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All Journal English Review: Journal of English Education IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Pedagonal : Jurnal Ilmiah Pendidikan Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN ELT in Focus Jurnal Abdidas International Journal of Business, Economics, and Social Development International Journal of Quantitative Research and Modeling Indonesian Journal of Community Services in Engineering & Education (IJOCSEE) JEPAL (Journal of English Pedagogy and Applied Linguistics) Jurnal Dimamu Jurnal AbdiMU CONSEN: Indonesian Journal of Community Services and Engagement Gunung Djati Conference Series EJOIN : Jurnal Pengabdian Masyarakat English Education and Applied Linguistics Journal (EEAL Journal)
Sakina, Rahma
Universitas Ma'soem
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

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An Analysis of Code-Mixing and Code-Switching Used By An English Teacher and Students In EFL Classroom in Sumedang Tinanthy Rosse Santosa; Rahma Sakina; Eva Meidi Kulsum
Gunung Djati Conference Series Vol. 28 (2023): The 3rd Conference Series Learning Class: Religious Study, Language, and Education
Publisher : UIN Sunan Gunung Djati Bandung

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Abstract

Code-switching and code-mixing are phenomenon which is influenced by the bilingualism of someone or a speech community. The bilingualism is also affected by globalization which makes a lot of information and knowledge available to everyone in the world. The study background is the code-switching and code-mixing phenomenon occurs both in formal or informal situation, including in English for Foreign Language classroom where people learn English to gain more wide information and knowledge. The aims of this research are to identify the types of code-switching and code-mixing and which type is dominantly used by teacher and students in EFL classroom. The study used a descriptive qualitative method to analyse the choice code phenomenon used by teacher and students in EFL classroom under study. The theory used to analyse the code-switching and code-mixing are the three types of code-switching by Poplack (1980) and the three types of code-mixing by Muysken (2000). As the result there are found that the type of code-switching mostly used is the inter-sentential switching in case to clarify the meaning of target language by switching to the first language. And the type of code-mixing mostly used is the insertion which occurs consciously to mention some point in target language
ONLINE LEARNING THROUGH ZOOM MEETING DURING THE COVID-19 PANDEMIC AT A HIGHER EDUCATION IN SUMEDANG Sakina, Rahma; Arifin, Riyadh Ahsanul; Wulansari, Devi Indah; Salsabila, Vina Aini
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 11, No 2 (2023)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v11i2.3624

Abstract

In the midst of the Covid-19 epidemic, many sectors are affected including education sectors. Teaching-learning activities are commanded to be held online, one of which is through Zoom Meeting application. The purposes of this research are to investigate the perceptions of lecturer and students towards online learning using Zoom meeting, to find out the advantages and disadvantages of online learning through Zoom meetings, and to figure out the students' participation during online learning through Zoom meetings. A descriptive qualitative method is used in this study. To collect the data, some techniques are used involving questionnaire, observation, and semi-structured interview. The questionnaire adapted from Roudlotun Nurul Laili and Muhammad Nasir (2020) and Minhas, et al (2021) was distributed to the fourth semester students and the lecturer of a private university in Sumedang. The findings show that the perceptions of students and lecturer about Zoom Meeting as an online learning application media are very diverse, but this Zoom Meeting application is arguably still effective for online learning. There are some advantages of online learning through Zoom Meeting, such as its flexibility to be used anywhere and on any type of gadget and its beneficial features that make easy for learning activities to take place. Apart from that, there are also disadvantages of using Zoom Meeting as a learning medium. The results show that it wastes a lot of internet data and the internet connection is not stable. The students participate more actively in a smaller scale of class or breakout room than in a large class during online learning.
An Analysis of Teaching Strategies in Reading Comprehension at 2nd Grade of a Junior High School in Bandung Rahma Sakina; Salma Ramadanti Answar; Wulandari Putri
Gunung Djati Conference Series Vol. 32 (2023): The 5th Conference Series Learning Class: Religious Study, Language, and Education
Publisher : UIN Sunan Gunung Djati Bandung

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Abstract

This research aims at analysing teaching strategies used by the teacher in reading comprehension class and investigating the problems the teacher encounter in their own reading comprehension class. The participants involved in this research are an English teacher and 8th grade students of SMPIT Asmaul Husna, a private school located in the Tanjungsari Sumedang. A descriptive qualitative study was used as a research design here. The data were obtained from classroom observation, interview with the teacher, and document analysis. The findings revealed that the teacher employed three strategies in teaching reading comprehension, namely scaffolding, question answer relationship, and think-aloud. Additionally, the study identified three problems overcome by the teacher in teaching reading comprehension, including difficulty in finding out the appropriate materials, the limited knowledge of effective instructional strategies, and difficulty in transferring personal reading comprehension skills to teaching practice. The findings of this research are expected to contribute to the understanding of effective reading comprehension instruction and provides valuable insights for teacher training and professional development programs.
Teachers and Students Perceptions of Grammar Teaching in Curriculum 13 Sakina, Rahma
Pedagonal : Jurnal Ilmiah Pendidikan Vol 7, No 1 (2023): Pedagonal : Jurnal Ilmiah Pendidikan
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagonal.v7i1.7305

