Article Per Year (5 Year)
p-Index From 2020 - 2025
0.23
P-Index
This Author published in this journals
All Journal VISION Vision: Journal for Language and Foreign Language Learning Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP
Kharisma Puspita Sari
FITK IAIN Walisongo
Arts Humanities Education Languange, Linguistic, Communication & Media Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
LANGUAGE VARIATIONS USED AT NONFORMAL EDUCATION (A SOSIOLINGUISTIC RESEARCH AT PONDOK PESANTREN) Sari, Kharisma Puspita
VISION Vol 3, No 1 (2014): Journal Vision
Publisher : VISION

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

ABSTRACT This study aims to investigate language variations that are used by the teacher and the students in the noformal education namely madrasah diniyah at pondok pesantren. The researcher designed this study as explanative qualitative study. There are three steps in conducting this study. The first step is to collect the data. The researcher uses recording technique to collect the data. The interactive languages namely conversation among the teacher and the students in madrasah diniyah are regarded as the primary data. The researcher chooses data purposively. The second step is to analyze the data. The language variations theory from Chaer & Agustina is considered as the most appropriate theory for analyzing the data. The last step is to present the result of analysis. The researcher found the language variations as follows: (a) sosiolect or social dialect, (b) register, (c) casual language, and (d) spoken language. Keyword:    Language variation, sosiolinguistic research, madrasah diniyah, pondok pesantren
Teacher’s Directive Speech Acts at Kindergarten School Sari, Kharisma Puspita
Vision: Journal for Language and Foreign Language Learning Vol 7, No 1 (2018)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv7i12735

Abstract

The research is field research with descriptive qualitative research. The research aims to determine and investigate the teacher's directive speech acts at kindergarten school. The research investigates a teacher in a day of teaching-learning activity at kindergartenschool. Deeply, the research investigates a whole sequence of activity in the class. Actually, there are 6 sessions of the learning activity determined such as; 1) forming in line, 2) circle time, 3) praying up, 4) learning activity, 5) take a rest, 6) learning evaluation and review, 7) praying up, 8) singing a song, 9) closing session. From this sequence of activities, there are three types of directive speech acts which is often used by teacher at certain kindergarten school like requests, requirements, and questions. Specifically, there are several types of directive speech acts in details used by the teacher such as asking, interrogating, inquiring, invite, command, order, hope, suggest, prohibit, advice, and others.
Appraising EFL Students’ Syntactic Competency of Word Formation in Argumentative Writing Sari, Kharisma Puspita
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 1 (2025)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i1.13394

Abstract

EFL teaching participants must learn the uncommon language, so that teachers or educators need to discover several problems in conveying the material. This research investigated syntactic labels in recognizing word formation in simple sentences such as subject, verb/predicate, object, and adverb.  In previous times, two researchers have investigated EFL students’ capability in identifying parts of speech (noun, adverb, and adjective) and the use of punctuation (comma, full stop, and exclamation mark). Current research aims to fill this gap. This study probes EFL students' propensity to determine syntactic parts of word formation in simple sentences within argumentative texts. This research is applying questionnaires distributed to 51 learning participants. The findings explain that 75% of pupils precisely labeled subjects, verbs, objects, and adverbs. However, challenges remain in differentiating between subjects and objects, as only 25% achieved perfect accuracy. The study concludes that while a larger number of students signified a detailed understanding of syntactic labeling, planned and further interventions are necessary to address continuing obstacles. Hoping that this study could be significant in uncovering the latest techniques in EFL teaching and learning activities, such as the discovery of any media for conveying material on basic syntax for beginner students.
Co-Authors