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All Journal Journal of English Language Studies Linguistic, English Education and Art (LEEA) Journal Edu-Ling: Journal of English Education and Linguistics Journal of English Teaching, Applied Linguistics and Literatures (JETALL) JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Journal of English Education and Teaching (JEET) Wacana : Jurnal Penelitian Bahasa, Sastra dan Pengajaran Jurnal Inovasi Pengabdian Masyarakat Pendidikan Jurnal Bilingual Al-Khair Journal: Management Education
Dedi Sofyan
Universitas Bengkulu
Religion Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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NEED ANALYSIS OF ENGLISH FOR TOUR AND TRAVEL DEPARTMENT OF VOCATIONAL HIGH SCHOOL IN BENGKULU CITY Rahamdina Salisna; Alamsyah Harahap; Dedi Sofyan
JOALL (Journal of Applied Linguistics and Literature) Vol 4, No 1: February 2019
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (248.911 KB) | DOI: 10.33369/joall.v4i1.6303

Abstract

This research aimed to investigate the English needs of Tour and Travel Department at Vocational High School Negeri 1 and Vocational High School Negeri 7 in Bengkulu City. The research used mixed method and convergent parallel design. The sample of this research consisted of three groups of respondents. First group was students, consisted of 28 active students and 4 alumni. Second group was English teachers, consisted of 2 English teachers. The third group was stakeholders, consisted of two heads of the Tour and Travel Department, two assistances of curriculum, hotel, and tour staffs. The data of this research were gathered by using adapted questionnaire and interview. The questionnaire was analyzed quantitatively and interview was analyzed qualitatively. The data were combined by using convergent parallel design. Results of this research indicated that listening and speaking are the two prioritized skills needed by the tour and travel department. Topics of speaking which has the greatest importance are flight reservation, prices and payment, tourist destination, tourist attraction, direction, and booking hotels. Topics of listening which has the greatest importance are flight reservation, booking hotels, direction, job interview, complaints, and cultural tourism.  Topics of reading which has the greatest importance are memos, letters, cultural tourism, handling a complaint, and tourism terms. Topics of writing which has the greatest importance are rules and regulation, instruction.
HIGHER-ORDER THINKING SKILLS ON TEACHERS-MADE TESTS BY ENGLISH TEACHERS OF A SENIOR HIGH SCHOOL IN BENGKULU CITY Serla Apriana; Azhar Aziz Lubis; Dedi Sofyan
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 5, No 2 (2022): JETALL VOLUME 5 NUMBER 2 2022
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v5i2.13462

Abstract

The objectives of this study are to investigate the composition of Higher Order Thinking Skills (HOTS) on the English teacher-made test based on the revised Bloom’s taxonomy and investigating the quality of the teacher-made tests viewed from the composition of HOTS. This study was a content analysis that used a triangulation design: data transformation model mixed method approach. The data of this study were teacher-made test sets that consisted of 136 questions. The data were analyzed by understanding the operational verbs used in each item of the teacher-made test based on the cognitive domain of revised Bloom’s taxonomy. Then, data were put in a checklist table based in each cognitive domain category. After that, the data were calculated quantitatively and interpreted qualitatively. The results show that the composition of HOTS was lower than the Lower Order Thinking Skills (LOTS) of all questions on the teacher-made tests. The most frequent cognitive domain of the Bloom’s taxonomy found on the teacher-made test was C2 (Understand), followed by C4 (Analyze), C3 (Apply), C1 (Remember), C5 (Evaluate), and C6 (Create). Moreover, the quality of the teacher-made tests viewed from the composition of HOTS was in a less proportional criterion. In conclusion, the findings indicate constructing a test based on the principles of HOTS seem still problematic for Senior High School English teachers.
The Correlation Between Students’ Perception of Google Translate and Their English Writing Skill Roy Yan Kurniawan; Wisma Yunita; Dedi Sofyan
Wacana: Jurnal Penelitian Bahasa, Sastra dan Pengajaran Vol. 19 No. 1 (2021): Wacana, Vol. 19, No. 1, Januari 2021
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jwacana.v19i1.23047

