Articles
<![CDATA[Video viewing as a mediation of learning content-based vocabulary: Assisting students in understanding disciplinary vocabulary in context ]]>
<![CDATA[Yanto, Elih Sutisna]]>;
<![CDATA[Nugraha, Sidik Indra]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 8, No 2 (2018): Current Issues in English Language Education: Perspectives, Directions, and Inno ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v8i2.13278
<![CDATA[Although much research in the area of second language (L2) vocabulary development has extensively been researched, video text viewing as a strategy for understanding disciplinary vocabulary in context is rarely reported in the literature. To fill this void, the present action research reports the findings of vocabulary self-collection strategy (VSS) along with the use of video as a multi-semiotic medium of understanding disciplinary vocabulary in content-based EFL instruction. Informed by students’ reflective journal, observation, and interview data, students recounted that the VSS encouraged them to learn disciplinary vocabulary in different discourse contexts. Through role scaffolding by a teacher and peer support, they were engaged in the discovery of vocabulary by documenting unfamiliar or interesting words from their readings and by exploring different meanings of vocabulary using e-dictionaries and corpora. The other research findings showed that the students had enhanced their awareness of word classes, word orders, and word meanings. This empirical evidence suggests that VSS can be a catalyst for engaging students in such post-listening tasks as writing a summary of the video text and creating new vocabulary mapping or profiling.]]>
<![CDATA[EFL Teachers’ Beliefs of Classroom Seating Arrangements ]]>
<![CDATA[Widya Dwi Septiorini]]>;
<![CDATA[Mansyur Srisudarso]]>;
<![CDATA[Sidik Indra Nugraha]]>
<![CDATA[ INTERACTION: Jurnal Pendidikan Bahasa Vol 9 No 1 (2022): INTERACTION: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong ]]>
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DOI: 10.36232/jurnalpendidikanbahasa.v9i1.1699
<![CDATA[The purpose of this study is to determine the seating arrangement of teachers and the reasons for their seating preferences. This study was carried out at SMK Negeri 8 Bekasi, with three English teachers serving as research subjects. This study's instruments were observations and interviews. According to the study's findings, the seating arrangement that supports students demonstrates things like comfort, flexibility in carrying out activities, completing assignments, spaciousness, and cooperation with teachers. As a result, students are supported in terms of concentration, participation in class discussions, and collaboration with teachers in order to improve student performance.]]>
<![CDATA[Analyzing English As A Foreign Language (EFL) Textbooks From The Perspective of Indonesian Culture ]]>
<![CDATA[Yuvi Sri Widia]]>;
<![CDATA[Mansyur Sri Sudarso]]>;
<![CDATA[Sidik Indra Nugraha]]>
<![CDATA[ INTERACTION: Jurnal Pendidikan Bahasa Vol 9 No 1 (2022): INTERACTION: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong ]]>
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DOI: 10.36232/jurnalpendidikanbahasa.v9i1.1707
<![CDATA[Textbooks play a critical part in the teaching and learning processes. They are generally used as the basic foundations of courses in classrooms by both teachers and students. Textbooks may not be able to meet all of the demands of the teaching and learning process, but their continued existence as a teaching source is critical. They become one of the most powerful sources of learning in the teaching and learning process, as well as a reflection of a person's or nation's beliefs and views. Culture may be supported by thorough and comprehensive textbooks. This research report examines certain textbooks utilized in one of Indonesia's Junior High Schools. The writer studied the textbooks from a cultural standpoint. This is primarily because, when studying English, Indonesian students should focus on talking about and debating Indonesian culture in English rather than the culture of English-speaking nations. The writer used Bryam's criteria to study and examine the cultural components of English textbooks. Byram's criteria is deemed adequate and complete. This series of checklists is inspired by the concept of cultural learning and teaching as an intrinsic aspect of language instruction. The findings indicate that the textbooks under consideration included local or Indonesian culture. These findings highlight the need of revising English teaching materials in order to contribute to the improvement of English textbooks in Indonesia.]]>
<![CDATA[Peranan Keterampilan Membaca pada Proses Prapenerjemahan dalam Mencapai Kesepadanan Teks Terjemahan ]]>
<![CDATA[Maya Rahmawati]]>;
<![CDATA[Sidik Indra Nugraha]]>
<![CDATA[ Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Vol 3 No 2 (2020) ]]>
Publisher : <![CDATA[Magister Pendidikan Bahasa dan Sastra Indonesia, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mulawarman ]]>
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DOI: 10.30872/diglosia.v3i2.43
