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All Journal Indonesian Journal of Applied Linguistics (IJAL) Language Circle : Journal of Language and Literature Journal on English as a Foreign Language (JEFL) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ELT Forum: Journal of English Language Teaching English Education Journal IJoLE: International Journal of Language Education Acuity : Journal of English Language Pedagogy, Literature and Culture SALEE: Study of Applied Linguistics and English Education Jurnal Pemberdayaan Masyarakat Muslim Education Review JELLT (Journal of English Language and Literature Teaching) UNNES International Conference on ELTLT Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology English Education Journal Jurnal Abdimas ETERNAL: English Teaching Journal Language Circle : Journal of Language and Literature ELT Forum: Journal of English Language Teaching
zulfa Sakhiyya
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Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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QUESTION FORMATION OF BAHASA INDONESIA AS A SECOND LANGUAGE Sakhiyya, zulfa
Indonesian Journal of Applied Linguistics Vol 3, No 1 (2013): Volume 3 No. 1 July 2013
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v3i1.196

Abstract

Abstract: This article aims to implement Processability Theory (PT) to Bahasa Indonesia or Indonesian language and to identify developmental stages for question formation in the setting of Bahasa Indonesia as a second language (ISL). PT provides a theoretical framework in making predictions about the course of language development, in this case the question formation acquisition. This study proposes developmental stages of question formation in ISL setting by contrasting the lexical functional grammar of Indonesian question as compared to ESL question formation. Four stages of ISL question formation were proposed. The proposed stages serve as the basis for data analysis and to show its plausibility.
NEGOTIATING SOCIAL IDENTITY THROUGH QUESTIONS IN CASUAL CONVERSATIONS: A CRITICAL DISCOURSE ANALYSIS Sakhiyya, Zulfa
Indonesian Journal of Applied Linguistics Vol 6, No 2 (2017): Vol. 6 No. 2, January 2017
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v6i2.4916

Abstract

Questioning is a potential means to establish identity in social interaction, and thus it helps position oneself in relation to others. However, this relationship between question and social identity remains relatively under-explored in the theoretical territory (Kao Weng, 2012; Tracy Naughton, 1994). This paper contributes to this area of inquiry by employing critical discourse analysis in investigating the construction and negotiation of social identity through questions. Data are drawn from four sets of casual conversations I conducted with two native and two non-native speakers of English. Two stages of analysis are carried out. Firstly, I present and distribute the questioning patterns that emerge from the conversation. Secondly, I analyse the questioning process and its relation to the negotiation of social identity. Findings and discussion reveal that social identity is multiple: as a site of struggle and subject to change. The negotiation of identity through questions is evident from the emerging patterns of the length of interrogative form, repetitive questions, and the intensity of social control.
THE RECONCEPTUALISATION OF KNOWLEDGE BASE IN THE PRE-SERVICE TEACHER EDUCATION CURRICULUM: TOWARDS ELF PEDAGOGY Sakhiyya, Zulfa; Agustien, Helena I.R.; Pratama, Hendi
Indonesian Journal of Applied Linguistics Vol 8, No 1 (2018): Vol. 8 No. 1, May 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i1.11464

Abstract

This article examines ?what will be taught? or the knowledge base demonstrated in the English language teacher education curricula by using the framework of English as a Lingua Franca. The need for enhancing the professionalism of English teachers in the ascendancy of English as a Lingua Franca (ELF) in Indonesia demonstrates a critical point where pre-service teacher education holds strategic roles. This epistemological turn needs to ensure that the teachers are devised with knowledge base as well as contextual approach suited to each particular educational environment. Fifteen Indonesian pre-service teacher education programmes were randomly selected and meta-analysed to aggregate the extent of reconceptualisation of the knowledge base provision by focusing on the curricula?s emphasis (linguistics and/or language proficiency) and the integration of socio-cultural perspective. Although these curricula cannot wholly represent cultural responsiveness and pedagogical practices, they could serve as sites concerning the values and knowledge held as important in the institution. We argue that there is a need to place a greater emphasis on the language proficiency that matches the ELF paradigm, as well as to reconceptualise the knowledge base to respond to the diverse Indonesian socio-cultural realities encountered by the recontextualising agents, the teachers. The reconceptualisation of knowledge base would foster greater awareness of sociocultural relativity and learning expectations of teaching ELF situated in the Indonesian educational context.
Exploring the constructivist mentoring program in developing EFL teacher professionalism: A qualitative approach Nugroho, Kurniawan Yudhi; Sakhiyya, Zulfa; Saleh, Mursid; Mujiyanto, Januarius; Rukmini, Dwi
Indonesian Journal of Applied Linguistics Vol 10, No 1 (2020): Vol. 10, No. 1, May 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i1.25021