Abstract

This research is aimed at investigating teachers’ and students’ perceptions on the role of grammar in English teaching learning and how grammar is taught in curriculum 13. The research employed a qualitative descriptive design. The data were gathered through questionnaire and interview. The participants involved in this research were three English teachers and thirty students of grade X and XI in a private senior high school in Bandung. The findings revealed that the teachers and students had the same view about the importance of grammar both in language teaching learning and communication. Although the majority of them agreed that the knowledge of grammar is beneficial in both speaking and writing activities, there were a few of them who disagreed its importance in speaking. Furthermore, teachers and students in this research were aware that grammar in the curriculum 13 is more appropriate to be taught under Communicative Language Teaching (in which grammar is taught integrated into communicative activities, inductively, and with contextualized grammar practice) than under Grammar Translation Method (in which grammar is taught in separate lesson, in deductive approach, and emphasizing practice of patterns). From the findings, it was recommended that grammar needs to be taught in the current curriculum using Communicative Language Teaching method.
The Role of Video-Recorded Speaking Task in Improving Students’ Speaking Skill Sakina, Rahma; Arifin, Riyadh Ahsanul; Mustika, Rispa; Mulyaningsih, Dini Utami
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 4 No. 2 (2024)
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v4i2.866

Abstract

This study is aimed at examining the effectiveness of video recorded speaking task in improving students’ speaking skill. A quasi-experimental design is employed in this study. The population was the tenth grade students of a vocational school in Bandung. The sample was 30 students chosen through convenience sampling. The sample was divided into two groups: experimental and control groups. Each group was given a pre-test at the beginning and a post-test at the end of the treatment.  The kind of speaking test was mini conversation test where the researcher gave the students topic, and gave them time to prepare talks, and then they performed it in front of the class. In this stage, the researcher assessed their speaking skill using the scoring rubric by Brown (2001) cited in Vidhiasi (2017). The result of pre-test score showed that there was no significant difference between two classes. Then, the result of analyzing gained score, generated from the difference between pre- and post-test, revealed that the score of experimental class was significantly higher than controlled class at significance level 0,05. It means that the use of video recorded speaking task was effective in improving students’ speaking skill.
An An Analysis of Code-Switching and Patterns between Students and A Lecturer in Higher Education Speaking Class Bayyinah, Sahara; Sakina, Rahma; Widianingsih, Ayang Winda Sri; Nugraha, Muhammad Anjar
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 5 No. 1 (2024)
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v5i1.1056

Abstract

By examining the patterns of code-switching and code-mixing among Ma'soem University fourth-semester English education students, this study aims to analyze the pattern of code-switching and code-mixing in speaking classes. The study employs a qualitative descriptive methodology, capturing instances of these linguistic behaviors through observations, interviews, and documentation. The study groups communicative functions, contextual triggers, and different types of language alternation according to the theories of Grosjean (1982), Myers-Scotton (1993), and Muysken (2000). The results show that code-switching and code-mixing improve comprehension, facilitate cross-cultural learning, and greatly improve students' educational experiences. The most common pattern is insertional code-switching, which enables students to use vocabulary from several languages to more accurately communicate complicated ideas, especially when literal translations are inadequate. On the other hand, tag-switching seems to be the least common and frequently happens accidentally. The complex interplay among language proficiency, communicative requirements, and cultural identity in the context of education is reflected in these patterns. The results of this study imply that code-switching and code-mixing are essential to successful communication, cultural expression, and language acquisition rather than just being linguistic phenomena.  
An Exploratory Study of EFL Students’ Difficulties in Pronunciation at X1 Grade of a Senior High School in Bandung Putri, Rizka Rahil; Sakina, Rahma; Arifin, Riyadh Ahsanul
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 5 No. 1 (2024)
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v5i1.1063

Abstract

Pronunciation is a fundamental part of the language-learning process. In order to speak meaningfully in real-world conversations, students require to be able to pronounce word sound properly. This research aims to explore the pronunciation difficulties faced by students of a private senior high school in Bandung and to find out what factors influenced their difficulties in pronunciation. A descriptive qualitative design method is used in this study. To collect the data, three techniques were used including observation, interview, and questionnaires. The findings highlight several difficulties faced by the students, namely substitution errors, voicing errors, difficulties with consonant voiced and unvoiced, and challenges related to stress, rhythm, and intonation patterns are identified as common challenges. These errors and difficulties are influenced by both internal and external factors such as; students' native language, learning environment, types of teachers, and methods applied. The results of this study are essential because they provide language teachers with insight into the elements that influence the pronunciation of English as a foreign language, as well as the opportunity to reflect on their own learning and teaching methods
A COMPARATIVE STUDY OF AUDIO AND VIDEO LISTENING PRACTICES AT THE TENTH GRADE STUDENTS OF A SENIOR HIGH SCHOOL IN PURWAKARTA Hidayatullah, Alfikri; Sakina, Rahma; Yunita, Sri
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 5 No. 3 (2022): December (EEAL Journal)
Publisher : IPI Garut Press