<![CDATA[This study examines what strategies are most likely to be used by students when translating as well as the equivalence level of the translated texts. It aims to find out the appropriate reading strategy when translating. This study uses a qualitative paradigm because it seeks to explain a phenomenon about the choice of reading strategies used by students and the equivalence equivalence level of the translated texts. This research produces descriptive data in the form of patterns of reading strategy when students translate two different kinds of texts. In this study, data collection was carried out in two ways, namely questionnaires and translating test. Questionnaire was used to obtain data about the reading strategies chosen by students when translating. The questionnaire used is a closed type in the form of multiple choice. Each item has a different value. From the results of the analysis presented, it can be seen that most students still show a tendency to use bottom-up strategies in the process of translating. In addition, it can be seen that the choice of reading strategy can influence the results of translation. Some translations produced by students who tend to use bottom-up strategies in the translation process are not context-specific and still seem hard to read and unnatural. While around 80% of translations resulting from top-down strategies are considered acceptable because they are in accordance with the rules of the target language and sentence context. In addition, this research can also show that relying solely on one reading strategy can potentially produce erroneous translations.]]>
<![CDATA[Improving students’ environmental awareness through Project-Based Learning (PBL): A case at a secondary high school in Karawang ]]>
<![CDATA[Sidik Indra Nugraha]]>;
<![CDATA[Iwan Ridwan]]>
<![CDATA[ ELT in Focus Vol. 2 No. 2 (2019): ELT in Focus ]]>
Publisher : <![CDATA[ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG ]]>
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DOI: 10.35706/eltinfc.v2i2.3055
<![CDATA[The environment in which we are living is an important and inseparable part of human life. Any environmental degradation therefore will have both direct and indirect impact on human and other living creatures. This research is aimed at exploring the implementation of PBL and the students’ responses towards the implementation of PBL especially in relation to the ways the students learn English as well as raising students’ environmental awareness. Employing qualitative case study, this research was conducted at a secondary high school in Karawang. Twenty students of grade eleven participated in this research. The data were collected through classroom observation and interview. The result indicated that the PBL was implemented through several stages, i.e. preparation, designing the project, executing the project, project presentation, and evaluation. The analysis also revealed the students’ responses towards the implementation of PBL. It can be concluded that the students responded quite positively towards the implementation of PBL as an effort to improve the students’ writing ability as well as their awareness towards environmental issues. Besides its benefits, there are several concerns found related to implementing PBL including learning management, group work distribution, and facilities.]]>
<![CDATA[English Needs Analysis for Economics Students: An Exploratory Research ]]>
<![CDATA[Hilmansyah Saefullah]]>;
<![CDATA[Sidik Indra Nugraha]]>
<![CDATA[ ELT in Focus Vol. 3 No. 1 (2020): ELT in Focus ]]>
Publisher : <![CDATA[ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG ]]>
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DOI: 10.35706/eltinfc.v3i1.3698
<![CDATA[Learning specific English relevant to the work field has currently been necessary for students studying in a specific subject field. Designing an English course for EFL students learning in a specific subject field requires a needs analysis. This research aims to investigate target needs of EFL students learning in economics field in order to be able to communicate both personally or professionally. The purpose of this research is also for developing an English syllabus for economics students based on the needs analysis. Through exploratory research design, this research involved 67 students from Economy Major in the third semester. The data about students’ target needs of English were collected through questionnaires adapted from Dudley-Evans & St. John (1998), Hutchinson & Waters (1987), and Nation & Macalister (2010). Based on the needs analysis, the results revealed that the English teaching should integrate four English skills (speaking, listening, writing, and reading) to accomodate the students’ needs.]]>
<![CDATA[A Qualitative Study: Exploring EFL Students' Attitude Towards Learning Writing during Online Learning COVID-19 in Karawang Senior High School ]]>
<![CDATA[Anasya Azizah]]>;
<![CDATA[Sidik Indra Nugraha]]>
<![CDATA[ EDUKATIF : JURNAL ILMU PENDIDIKAN Vol 3, No 4 (2021) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/edukatif.v3i4.1188
