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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Esteem Journal of English Study Programme JALL (Journal of Applied Linguistics and Literacy) E-Link Journal Jurnal Pendidikan Bahasa Inggris Proficiency Education and Linguistics Knowledge Journal (Edulink) JEELS (Journal of English Education and Linguistics Studies)
Entusiastik
Universitas Islam Kadiri, Indonesia
Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Teaching Techniques Used in Teaching Speaking to Young learners on English Massive Program Kediri Abdullah Achmad Madjid; Entusiastik NA
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 3 No 2 (2021): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/edulink.v3i2.2042

Abstract

Learning language at an early age has several benefits. However, young leaners attending formal schools in Indonesia get little chance to speak in the classroom. In this case, non-formal education plays a role in helping young learners. English Massive Program is non-formal education given for free by the government of Kediri City. This study aimed to describe the teaching techniques used and the differences of the technique used by an experienced tutor and a less experienced tutor. Descriptive qualitative approach was used as the research design. The data were collected by observing teaching learning process, conducting interview with two tutors, and documentation. It was found that the tutors used several techniques to get the students to speak: information gap, game, listen and repeat, question and answer, and read aloud. The difference of the technique: the experienced tutor used game in every meeting during three observations, while the less experienced tutor used game once during three observations. The use of game by the experienced tutor in every meeting during three observations showed that the experienced tutor understood the characteristics of young learners better. The decisions made by the experienced tutor during three observations also suit the characteristics of experienced tutors or teachers. Key word: experienced tutor, novice or less experienced tutor, teaching speaking, teaching technique, young learners
Material Critique for Touchstone 3rd Edition: on Corpus Analysis and Spoken Grammar Entusiastik NA
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 1 No 2 (2019): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (772.516 KB) | DOI: 10.32503/edulink.v1i2.606

Abstract

This paper analysed the use of corpus and spoken language features in the English Language Teaching (ELT) coursebook “Touchstone”. The corpus analysis was carried out by using the British National Corpus (BNC) which was chosen for its easy and free access. In doing the spoken language analysis, I refer to McCarthy and Carter’s (2015, p.5) argument which take the grammar of conversation as ‘the benchmark for a grammar of speaking’ by considering features such as ellipsis, heads and teailsm lexical bundles, and vagueness. The analysis indicated that the language used in this coursebook signified a certain level of authentic and natural language, although areas of improvement were also found.
The Role of Classroom Interaction in Online Learning: Voices From The Students Entusiastik; Yuniar D.A. Siregar
JEELS (Journal of English Education and Linguistics Studies) Vol. 9 No. 1 (2022): JEELS May 2022
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (291.834 KB) | DOI: 10.30762/jeels.v9i1.4182

Abstract

The importance of classroom interaction in learning has been widely researched. Through the lens of sociocultural theory, classroom interaction could be seen as mediation for learning where learners develop their knowledge and understandings through collaborative activities and dialogic processes which take place during the learning process in class. This paper qualitatively explores the types of classroom interaction that take place in an online learning environment to analyze factors that impacted and shaped classroom interactions. Further, how students perceive each type of interaction and how it might contribute to learning and learners’ satisfaction were also discussed. The study highlights the importance of balancing the use of both synchronous and asynchronous interaction modes to allow maximum classroom interaction. While technology might be a potential tool in encouraging learners to interact more actively and engage in interaction within a less threatening condition, instructors should think carefully about the design of learning activities to create positive classroom interaction with learners, among learners, and between learners and the course materials.
How Scaffolding Concept is Realised Through The Use of Feedback: A Sociocultural Perspective Entusiastik Entusiastik
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 1 No 1 (2019): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (247.202 KB) | DOI: 10.32503/edulink.v1i1.451