Abstract

The aim of this research was to find out the correlation of students’ perception of Google Translate and their writing skill. This research was a correlational research. The population of this research was the Fourth Semester English Education Study Program Students of Universitas Bengkulu. The samples were taken by using total sampling. There were 74 students as the samples from two classes of Paragraph Writing subject. There were two research instruments used in this research, Questionnaire and Documentation of student writing score. In analysis data, the researcher used Correlation Product Moment formula developed by Carl Pearson and the researcher using statistical analysis program SPSS. Based on the data analysis, it was found that the r-count was 0.469. It means that the correlation between the students’ perception of Google Translate and their writing skill was moderate. As a result of this, the alternative hypothesis (Ha) was accepted and the null hypothesis (Ho) was rejected. Since r-count 0.469 was higher than the r-table 0.296, the correlation was significant. Based on the research finding, it can be concluded that there was a moderate correlation between students’ perception of Google Translate and their writing skill. It means that Google Translate was not a really dominant factor that affects writing skill of the fourth semester students of the English Education Study Program of Universitas Bengkulu.  
EFL Students’ Beliefs and Practices on Informal Digital English Learning Outside Classrooms Kartilia Riayuningsih; Azhar Aziz Lubis; Dedi Sofyan
Journal of English Language Studies Vol 7, No 2 (2022): Available Online in September 2022
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v7i2.16536

Abstract

Due to the ease of digital devices and internet access these days, digital learning has become a new learning environment for EFL students to study English outside their formal classrooms. This study thus aimed to find out students’ beliefs and practices on informal digital English learning outside classrooms. It involved 190 students of English Education Study Program at Universitas Bengkulu. The study was descriptive research with survey design involving quantitative and qualitative data. The quantitative data were collected via close-ended items, while the qualitative data were collected via open-ended items. The results of this study suggested that most of the students had higher levels of beliefs on informal digital English learning. Further analysis revealed the practicality, availability, flexibility, autonomy, enjoyment of digital English learning were the reasons for their beliefs. Regarding the practices, most of the students had engaged in informal digital English learning activities. However, in terms of the diversity of digital learning activities, they tended to only engage in receptive digital learning activities. Productive digital activities, particularly involving communication technology, were rarely performed. It also found a significant correlation between students’ beliefs and practices. Accordingly, comparisons with prior studies and pedagogical implications were presented.
Teachers’ Techniques of Assessing English Speaking Skill in Limited Face to Face Learning Rida Marlenie; Dedi Sofyan; Syafryadin Syafryadin
Edu-Ling: Journal of English Education and Linguistics Vol. 6 No. 1 (2022): December
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v6i1 December.2866

Abstract

The objectives of this research were to investigate teachers' techniques in assessing English speaking skill in limited face-to-face learning and the challenges faced by the teachers in implementing English speaking assessment techniques in limited face-to-face learning. This research was qualitative. The subjects of this research were four English teachers of SMPN 5 Bengkulu Tengah. All teachers were observed in their teaching classes, in total there were 14 classes. The data were gathered by using a checklist of observation and interview. The data were analyzed by using the procedures of Miles and Huberman namely; data reduction, display data, and verification and conclusion. The results of this research showed that the teachers used three basic types of speaking assessment; intensive, responsive, and extensive speaking. In the intensive speaking assessment, the techniques used by teachers were; direct response task, read-aloud task, and sentence/dialogue completion task. In the responsive speaking assessment, the techniques used by teachers was questions and answers. In the extensive speaking assessment, the technique used by teachers was oral presentations. The most frequently technique used by the teachers was the read-aloud task. While, the challenges faced by the teachers in assessing speaking skill in limited face-to-face learning were lack of learning time, taking turns learning, declining students’ speaking skill, and difficulty in making students speak. In conclusion, the provisions during limited face-to-face learning and challenges faced by English teachers in assessing English speaking skill in limited face-to-face learning make the speaking skill techniques used by teachers were less varied.
The Perception on the Implementation of ICT based Media in Teaching English at BTA 70 Course Nurmaisa Nurmaisa; Iis Sujarwati; Dedi Sofyan
Linguistic, English Education and Art (LEEA) Journal Vol 7 No 1 (2023): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/leea.v7i1.7271