<![CDATA[During the Covid-19 outbreak, students are required to carry out the online learning process, this affects their attitude in learning, one of which is writing learning. To content this gap, this study examined about EFL students’ attitude and the elements that influence the attitudes towards learning writing during online learning COVID-19 in Karawang senior high school. This study used qualitative and the data collected through semi-structured interview. Four participants from SMAN 4 Karawang are required to fully participate in the interview. This study revealed that attitudes shown by EFL students towards learning writing during online learning COVID-19 are positive attitudes. The students showed interest in learning writing during online learning although the students more prefer to learn writing in face-to-face learning. This study also revealed that there were some factors that influences students’ attitude towards learning writing during online learning COVID-19.]]>
<![CDATA[PROBLEM FACED BY EFL TEACHER IN TEACHING SPEAKING DURING PANDEMIC ]]>
<![CDATA[Fitri Noer Istiqhomah]]>;
<![CDATA[Yuna Tresna Wahyuna]]>;
<![CDATA[Sidik Indra Nugraha]]>
<![CDATA[ Linguistik : Jurnal Bahasa dan Sastra Vol 6, No 2 (2021): Linguistik : Jurnal Bahasa dan Sastra ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Tapanuli Selatan ]]>
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DOI: 10.31604/linguistik.v6i2.269-278
<![CDATA[Penelitian ini bertujuan untuk mengetahui permasalahan guru EFL dalam menjalankan praktik mengajar berbicara selama pandemi COVID-19 dan bagaimana guru EFL mengatasi masalah tersebut. Penelitian ini menggunakan penelitian deskriptif kualitatif dengan wawancara semi terstruktur dan pertanyaan terbuka sebagai teknik pengumpulan data. Partisipan dari penelitian ini adalah seorang guru EFL yang mengajar kelas XI di salah satu SMA di Karawang tahun akademik 2020/2021. Hasil penelitian ini menemukan bahwa guru EFL tersebut mengalami beberapa masalah dalam mengajar speaking, yaitu siswa yang tidak punya apapun untuk dikatakan, kurangnya motivasi dan partisipasi siswa, penggunaan bahasa ibu, dan kurangnya perlengkapan belajar yang berupa smartphone dan kuota internet. Untuk mengatasi setiap permasalahan tersebut, guru mempunyai caranya masing-masing, seperti guru memberikan pertanyaan kepada siswa agar siswa dapat lebih banyak berbicara atau memancing siswa dengan nilai, memotivasi siswa dengan memberikan video-video inspiratif disetiap pembelajaran online dan mencoba untuk lebih mencari tau penyebab serta solusinya dengan bekerjasama dengan walikelas murid, dan terus mencoba untuk mengajak siswa berbicara dalam Bahasa Inggris. Selain itu juga guru mengatakan bahwa siswa yang tidak mempunyai kuota internet atau smarrtphone dapat meminta salinan materi dan tugas kepada temannya.]]>
<![CDATA[Benefits And Challenges Of Task-Based Language Teaching (Tblt) On Vocabulary Learning ]]>
<![CDATA[Windi Melia Putri]]>;
<![CDATA[Sidik Indra Nugraha]]>
<![CDATA[ Jurnal Pendidikan dan Konseling (JPDK) Vol. 4 No. 4 (2022): Jurnal Pendidikan dan Konseling ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jpdk.v4i4.6376
<![CDATA[Penelitian ini bertujuan untuk mengeksplorasi manfaat dan tantangan pengajaran bahasa berbasis tugas pada pembelajaran kosa kata siswa Bahasa Asing Inggris (EFL). Penelitian ini menggunakan desain metode deskriptif kualitatif dan peneliti menggunakan metode inkuiri naratif. Partisipan dalam penelitian ini adalah empat siswa kelas satu SMP. Cara pengumpulan data dilakukan oleh peneliti dengan mewawancarai partisipan. Untuk menganalisis data, peneliti menyusun dan menyiapkan data untuk dianalisis, mengkodekan data, menggunakan proses pengkodean untuk menghasilkan deskripsi kategori atau tema, dan menafsirkan makna tema/deskripsi perbandingan antara data hasil penelitian dari literatur dan teori. Data menunjukkan bahwa siswa dapat menguasai lebih banyak kosakata baru saat menggunakan metode TBLT. Namun, siswa menyatakan bahwa mereka kesulitan dalam mengucapkan kosakata dan mereka merasa takut jika guru meminta mereka untuk mempresentasikan hasilnya di depan kelas.]]>
<![CDATA[Students’ Coping Strategies with Speaking Anxiety in Online Learning Setting ]]>
<![CDATA[Devia Anggraini]]>;
<![CDATA[Sidik Indra Nugraha]]>;
<![CDATA[Yuna Tresna Wahyuna]]>
<![CDATA[ INTERACTION: Jurnal Pendidikan Bahasa Vol 9 No 2 (2022): INTERACTION: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong ]]>
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DOI: 10.36232/jurnalpendidikanbahasa.v9i2.2962
<![CDATA[Anxiety is popular topic to discuss. Yet, studies focusing on situations which lead students to feel anxious in online EFL speaking classroom remain scarce. Therefore, this study is aimed to: (1) figure out situation causing students’ anxiety in an EFL speaking classroom; and (2) find out strategies that students use to cope with speaking anxiety. Nine second-year high school students were interviewed to explore the issue. The interview data were analysed using thematic analysis. The result indicated several situations in which students feel anxious when speaking English. These included: speaking in front of big and formal audience, worry of being misunderstood, lack of confidence, and worry of being asked all of sudden. Furthermore, students also used similar strategies to research finding by Kondo & Ying-Ling (2004) even speaking class during online learning setting. There were three strategies mainly used by the students, i.e. preparation, relaxation and positive thinking.]]>