Abstract

The aim of this paper is to discuss how the metaphor of scaffolding is realised through the use of feedback in an ESL class in the US. In doing the analysis, I look at three types of feedback (self-feedback, peer feedback, and teacher feedback) and how each type help to shape the learning process in the learning context which is discussed. A number of experimental researches indicate that L2 learners would benefit from corrective feedback -regardless of the type of the feedback (Alfaajreh and Lantolf, 1994; Caroll and Swain, 1992). In the same vein, from this learning context, it can be concluded that each type of feedback can potentially serve as a mediation tool to scaffold students’ learning process.
ONLINE ENGLISH TEACHING BY USING GOOGLE CLASSROOM AND ITS CHALLENGES DURING COVID-19 PANDEMIC AT SMAN 1 GEDEG MOJOKERTO Setiawan, Erik; Entusiastik, Entusiastik
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 4 No 1 (2022): PROFICIENCY
Publisher : FKIP UNISKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v4i1.2244

Abstract

This reseach aimed 1) to know the teachers and students carry out online English teaching and learning, 2) to know the challenges of online English teaching and learning, and 3) to know about how the teacher and students solve the challenges during carrying out online English teaching and learning of analytical exposition text during the Covid-19 pandemic. This research used a qualitative approach. The researcher took 2 classes (IPA-1 & IPS-2) as sample. In the data collection technique, researcher used observation, interview, documentation, and questionnaire. The data analysis in this research used flow model data analysis by Miles and Huberman: checking the validity of the data with credibility, transferability, dependability, confirmability. The results showed that 1) The implementation of Online English teaching and learning was good, 2) Both of teachers had the same challenges such as time management, giving appropriate the material, and also collecting the task from the students, and 3) Both of the teachers had the same solution such as giving long time for the students to learn in Google Classroom, giving the additional material from the internet or gave the students opportunity to private chat by WhatsApp or Google Classroom, and giving the students longer time to collect the task till the following day. After finding the result, it is expected to be able to do better research as a reference to improve in educational research
AN ANALYSIS OF LANGUAGE STYLE IN TAYLOR SWIFT'S SPEECH AT NEW YORK UNIVERSITY'S CLASS OF 2022 Fitria Sari, Sinawang Deka; Wulandari, Sri; Entusiastik, Entusiastik
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 6 No 1 (2024): PROFICIENCY
Publisher : Faculty of Teacher Training and Education, English Department, UNISKA, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v6i1.4947

Abstract

Language style can be seen in particular language forms, such as variation, style of language, or dialect, and its application in society. Researchers are interested in researching language style because each individual has their style of speech. When Taylor Swift spoke, she did not read the script but spoke spontaneously. Therefore, this study's purpose is to analyze the type of language style and the dominant language style used by Taylor Swift in her speech at New York University on the day of her doctoral graduation. This study uses descriptive qualitative research methods. The data obtained came from the official New York University YouTube channel as the primary source and speech transcripts from the official billboard music web page. In this study, researchers used the leading theory, namely Martin Joos (1967). Therefore, it can be concluded that the casual style is the most common because it tends to lead to the life story of Taylor Swift so that the language used tends to be relaxed, which is presented in an easy-to-understand language such as daily English.
THE TEACHING OF LISTENING THROUGH ENGLISH PODCAST AT PRE-INTERMEDIATE PROGRAM OF SEVENTEEN ENGLISH LEARNING Mujahidin, Mujahidin; Muchyidin, M. Syaichul; Entusiastik, Entusiastik
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 5 No 1 (2023): PROFICIENCY
Publisher : FKIP UNISKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v5i1.3285

Abstract

Listening skill has been neglected even if being the most necessary ability in daily communication. It has an important role to improve the students’ language. As learners of English Courses, they need facilities to support their learning process. The podcast is one of the primary facilities by which students are able to develop their scientific and general knowledge. The research intended to describe the preparation, implementation, evaluation, and students’ perceptions of teaching listening through English podcast at the pre-intermediate program of Seventeen English Learning. the research used a qualitative design. The samples are nine students at the pre-intermediate program of Seventeen English Learning. Meanwhile, the instruments used to collect data are an observation checklist, interview guide, and documentation. The collected data are in the form of observation, interview, and documentation. Thus, they are analyzed by using data reduction, data display, and drawing conclusions and verification. The findings showed that the teacher did some preparation before doing the teaching, The teacher also did the learning procedures of teaching listening through the podcast, The teacher as well did evaluation of teaching listening through podcasts started from the beginning, during, and at the end of the learning process. The students’ perceptions after being taught the listening through podcast were positive and it’s able to encourage their speaking, pronunciation, and understanding the speakers’ speech.
Exploring Challenges and Strategies for Online Classroom Interaction Entusiastik, Entusiastik
JALL (Journal of Applied Linguistics and Literacy) Vol 8, No 1 (2024)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v8i1.12635