Abstract

Teachers and students play a key role in the successful integration of ICT into learning English. ICT-based learning will only succeed if teachers and students have a positive attitude towards practice. In this context, an empirical picture of teacher-student perceptions is essential as a basis for integrating ICT into the learning process. The aims of this study are to explore and analyse students' and teachers’ perceptions, students and teachers’ challenges, and benefits for teaching and learning toward the use of ICT in Teaching English at BTA 70 course To explore and analyse students’ perceptions toward the use of ICT in Teaching English at BTA 70 course. This study was mixed method study. This study used survey research in conducting the research exactly cross-sectional survey. There are 416 students and 15 teachers who became samples in this study and to get the sample The writer used purposive random sampling. The writer used a questionnaire for collecting the data. They are closed ended questionnaires adopted in Chainda A. M (2011). The results of this research, the students’ perception showed there positive aspects for students such as making students can share information, enhance students’ learning, and doing science experiments safely, for negative aspects consuming students’ time and irrelevant information which students got on the internet. And students’ attitude showed the students agree the use of ICT is effective in learning. Then, The use of ICT gave students obstacles where the obstacles became the challenges for students itself. The challenges for the students themselves, irrelevant information and time management are challenges for the students in learning by using ICT. It can be concluded if there are benefits of ICT in the learning process. Such as, ICT helps the students to improve, and also the students can learn individually. Keywords: Benefits, BTA 70, Challenges, ICT Media, Perception
AN ANALYSIS OF HIGHER ORDER THINKING SKILL (HOTS) IN MERDEKA CURRICULUM ENGLISH TEXTBOOK “PATHWAY TO ENGLISH” PUBLISHED BY ERLANGGA FOR GRADE X OF SENIOR HIGH SCHOOL Arisman Arisman; Ira Maisarah; Wisma Yunita; Iis Sujarwati; Dedi Sofyan
Jurnal Bilingual Vol 14, No 1 (2024): Jurnal Bilingual EDISI MEI 2024
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/j.bilingual.v14i1.7904

Abstract

Higher order thinking skills (HOTS) refer to the more advanced mental processes outlined in Anderson and Krathwohl's updated version of Bloom's taxonomy (2021), comprising analysis, evaluation, and creation.". This research aimed to investigate the composition of HOTS (Higher Order Thinking Skill) in language tasks and knowledge of the English textbook on titled “Pathway” To English For SMA/MA Grade X and to explain the dominant cognitive dimension used in this textbook. The design of this research was descriptive qualitative. This research is classified as a content analysis. A table checklist based on the cognitive domain of the revised Bloom’s taxonomy was the instrument of this research. The findings of the research indicate that for language skills, this book is more concerned with HOT than LOTS with the percentage of HOTS at 58,34% and LOTS at 41,66%.  The result showed The most dominant level of thinking skill of language skill in this book is analyze (C4), followed by apply (C3), remember (C1), create (C6), evaluate (C5), and understand (C2).  For knowledge, it can be concluded that the composition of the Higher Order Thinking Skill (HOTS) presented in the instruction question on the English Textbook is not lower than the Lower Order Thinking Skill (LOTS) with the percentage of HOTS at 20,83% and LOTS at 79,17%. The dominant composition is Apply (C3), followed by Remember (C1), Apply (C4), and Understand (C2).   The researcher concludes that for language skill and knowledge, the cognitive dimension of each instruction question is present in the imbalance portion. Based on the result, this book has followed the ministry of education regulation and mereka curriculum in providing HOTS material in the teaching and learning process for language skills and proving LOTS material for knowledge because grammar and vocabulary teach the basics of language. It is suggested for teachers who use this book to be innovative, and creative, even teachers can adapt from other sources in giving instruction to develop students’ critical thinking.
Analysis of Teacher Pedagogical Competency in Learning English for Santri Students at the Modern Islamic Boarding School Darussalam Kepahiang Dedi Efrizal; Dedi Sofyan; Syafryadin Syafryadin
Al-Khair Journal: Management Education Vol 4, No 2 (2024): DESEMBER
Publisher : UIN Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/al-khair.v4i2.6384

