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All Journal Indonesian Journal of Applied Linguistics (IJAL) International Journal of Education English Review: Journal of English Education Indonesian EFL Journal Journal of English Language Teaching and Linguistics Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) JE (Journal of Empowerment) TLEMC (Teaching and Learning English in Multicultural Contexts) JALL (Journal of Applied Linguistics and Literacy) AJAD : Jurnal Pengabdian kepada Masyarakat

Elis Homsini Maolida

Universitas Suryakancana

Author-ID : 3798259

Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences

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Integrating Multimodality and Jigsaw Reading in Teaching Reading Comprehension to English Young Learners (A Case Study at Fifth Grade of Islamic Elementary School of Al Azhar 18 Cianjur) Nia Kurniawati; Ai Komariah; Elis Homsini Maolida; Vina Aini Salsabila
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 6, No 2 (2018)
Publisher : Universitas Suryakancana

English young learners’ ability in reading comprehension is considerably below teachers’ expectation. Many students still rely on direct translation technique in comprehending reading text. Various techniques were developed to improve young learners reading comprehension such as jigsaw reading. However, teaching young learners need to involve all the senses as multimodality offers. The aims of the current study were (1) to gain some description on the process of integrating multimodality and jigsaw reading technique in teaching reading comprehension to young learners; (2) to examine the students’ response on the utilizing multimodality and jigsaw reading technique at a private elementary school; and (3) to find out the difficulties faced by the teacher in applying the technique. This research involved a class of five grader of Al Azhar 18 Islamic elementary school in Cianjur. It applied qualitative approach. The instruments used were observation sheet, interview, and document analysis. The results showed that there are three steps in applying the chosen technique including preparation, practice, and evaluation. The students’ response positively to the technique, since it gives them chance to work in a group and ask things they don’t know to their peer, and are very excited with different media provided by the teachers. As for the teachers, the difficulties are more related to the time constraints in preparing the materials that should be very vary and handling the grouping with diverse level of English among the young learners.Keywords: multimodalities, reading comprehension, action research, English for young learners

THE USE OF BIG HERO SIX MOVIE WITH SUBTITLES TO TEACH VOCABULARY IN SENIOR HIGH SCHOOL Nur Tri Lestari; Elis Homsini Maolida
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 6, No 1 (2018)
Publisher : Universitas Suryakancana

Abstract This research entitled “The Use of Big Hero Six Movie with Subtitles to Teach Vocabulary in Senior High School”.The vocabulary learning is important and indispensable part of any language learning process to the learners. However, current teachers’ methods of teaching vocabulary seem not to be so effective that the quality is far from being satisfactory. In this case, the application of movies is considered one of the effective ways to teach vocabulary to the learners. Therefore, it is essential to get teachers and students to be familiarized with this relaxing but useful technique. This research intends to examine the use of movies to teach vocabulary form students. The research was carried out in SMA ISLAM AL-MAZIYAH at 10-3 class as a subject in the study. Qualitative method was applied and for triangulation purpose three data collection techniques were chosen such as observation, questionnaire and interview. The observation was conducted two times. To complete the data, the researcher used observation sheet during the learning process in the class. Beside that, the researcher used lesson plan to answer the first research question. Then, the questionnaire was conducted to answer second research question. To support the data, the questionnaire results were analysed after the observation. After the questionnaire the researcher used interview to answer the third research question, to complete the data the interview was conducted to the teacher. The result of study shows that the students is enthusiastic learning vocabulary through movie. Movie is good for facilitating thinking and problem solving, movie can be used in big class, students are naturally exposed to the myriad of authentic speech forms of the target language, it is simple and it helped the students to acquire new vocabularies that they never found in their student books. However, the teacher have a difficulties to teach vocabulary through movie. Such as, poor facility of the school copyright restriction of the movie, movie takes too much time, educational part may only be a small portion of the overall, movie may turn teacher and students become passive and movie requires more preparation. Key word : Movies, Vocabulary.

