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All Journal Pedagonal : Jurnal Ilmiah Pendidikan JETLi Asshika
Tina Priyantin
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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STUDENTS’ DIFFICULTIES IN WRITING ADJECTIVE PHRASES Yasti Kurniasari; Tina Priyantin; Yanti Suryanti
Pedagonal : Jurnal Ilmiah Pendidikan Vol 3, No 2 (2019): Pedagonal : Jurnal Ilmiah Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (559.179 KB) | DOI: 10.55215/pedagonal.v3i2.1304

Abstract

ABSTRACTStudents of EFL countries find it difficult to break down their ideas from their native language into English, and one of the difficulties is related to conduct adjective phrases. The objective of this research is to discover kinds of difficulties that students face in writing adjective phrases. Qualitative research is applied in order to explain the problem more specifically and descriptive method is employed to maintain alongside the approach used. Triangulation data turn to be the instruments which include documentation, questionnaire distribution and semi-structured interview. The class for participating in this research is 4th semester of English students in Pakuan University. Students are participating in documentation by compiling their essays to identify glitches in adjective phrases before questionnaire session. Meanwhile, interview session is conducted to the lecturer of the essay writing class. The result shows that error in addition (56.67%) becomes the highest rate, then selection (21.67%), omission (15%) and ordering (6.67%). Associated with the reasons above, there are two major causes of students’ difficulties, namely interlingual and intralingual errors, but then the data show that students struggle in Mother Tongue Interference.Keywords: Writing Ability, Grammar, Interlingual Errors, Mother Tongue Interference (MTI) ABSTRAKMahasiswa dari negara yang menggunakan Bahasa Inggris sebagai bahasa asing menghadapi kesulitan untuk mengekspresikan ide dari bahasa penutur asli ke bahasa Inggris, salah satu kesulitannya mengacu pada merangkai frasa kata sifat. Tujuan dari penelitian ini adalah untuk mendapatkan klasifikasi kesulitan saat mahasiswa menyusun frasa kata sifat. Penelitian kualitaitf diterapkan untuk menjelaskan kendala lebih spesifik, serta dilengkapi dengan metode penelitian deskriptif.agar mempertegas pendekatan penelitian yang digunakan. Instrumen yang digunakan yaitu Triangulasi yang mencangkup dokumentasi, angket dan wawancara. Kelas yang berpartisipasi dalam penelitian merupakan mahasiswa semester empat prodi Bahasa Inggris di Universitas Pakuan.  Mahasiswa andil dalam dokumentasi yang berupa pengumpulan esai untuk mendeteksi kesalahan dalam frasa kata sifat sebelum mengacu ke angket. Sedangkan wawancara ditujukan kepada dosen pengampu mata kuliah bersangkutan. Hasil penelitian mengindikasikan kesalahan di penambahan kata (56.67%) menempati urutan pertama, disusul dengan pemilihan kata (21.67%), pengurangan kata (15%) serta runtutan kata (6.67%). Berdasarkan perolehan diatas, terdapat dua penyebab utama kesulitan mahasiswa, yakni kesalahan interlingual dan intralingual, namun hasil penelitian menyatakan bahwa mahasiswa menghadapi kesulitan dalam pengaruh bahasa ibu.Kata kunci: Kemampuan Menulis, Tatabahasa, Kesalahan Interlingual, Bahasa Ibu
TECHNOLOGY-SUPPORTED PEER FEEDBACK: A LITERATURE REVIEW Tina Priyantin
Journal of English Teaching and Linguistics Studies (JET Li) Vol 3, No 1 (2021): Volume 3 Number 1 Tahun 2021
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (248.884 KB) | DOI: 10.55215/jetli.v3i1.3413

Abstract

The technology advance in language learning has become a trend in research including the implementation of peer feedback. This study aims to explore the development of technology-supported peer feedback by reviewing 10 studies published between 2016 and 2020. The results found that all studies implemented peer feedback in higher education. Regarding the tools and system, most studies conducted asynchronous learning mode in giving and receiving feedback and the use of social media reached the highest percentage. Across most studies, individual peer feedback was adopted, but anonymity was not clearly mentioned. One-round feedback was mostly implemented and there were less follow-up revised tasks. Furthermore, most studies assigned students to give corrective and structured feedback. Of all studies, using technology in peer-feedback activities could give more opportunities for students to get engaged and motivated, but not significantly improve the students’ performance, language and proficiency skills. For future research, it is suggested that researchers develop how to integrate effective technology tools into peer feedback in terms of building self-regulated learning as well as reaching learning values.
THE USE WHOLE LANGUAGE APPROACH ON YOUNG LEARNERS’ VOCABULARY ENRICHMENT Karina Shafira; Tina Priyantin; Atti Herawati
Journal of English Teaching and Linguistics Studies (JET Li) Vol 1, No 1 (2019): Volume 1 Number 1 Tahun 2019
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (619.074 KB) | DOI: 10.55215/jetli.v1i1.1491

Abstract

Vocabulary is an English basic need that is required in the learning process. Through vocabulary, people can express their ideas. In fact, the students still get some difficulties when they learn vocabulary, especially for young learners. Young learners are supposed to be the children who study at the first year of formal schooling. They are kindergarten students in 4 years old and elementary students who are 6-12 years old. This research is conducted at SDIT Bening to find out the effect of using whole language approach on young learners’ vocabulary enrichment. In this research, pre-experimental method with one group pre-test post-test is used. 22 students are taken as the sample. Some statistical calculations are done to analyze the data and t-test formula is applied to get the final result. Based on the data calculation, the t-test value is 3.22. The result of t-calculated and t-table with d.f = 21 at significant level 0.01 is 2.83 and significant level of 0.05 is 2.08. It shows that the value of t-calculated is higher than t-table (3.22more than 2.83 more than 2.08). It means that the alternative hypothesis (Ha) is accepted. Therefore, it can be concluded that there is an effect of using whole language approach on young learners’ vocabulary enrichment. Keywords: whole language approach, young learners, vocabulary enrichment.
Implementing an English Day Program to Support Students’ Public Speaking: A Qualitative Case Study at an Indonesian Junior High School Safitri Pangesti Dewi; Tina Priyantin; Poppy Sofia Hidayati
Asshika: Journal of English Language Teaching & Learning Vol. 2 No. 1 (2024): October
Publisher : Saniya Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65190/5rjsbz28

Abstract

In Indonesian schools, particularly in Bogor, the English Day program mandates weekly English use to enhance speaking skills. This qualitative case study examines how the program is implemented to support public speaking at Ibnu Hajar Islamic Junior High School. Participants included eighth- and ninth-grade students (n=4 for interviews), selected for their active engagement during observations. Data were collected via classroom observations (four weeks, eight sessions) and semi-structured interviews. Thematic analysis revealed two primary activities presentations and storytelling that foster public speaking. Students prepared materials, practiced nonverbal cues (e.g., body language, intonation), and delivered structured talks (opening, body, closing). Although occasional code-mixing with Bahasa Indonesia occurred, teachers reinforced English use through vocabulary drills as mild reinforcement, leading to improvements in pronunciation, vocabulary, and confidence. The program creates a supportive environment for real-world English application, though limitations included unobserved activities like debates. Findings underscore the program's role in building communicative competence.
Co-Authors Atti Herawati Karina Shafira Poppy Sofia Hidayati Safitri Pangesti Dewi Yanti Suryanti Yasti Kurniasari