Abstract

Abstract: English learning still creates difficulties among students, marked by a lack of motivation and creativity of students.  The purpose of this study is to analyze the pedagogic competence of teachers in learning English for students at the Modern Islamic Boarding School of Darussalam Kepahyang. Using qualitative descriptive methods, data collection techniques through observation, documentation and interviews. The data analysis technique follows Huberman's theory through three stages, namely data reduction, data presentation, and data verification as the stage of concluding. The results of the analysis can be concluded that the pedagogic competence of teachers in teaching English to students in Islamic boarding schools is generally at a good level, because English teachers have the skills to open classes, and have the ability to master learning materials and methods, and teachers have been able to manage classes, including closing learning. However, in the English learning process, there are still obstacles and obstacles, such as the lack of optimal student learning outcomes. So that it can be suggested to improve students' English learning, then increase the pedagogic competence of teachers in Islamic boarding schools.Keywords: Pedagogic Competence of Teachers, English Learning for Students, Pondok Pesantren Modern Darussalam Kepahiang. Abstrak: Pembelajaran bahasa inggris masih menciptakan kesulitan dikalangan santri, ditandai motivasi dan kreatifitas santri masih kurang.  Tujuan penelitian ini untuk menganalisis kompetensi pedagogic guru dalam pembelajaran bahasa inggris santri di pondok pesantren Modern Darussalam Kepahyang. Menggunakan metode deskriptif kualitatif, teknik pengumpulan data melalui observasi, dokumentasi dan wawancara. Teknik analisis data mengikuti teori Huberman melalui tiga tahapan yaitu reduksi data, penyajian data, verifikasi data sebagai tahapan menyimpulkan. Hasil analisis dapat disimpulkan bahwa kompetensi pedagogik guru dalam mengajar bahasa Inggris siswa di pondok pesantren secara umum berada pada tingkat baik, karena guru bahasa Inggris telah memiliki keterampilan untuk membuka kelas, dan memiliki kemampuan menguasai materi dan metode pembelajaran, dan guru telah mampu mengelola kelas, termasuk menutup pembelajaran. Namun, dalam proses pembelajaran Bahasa inggris masih mengalami hambatan dan kendala, seperti kurang maksimalnya hasil belajar santri. Sehingga dapat disarankan untuk meningkatkan pembelajaran bahasa inggris siswa, maka tingkatkan kompetensi pedagogik guru di pondok pesantren.Kata kunci: Kompetensi Pedagogik Guru, Pembelajaran Bahasa Inggris Santri, Pondok Pesantren Modern Darussalam Kepahyang.
Co-Authors Alamsyah Harahap Andi Sukmawijaya Andriyadi Andriyadi Anggun Bakti Arisman Arisman Azhar Aziz Lubis Bambang Suwarno Dedi Efrizal Deni Widiarti Dona Rahma Fitri E. Elfrida . Fernandita Gusweni Jayanti Gusti Komang Permana Hairiyanto M.Pd Iis Sujarwati Ira Maisarah Kartilia Riayuningsih Kasmaini Kasmaini Nurmaisa Nurmaisa Rahamdina Salisna Rida Marlenie Roy Yan Kurniawan Safnil Safnil Serla Apriana Syafryadin Syafryadin Syahrial Syahrial Wisma Yunita Yenny Asmarni Yogi Irawan