Abstract

Research has indicated the importance of classroom interaction as one of the determinant factors for language learning to be successful. However, with the fact that the online learning mode has been a new norm in the education context, creating a supportive classroom interaction is considered challenging. Both the teachers and students rely on the technological resources to interact both synchronously or asynchronously. Although theoretically, the online platforms are available to make interaction more explicit, it seems that interaction among learners during online class is either more difficult to create or is not fully encouraged. This research intends to answer two questions, firstly, what challenges students face which potentially prevent them from participating in classroom interaction? And secondly, what can be done to improve the quantity and quality of classroom interaction to maximize learning. An online survey is conducted to explore possible challenges in creating interactive learning activities as well as strategies to improve classroom interaction. It is expected that the research may offer insights for instructors and educators to have a more meaningful classroom interaction and engage learners more effectively.
EFL Students’ Experience in a Language Immersion Program: A Diary Study Daffani Nur Rohman; Entusiastik; Sri Wulandari
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6154

Abstract

This study will seek to find out the effectiveness of the immersive English environment in the Bidan Dormitory in developing the language and speaking confidence of EFL learners. In this research study, qualitative data collection methods were employed through diary entries of the students, observation, and interviews with the camp supervisor. The results of the study showed that continuous exposure to English, peer interaction, and structured activities facilitated linguistic proficiency and confidence. At first, the students were battling with fear, embarrassment, and a limited vocabulary due to the strict English-only rule; however, their skills improved significantly through consistent practice supported by operant conditioning principles of rewards and penalties. According to Vygotsky's Social Constructivism Theory, peer interaction and supportive community created a collaborative learning atmosphere, while some structured activities such as Morning Class and Camp Night Party aligned with Long's Interaction Hypothesis, offering active participation opportunities despite additional support needs for lower-achieving students. This immersive environment integrates the behaviorist, interactionist, and constructivist approaches to language learning so well that it highlights a number of tailored interventions, such as study clubs and personalized mentoring, that may be required to support less confident learners. The paper also confirms the potential of an immersive setting in second language acquisition and recommends that future research investigate how such settings might respond to the diverse needs of learners.
AN ANALYSIS OF ILLOCUTIONARY ACTS UTILIZED BY LECTURERS IN LISTENING CLASSES Indira Karin Putri Rudy; Sri Wulandari; Entusiastik
Esteem Journal of English Education Study Programme Vol. 8 No. 1 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i1.18232

Abstract

This study examines how lecturers use illocutionary acts in listening classes at the Islamic University of Kadiri, analyzing them through Searle’s framework. A qualitative approach was used to identify the most frequent illocutionary acts, their roles in classroom interactions, and the impact of cultural and institutional contexts. Data were collected via classroom observations, audio-video recordings, and semi-structured interviews with lecturers from two classes (Class A and Class B). The findings indicate that directives were the most common illocutionary acts, accounting for 69.45% of utterances in Class A and 53.57% in Class B, followed by assertives (15.85% in Class A and 30.56% in Class B) and expressives (13.25% in Class A and 15.08% in Class B), which fostered a positive learning atmosphere. Commissives were rare, appearing only in Class A (1.44%), while declaratives were minimal, present only in Class B (0.79%). This research highlights the lecturers' strategies in guiding students and creating a supportive learning environment. It emphasizes the need for tailored communication strategies to improve student engagement and comprehension in listening classes. Future research could explore similar analyses in diverse educational settings to broaden these insights, especially in the context of Islamic universities in Indonesia.
Co-Authors Abdullah Achmad Madjid Daffani Nur Rohman Erik Setiawan Fitria Sari, Sinawang Deka Indira Karin Putri Rudy Muchyidin, M. Syaichul Mujahidin Mujahidin Rosyida, Hawla SRI WULANDARI Sri Wulandari Sri Wulandari Yuniar D.A. Siregar