Abstract

This paper investigates the implementation of constructivist learning, as it was practiced by five EFL teachers at a vocational high school in Indonesia. We offer a ‘mentoring program’ for teachers to support each other and provide resources that are bottom-up, free, and relevant, conducted in a collegial atmosphere. We adopted a qualitative approach as it enabled us to understand and cultivate deeper the learning process that occurred in the classroom. Data were qualitatively collected and analyzed in two ways. First, it focused on the participants’ interview, observation, self-reflection and discussion on the variables in the mentoring program covering the need and expectation of EFL teachers in the formal pedagogical setting, sources of teachers’ resistance to participate in Teacher Professional Development (TPD) program, the impact of TPD program on the teacher pedagogical competence, and conditions contributing to sustainable development as a result in the TPD program. Second, it was to disclose the researchers’ viewpoints and reflections under variables, as stated in the earlier analysis. Our research findings suggested that constructivist-learning practices were proven to be successful in helping the teachers experienced promising mentoring progress of TPD. Teachers and students underwent a significant change as the learning activities became more engaging and fun. Teachers confessed to have their pedagogical knowledge and practice expanded while having their attitude and mindset shifted after going through a series of activities inside the mentoring program. The program was central in nurturing teachers’ self-identity and helping them overcome their internal blocks. In the longer-term, this program contributes to developing teacher professionalism as they started to see the potentials and positives impacts of TPD programs.
The Textbook analysis on students' book of Symphony 1 English course book for Senior High School Grade X viewed from higher order thinking skills Sari, Riski Norita; Sakhiyya, Zulfa
ELT Forum: Journal of English Language Teaching Vol 9 No 2 (2020): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v9i2.38711

Abstract

This study analyzes an English Course textbook entitled Symphony to find out to what extent higher and lower order level thinking is used in the reading tasks. The questions central in this study are: how the composition and to what extent are reading tasks on the Symphony 1 Course Book for Senior High School contribute to build students' Higher Order Thinking Skill? This descriptive qualitative research also adopted the cognitive process of Revised Blooms' Taxonomy as the instrument. Cognitive levels used for this research were remembering, understanding, applying, analysing, evaluating and creating. Then, the researcher calculated the percentage and frequencies the cognitive level appearances from the total questions analysed. Then questions indicated of HOTS were analysed again by using instruments from Keshta and Sheif (2013) to know the variety of questions found in the textbook. The results showed that Lower Order Thinking Skills (LOTS) dominate the reading tasks of the textbook. It shows LOTS were found 63% while HOTS 37%. It can be concluded that HOTS dominate the textbook which discourages students to think critically. Based on the findings, it is recommended that textbook writers need to advance HOTS in order to develop students' critical thinking skills.
Interlanguage Errors Based on the Source of Errors in Indonesian College Students’ Pronunciation Harunika, Arian Pramesta; Sakhiyya, Zulfa; Hartono, Rudi
Language Circle: Journal of Language and Literature Vol 15, No 1 (2020): October 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v15i1.25887