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Abstract

This study aimed to finding comparative of the audio and video media that are used in the school to know the significant difference between students’ listening comprehension by using video and audio on learning process. The research used a quantitative method approach which use comparative design. Population of this study research was 64 students and the samples were 30 students. In collecting the data, the researcher used listening test. Based on the finding of the research, the conclusions can be explained that the first and the second test has different topic and both test has different result of hypothesis testing, which in the first test that discussed the topic about some dialogues and conversations, the t-test value was 13.00 and t-table for n = 58 in level of significant α = 0.05 was 2.00. Because of t-test > t-table (13.15 > 2.00), it means that there is a significant difference between the students listening comprehension by using video and audio. Meanwhile in the second test which discussed the topic from cut movie, the t-test value was -10.15 and t-table was 2.00. Because of t-test < t-table (-10.15 < 2.00), it means that there is not a significant difference between the students listening comprehension by using video and audio. The result of this research shows that video is a better media than audio to be applied on students‟ listening comprehension, therefore the implementation of this research expects the teachers/ lecturers to use video as learning media in teaching listening especially in listening comprehension.
Using YouTube videos as teaching media in improving students’ speaking skill Suloso, Luluk Wiji Asti; Sakina, Rahma
ELT in Focus Vol. 6 No. 2 (2023): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/eltinfc.v6i2.10937

Abstract

The purpose of this study is to examine students' perceptions of using YouTube videos to improve their English language skills and to examine the use of YouTube videos to improve students' language skills. This study used a mixed methods approach with a research design survey using a questionnaire research instrument and a quasi-experimental study research design using pre-test, treatment and post-test research instruments. This research was conducted at Bintara Vocational High School, Rancaekek in two classes, namely the experimental class and the controlled class. When analyzing the results of data collection, the pre- and post-tests as well as the results obtained were analyzed using the NCSS 2021. The data collection results showed positive results in using YouTube videos in improving students' speaking skills. Most students have a good perception of these media, but some have a neutral perception. Additionally, this study shows an improvement in speaking skills, meaning that the use of these media is effective. The results of this research are intended to provide an overview and information for English teachers who use YouTube videos as teaching media, especially when learning speaking.
Teacher strategies in teaching reading to the 8th grade students of a private junior high school in Bandung Ervan Fauzan; Rahma Sakina; Riyadh Ahsanul Arifin; Sri Yunita
ELT in Focus Vol. 7 No. 1 (2024): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/eltinfc.v7i1.11866

Abstract

Teaching reading is one of the skills that must be mastered in English which aims to get a meaning from a text. There are several kinds of methods and strategies that can be used to teach reading. This research focused on what strategies are used by teachers, the challenges that arise when using these strategies, and how teachers overcome these challenges. In this study, researcher used descriptive qualitative study with observation and interview data collection. This research was conducted at a private junior high school in Bandung and the participants are an English teacher and 28 students of grade 8. The results of this study are classified into 3 themes: strategies used by teachers in teaching reading, challenges faced when implementing strategies, and how the teacher to overcome these challenges. It was found that the teacher used 3 strategies in teaching reading, namely Question Answer Relationship, Scaffolding, and Reading Aloud. Teacher found several challenges, namely students' low communication skills, the lack of supported facility, and the lack of students' vocabularies, and student response to length of the text. The teacher overcomes some of these challenges, namely using a mix language of English and Bahasa, the teacher used a good approach when learning, and the teacher masters all the material so that when students ask questions the teacher can answer all the questions. For the further researcher will add more sources or references related to teaching reading, so the results of the research more complete.
Co-Authors Alfikri Hidayatullah Andi Suntoda Situmorang Anira Arifin, Riyadh Ahsanul Astuti, Riyanti Sri Ayang Winda Widyaningsih Bachrudin Musthafa Bayyinah, Sahara Dini Utami Mulyaningsih Ervan Fauzan Ervan Fauzan Eva Meidi Kulsum Hardiani, Putri Siti Hidayatullah, Alfikri Irma Yanti Khofifah, Siti Mareta, Finka Mayang Sari Nirmala Dewi Muhammad Fikri Taufik Mustika, Rispa Nabila Qurrotu Aini Nendah Sari Indriani Nurdayani, Alia NURFITHRI Putri Siti Hardiani Putri, Rizka Rahil Putri, Wulandari Ridwan, Revi Nur Rispa Mustika Salma Ramadanti Answar Salsabila, Vina Aini Shadam Hussaeni Handi Pratama Siti Hardiani, Putri Sri Yunita Sri Yunita Sri Yunita Suloso, Luluk Wiji Asti Syaepul Uyun, Aip Taufik, Muhammad Fikri Tinanthy Rosse Santosa Widianingsih, Ayang Winda Sri Widyaningsih, Ayang Winda Wildan Alfia Nugroho Winda, Ayang Wulandari Putri Wulansari, Devi Indah Yustika Nur Fajriah