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Mildan Arsdan Fidinillah

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Author-ID : 3469973

Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Articles

Issues In Teaching Speaking In Bilingual Class Mildan Arsdan Fidinillah
Scope : Journal of English Language Teaching Vol 3, No 1 (2018): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Students who study in bilingual class are expected to have the ability of speaking English as well as Indonesian. This study looks at the learning steps in teaching speaking English in bilingual class that claimed their students are able to speak fluently in English within one year. The research data was taken from two bilingual classes at Madrasah Ibtidaiyah Negeri (MIN) Ciputat, South Tangerang City, Banten. The sample of this study were 20 bilingual class students from class 6. The instruments of the research are questionnaire and class observation. Questionnaire is given to the teachers related to their methods in teaching speaking, class observation is done to see the ability of students in speaking. This research is limited only to the teaching steps of English speaking in the bilingual class. The results of this study indicates that by practicing the cluster method carried out by the teacher, the students' speaking skills improved significantly in a short time Key Words: Bilingual, monoligual, literacy instruction, RINGKASAN Siswa yang belajar dikelas bilingual ddiharapkan mempunyai kemampuan berbicara bahasa Inggris sebaik bahasa Indonesia. Penelitian ini mencari tahu langkah-langkah pembelajaran yang terkait dengan kemampuan berbicara bahasa Inggris di kelas bilingual yang mengklaim siswanya dapat lancer berbicara bahasa Inggris dalam waktu satu tahun. Data-data penelitian diambil dari dua kelas bilingual di Madrasah Ibtidaiyah Negeri (MIN) Ciputat Kota Tangerang Selatan Banten. Sampel penelitian ini adalah 20 siswa kelas bilingual yang berasal dari kelas 6. Instrument dari penelitian ini adalah angket dan observasi kelas. Angket diberikan kepada guru untuk melihat metode mengajar yang terkait dengan kemampuan berbicara, observasi kelas dilakukan untuk melihat sejauh mana kemampuan berbicara bahasa Inggris siswa. Penelitian ini dibatasi hanya pada langkah-langkah pengajaran berbicarabahasa Inggris dikelas bilingual. Hasil penelitian ini menunjukan bahwa dengan mempraktekan metode kluster yang dilakukan oleh guru, kemampuan berbicara siswa dapat meningkat secara signifikan dalam waktu yang relatif singkat Kata Kunci: Dwi bahasa, bahasa tunggal, instruksi lisan

THE RELATIONSHIP BETWEEN VOCABULARY KNOWLEDGE AND LEARNING MOTIVATION TOWARD THE STUDENTS’ READING COMPREHENSION AT TADIKA PURI ELEMENTARY SCHOOL EAST JAKARTA Mildan Arsdan Fidinillah
Deiksis Vol 3, No 04 (2011): Deiksis
Publisher : Universitas Indraprasta PGRI, Jakarta, Indonesia

The objective of this research is to investigate the relationship between vocabulary knowledge and learning motivation toward the students’ reading comprehension. The instruments include one questionnaire and two tests distributed to analyze the data quantitatively. In conclusion, this research found to both vocabulary knowledge (X1 ) and learning motivation (X2) contributed the reading comprehension (Y). In other words, the more vocabulary the students have and the more their motivation in learning, the greater they comprehend the text would be. As a consequence, it suggests that the teachers teach the appropriate vocabulary to the students where these vocabulary will help them in comprehending the reading text.Key words: Vocabulary knowledge, learning motivation, students’ reading comprehension

Editing Linguistic Aspects in Academic Writing: A Case Study of History of Literature Papers at UNINDRA Maguna Eliastuti; Andri Purwanto; Mildan Arsdan Fidinillah; Retna Ningsih; Febrina Zahra Suri; Ninin Herlina
Scope : Journal of English Language Teaching Vol. 10 No. 2 (2026): Scope: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/73z32m52

This study investigates linguistic aspects in student paper writing through systematic error analysis in the History of Literature course. The research employed a qualitative descriptive approach with document analysis as the primary data collection method. Student papers were systematically examined to identify and categorise linguistic errors across multiple dimensions of academic writing. The analysis revealed a total of 649 linguistic errors distributed across nine categories. Spelling errors dominated with 295 occurrences (45.45%), indicating significant challenges in orthographic accuracy. Word choice errors ranked second with 70 instances (10.79%), followed by grammar errors with 63 occurrences (9.71%) and punctuation errors with 61 instances (9.40%). Sentence structure problems appeared 57 times (8.78%), whilst terminology errors occurred 40 times (6.16%). Affixation errors were identified 29 times (4.47%), cohesion and coherence issues 28 times (4.31%), and politeness/register errors only 6 times (0.92%). The findings demonstrate that surface-level linguistic features, particularly spelling and lexical selection, present the greatest challenges for students writing academic papers in literary studies. The high frequency of spelling errors despite available technological support suggests insufficient proofreading strategies and limited awareness of common orthographic patterns. Word choice and grammar errors indicate ongoing development in academic vocabulary and syntactic control. The relatively low occurrence of cohesion and register errors suggests reasonable competence in discourse organisation and rhetorical awareness. These findings have important pedagogical implications, highlighting the need for explicit instruction in orthographic conventions, strategic vocabulary development, and systematic editing practices. The study contributes valuable insights for designing targeted interventions to support students' academic writing development in literature courses.

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