in-depth analysis of current learning materials to identify gaps in the integration of character values. Data were collected using interviews, observations, tests, and questionnaires, involving teachers, students, and education experts. Based on these findings, a new model of reading materials was designed, integrating both 10 Muwashafat and Pancasila values. The model underwent expert validation and field testing at SMPIT, followed by revisions to enhance its effectiveness based on the results. The results demonstrate that the developed reading materials significantly improve the integration of character education in English learning, aligning with the school's values and supporting students' holistic development. This study contributes to the field of educational material development by providing a framework for incorporating character education into language learning, addressing both religious and national educational goals.
Co-Authors Hartono, Rudi Mafuroh, Nur Aeni Afiati Mafuroh, Nur Aeni Afiati Riana, Lulut ROSI, IFTITA KHARISMA Seful Bahri