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All Journal AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini Journal Evaluation in Education (JEE) Indonesian Journal of EFL and Linguistics
Arifuddin Arifuddin
University of Mataram
Religion Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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The Effect of Thesis Writing on Paraphrasing Ability of the EFL Alumni of the University of Mataram Lombok Arifuddin Arifuddin
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 6(2), November 2021
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (396.862 KB) | DOI: 10.21462/ijefl.v6i2.392

Abstract

Until recently, no study focused on analyzing the effect thesis writing program on paraphrasing ability of the alumni. Generally, some studies focused on the reversed direction, that is, the effect of paraphrasing ability on thesis writing. This is the novelty of the present study. The present study aimed at testing the effect of thesis writing program at the end of the EFL study on paraphrasing ability of the alumni an EFL education, identifying the types of paraphrasing, and exploring weaknesses in paraphrasing and causes of not paraphrasing. This evaluative ex-post facto research employed Mixed-methods. The participants were 68 alumni of the University of Mataram Indonesia, those who undertook thesis writing program during their study in EFL education and the others who did not write undergraduate thesis. They were selected purposively from 37 schools in West Nusa Tenggara province. Data were collected with writing tasks, questionnaire, interview, and recording. The data were analyzed quantitatively and qualitatively. It shows: 1) The level of the alumni’s paraphrasing ability is ‘medium’; 2) Thesis writing program affects paraphrasing ability of the EFL alumni; 3) Synonym and Change of Word Orders are the dominant techniques; 4) The teachers’ weaknesses involve lack of vocabulary, limited conversions, deviation from the authentic ideas, summarizing, and unclear paraphrasing, 5) The causes of not paraphrasing include limited knowledge of paraphrasing and grammatical understanding. It is suggested that teacher education institutions implement curriculums that support teachers’ writing skills. In turn, plagiarism could be minimized which leads to the production of teachers’ quality academic writing.
Students’ Perception of Learning English Through Hybrid Learning (Online and Offline) Dewi Wahyuni; Arifuddin Arifuddin; Lalu Jaswadi Putera
AS-SABIQUN Vol 4 No 5 (2022): NOVEMBER
Publisher : Pendidikan Islam Anak Usia Dini STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/assabiqun.v4i5.2223

Abstract

This research aims to: find out students’ perceptions of learning English through hybrid learning (online and offline), find out the difficulties of learning English through hybrid learning, and find out the positive impacts of learning English through hybrid learning according to high school students in Mataram. This research is a survey research that used quantitative descriptive method. 43 students of SMA Negeri 3 Mataram participated in this research. To collect data, questionnaires that consisted of close-ended questionnaire and open-ended questionnaire and interviews were used. The results of the study show that the positive impacts of learning English through hybrid learning are: (1) having a conducive classroom environment when learning English through hybrid learning, and (2) feeling comfortable since they can access the material anytime and anywhere. However, the students opined some difficulties in learning English through hybrid learning that included: (1) having difficulty in understanding the materials due to the unstable internet connection/signal, (2) having difficulty to express the ideas, and (3) having difficulty to participate in a more active, collaborative and communicative class discussion. The students’ perceptions toward the implemention of hybrid learning in learning English split into 3 categories: supportive, not supportive, and neutral perceptions. The total weight of each category in the questionnaires are “strongly agree” 8.7%, “agree” 25.1%, “neutral” 37.5%, “disagree” 20.1%, and “strongly disagree” 8.7%. The group of students that chose “neutral’ answers scores the biggest with 37.5% of the total students, followed by the groups of students that oppose or do not support the implementation of hybrid learning that comprises 33.8% or one third of the total students. The bottom position is seated by the group of students that propose or support the implementation of hybrid learning in learning English with 28.8% or less than one third of the total students. Thus, it can be concluded that the more students have neutral position towards the use of HL in learning English.
Development of Web-mediated Audio-Visual Listening Book to Boost the Understanding of Implicatures in the TOEFL Short Dialogues Arifuddin Arifuddin; I Made Sujana; Nawawi Nawawi
Journal Evaluation in Education (JEE) Vol 4 No 4 (2023): October
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/jee.v4i4.752

Abstract

Purpose of the Study: Understanding implicatures in TOEFL Short Dialogues is difficult. It is essential to develop web-based media to boost implicature understanding. This current study aimed at testing the implicature inference-making ability of English teachers, identifying the factors that affect listening difficulties and developing web-mediated audio-visual books for the TOEFL. Methodology: This is a three-phase R & D model: 1) ‘Research Phase’ (Testing the English teachers listening ability; Examining factors affecting implicatures understanding; and Profiling the English teachers listening abilities); 2) ‘Development Phase’ (Constructing the test instrument; Formulating Learning Objectives; Selecting Audio-visual materials, Designing the web-mediated audio-visual book; Validating and revising the book) and ‘Production Phase’ (Dissemination and Mass Production). Main Finding: The products of the ‘Research phase’: 1) Listening ability, 2) Factors affecting listening, 3) Profile of the English teachers’ pragmatic ability. There are five primary causes of difficulty, ‘Speech Rate Delivery,’ ‘Voice,’ ‘Sentence Complexity,’ ‘Mishearing,’ and ‘Colloquial.’ The product of the ‘Development Phase’ is a ‘Web-based audiovisual book for the TOEFL Short Dialogues.’ All lessons are aided with online links to audio and videos. Finally, the product of ‘Production Phase’ is a massed published book. Novelty/Originality of the Study: No single study has ever been reported that focused on developing a web-mediated audio-visual listening book to boost the understanding of implicatures in the TOEFL Short Dialogues.
Co-Authors Dewi Wahyuni I Made Sujana Nawawi Nawawi Putera, Lalu Jaswadi