Abstract

This study aimed to explore the source of IL errors on male and female students’ pronunciation. The participants in this research were ten college students who were participated in an English speech contest organised by English Student Association of UNNES 2019. The ten participants consist of five male and five female students who came from different kinds of University in Indonesia. In this study, the researcher used a descriptive qualitative method to analyze the data by using a video recorder as an instrument to collect the data. The result of this research showed that there were four sources of errors which influenced male and female students in producing IL errors on pronunciation. Those were L1 transfer, different form of plural between L1 and L2, the existence of sounds with the same phonetic features but different in distribution, and English foreign sounds. The second result described that the source of errors on male and female college students was mostly similar, and they had no significant differences. Last result showed that male students made more variation of IL errors on their pronunciation than female students.
The Textbook analysis on students' book of Symphony 1 English course book for Senior High School Grade X viewed from higher order thinking skills Sari, Riski Norita; Sakhiyya, Zulfa
ELT Forum: Journal of English Language Teaching Vol 9 No 2 (2020): ELT Forum: Journal of English Language Teaching
Publisher : English Dapartment, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v9i2.38711

Abstract

This study analyzes an English Course textbook entitled Symphony to find out to what extent higher and lower order level thinking is used in the reading tasks. The questions central in this study are: how the composition and to what extent are reading tasks on the Symphony 1 Course Book for Senior High School contribute to build students' Higher Order Thinking Skill? This descriptive qualitative research also adopted the cognitive process of Revised Blooms' Taxonomy as the instrument. Cognitive levels used for this research were remembering, understanding, applying, analysing, evaluating and creating. Then, the researcher calculated the percentage and frequencies the cognitive level appearances from the total questions analysed. Then questions indicated of HOTS were analysed again by using instruments from Keshta and Sheif (2013) to know the variety of questions found in the textbook. The results showed that Lower Order Thinking Skills (LOTS) dominate the reading tasks of the textbook. It shows LOTS were found 63% while HOTS 37%. It can be concluded that HOTS dominate the textbook which discourages students to think critically. Based on the findings, it is recommended that textbook writers need to advance HOTS in order to develop students' critical thinking skills.
Photovoice: Young children online English language learning, parents’ voices and its implication to educational policy and provision Nugroho, Kurniawan Yudhi; Sakhiyya, Zulfa
Indonesian Journal of Applied Linguistics Vol 11, No 3 (2022): Vol. 11, No. 3, January 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v11i3.35083

Abstract

The COVID-19 pandemic has brought significant changes to the education sector. The shift from classroom-based conventional learning to virtual mode means that the study from home policy appears to place responsibilities of students learning on parents. By focusing on primary level education, we explored parents’ voices and aspirations in assisting their children in taking online English language classes. As most of the parents have been overwhelmed, we offer some insights regarding how to mitigate the problems. Using photovoice, fifteen parents whose children were learning English language in primary schools were invited to take the photographs from the online English language learning (OELL) program and discussed the photographs. We used Photovoice in the project to capture parents’ concerns over the program and their relationship with the pandemic. Thematic analysis was used as a tool to generate important themes from the photovoice data. While appreciating the program, our respondents highlighted the obstacles and concerns over the online English learning through their photographs. In this article, we demonstrated, that photovoice not only offered a space to explore parents’ experiences in engaging in their children’s OELL program, but also served as a space for parents’ aspirations in disrupting and influencing educational programs and reforms.
COMPARISON OF SHORT VIDEO AND INFOGRAPHICS AS LEARNING MEDIA TO IMPROVE ENGLISH GRAMMAR DURING PANDEMIC Aulia Khoirunnisa; Zulfa Sakhiyya
JELLT (Journal of English Language and Literature Teaching) Vol. 7 No. 1 (2022): June
Publisher : Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (267.135 KB) | DOI: 10.36582/jellt.v7i1.4863

Abstract

            This study aims to compare the effectiveness of using short video and infographics as learning media to improve student’s grammar knowledge in teaching present perfect tense. It also aims to analyze the improvement of teaching English ability during pandemics through the use of short videos and infographics at the 9th-grade student of SMP Negeri 25 Semarang. The research design is quasi-experimental research using two types of natural intact groups: experimental and control groups. The data were collected by observation using experimental, pre-test, and post-test techniques. Short videos are more effective than infographics in teaching the present perfect tense to 9th-grade students at SMP Negeri 25 Semarang, and for 9th-grade students at SMP Negeri 25 Semarang there is a significant contribution after teaching with short video and infographics on learning understanding the present perfect tense.
The Use of Code-Switching in EFL Classroom Instruction and Interaction Hajar Munawaroh; Rudi Hartono; Zulfa Sakhiyya
English Education Journal Vol 12 No 1 (2022): March 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i1.50517

Abstract

This study investigates code-switching in an EFL online classroom interaction. The research data were gathered by using fieldnotes, questionnaires, and semi-structured interviews on one hundred and twenty students and three English teachers. It demonstrates that both teachers and students code-switched during online English lessons. Tag switching and establishing continuity with the previous speaker were mostly used which reached 38.4%, inter-sentential switching15.5%, and intra-sentential 7.7%. respectively. In terms of the language, the findings show that classroom interaction was dominated by the use of Bahasa Indonesia 74.0%, English 52.8%, and Sundanese 16.5%. Code-switching was effective for teachers and students in EFL learning. It proved to 1) significantly influence students' activeness, 2) encourage and give better feedback to students through alternative reinforcement, and 3) encourage better teachers’ and students’ negotiation. With regard to efficiency, conveying meaning of the materials and bringing the project as well as assignment were essential. Nevertheless, some issues came up as a consequence of the Covid -19 outbreaks. Notably, some factors affecting the results were 1) the internet connection, 2) the students’ attendance, and 3) balance. Those results suggest that the potential next research is more likely to respond to students' need to campaign online learning to be better. Some issues come up as consequent of covid-19 outbreaks. Notably, some factors mentioned: (1) the stable or unstable internet connection, (2) the presence of students, and (3) balance. Those results suggest that the potential next research is more likely to respond students’ need to campaign online learning to be better. Keywords: codeswitching, EFL, online learning interaction and instruction
Co-Authors Abdurrachman Faridi Abdurrachman Faridi Abdurrahman Faridi Agustien, Helena I.R. Ahmad Bowo Saputro Ainur Rosyidah Azmie Putry Alief Noor Farida Amalia Rosaline Angga Pratama Armadi Putra Anindya Pangestika astuti, lidiana Aulia Khoirunnisa Ayu Jeanretno Tiara Putri Didit Kurniadi Dwi Herwindha Mahanani Dwi Rukmini Eko Heriyanto Endang Susilowati Faridi, Abdurrachman Frimadhona Syafri Frimadhona Syafri Girindra Putri Dewi Saraswati Hajar Munawaroh Hartono Hartono Hartono, Rudi Harunika, Arian Pramesta Hendi Pratama Henrikus Joko Yulianto Husna, Fanni Hanifah Hustarna Hustarna Indah Handayani Issy Yuliasri Jajang Nooralam Januarius Mujiyanto Januarius Mujiyanto, Januarius Jarwanto Jarwanto Kurniawan Yudhi Nugroho, Kurniawan Yudhi Lita Liviani Taopan Manuhutu, Natalia Maria Kartika Primaquinna Sejati Maskanah Mohammad Lotfie Moore, Leslie Mursid Saleh Mursid Saleh Mursid Saleh Nabiela Maulida Natalia Manuhutu Natalia Manuhutu Nisa, Wihdatun Pasca Kalisa Perwari Melati Akmilia Puji Astuti Rika Setyawati Riski, Riski Rudi Hartono Rudi Hartono Saqifanty, Awanda Bramantika Sari, Riski Norita Seftika Seftika Seftika Seftika Sembiring, Shafa Salsabila Sri Wahyuni Sri Wahyuni Sri Wuli Fitriati Suwandi Suwandi Syamsul Arifin Utama, Afrian Restu Voorsmit, Stanley Chris Wardi, Tati Widhiyanto YULIATI Yuliati - Yuni Dwi Susanti