PROCESS GENRE APPROACH IN TEACHING WRITING NARRATIVE TEXT: ITS IMPLEMENTATION, BENEFITS AND OBSTACLES (A Qualitative Research at a Senior High School in Cianjur) Elis Homsini Maolida; Pauziah Aisah Al Azhar
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 7, No 2 (2019)
Publisher : Universitas Suryakancana

Nowadays, teachers should be more creative and innovative in teaching.In the real condition, students still have difficulties in writing class. To improve students’ writing ability in writing various genres of text, the teacher should choose an innovative strategy. Process genre is one of the approaches commonly used in teaching writing. This research aims to find outthe useof Process Genre Approach in teaching the narrative text as well asthe benefitsand obstacles of using Process Genre Approach in teaching narrative text. This research applied qualitative research. The data of this research were collected from three instruments:classroom observation, questionnaire, and interview. This research was carried out in a senior high school in Cianjurby involving twenty-three students of ten-grade and an English teacher.The first finding shows that in applying process genre approach in teaching writing of narrative text, there were six steps conducted by the teacher following Badger and White (2000) steps: preparation, modeling, planning, join constructing, independent constructing, and revising and editing. The second finding showsthat there were some benefits of using Process Genre Approach in teaching writing narrative text. Teacher’s interview reveals that the benefits of using process genre approach in teaching writing narrative text were the students can write a text step by step and the students not only can write a text but they can learn about a genre of text in detail. In addition, students questionnaire discloses several benefits of using process genre approach in teaching writing narrative text such as the students are easier to write a text and the students can make a text in detail. The last finding shows there were two obstacles, the first was students’low grammar mastery and the second was students low vocabulary mastery.

THE PRAXIS OF INTEGRATING VIRTUAL REALITY INTO VOCABULARY TEACHING TO YOUNG LEARNERS Nia Kurniawati; Anisa Sofarini; Elis Homsini Maolida; Rahmat Taufiq Dwi Jatmika
English Review: Journal of English Education Vol 10 No 2 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i2.6238

In this digital age, using technology to teach English has become commonplace. This study focuses on the integration of virtual reality (VR) into vocabulary teaching to young learners. The aims of the study are finding out the teacher's classroom practices, the challenges, and the young learners’ views of VR integration in learning vocabulary. In this study, a case study was applied in conjunction with observation, an open-ended questionnaire, and an interview to uncover the concerns. The respondents were an English teacher and 40 students of fifth grade at SDN 1 Cipanas, Cianjur. Despite the fact that the teacher was able to incorporate VR into her English classroom, there are also some challenges discovered during the practice. School readiness in terms of device availability, teacher’s TPACK level, workloads, teaching media, and classroom managerial skills became the primary issues in the language instruction using VR. Furthermore, the proficiency, characteristics, and quantity of students in the classroom must also all be taken into account. To young learners, on the other hand, learning vocabulary using VR is engaging and entertaining, even if prolonged exposure to the VR lens causes headaches. It is recommended that policymakers pay greater attention to providing more supportive policies and improved facilities for TEYL practice in Indonesia.

Collaborative Planning and Teaching English Vocabulary with Virtual Reality: A Community Service in SD Gunung Batu Cianjur Elis Homsini Maolida; Aji Mulyana; Siti Rahma R; Elsa Adetia; Anzalna Rizki
AJAD : Jurnal Pengabdian kepada Masyarakat Vol. 2 No. 1 (2022): MAY 2022
Publisher : Lembaga Mitra Solusi Teknologi Informasi (L-MSTI)

This community service is part of a larger project of teachers' and student teachers’ training and focuses group discussion to utilize the technology of virtual reality (VR) in learning English vocabulary in fifteen elementary schools in Cipanas Cianjur. This paper focuses on the implementation of collaborative planning and teaching between a teacher and three student teachers under the supervision of a teacher educator in integrating virtual reality to teach English vocabulary to 41 young learners in SD Gunung Batu. As a result of collaboration on integrating VR in vocabulary teaching, young learners’ vocabulary outcome improved with pre-test mean score was 55.8 and post-test mean score were 95.6. In addition, the teacher and student teachers also show an ability to design lesson plan as well as collaboratively implement it in the classroom.

Analyzing Grammatical Interference on EFL Students' Indonesian-English Translation Fauziah Fujiyanti; Elis Homsini Maolida; Jauhar Helmie
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 6, No 1 (2022): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v6i1.4031

Learning a foreign language is sometimes difficult since the target language has different elements and rules compared to the native language. When the students apply those elements and rules, it often leads to errors. In this case, when a student is learning a foreign language, the students’ native language will have an impact on the production of the language being learned which is called language interference. This study aims at investigating the types of interference and which type of interference appears more in EFL students’ Indonesian-English translation text. This study involved twenty students of the first grade in a senior high school in Cianjur. It is descriptive qualitative research with the data taken from students’ translation text that were analyzed by using error analysis to point out and describe the interference. The findings show that all participants of this research made errors in their translation text. In this case, four types of error found in the text, those were omission, addition, misformation, and disordering. The differences in the structures between two languages and different proficiency levels of students in target language led the students commited different error types in four error categories. The result of the analysis also shows that there were 413 errors found in the students’ translation text which consisted of 121 omissions (29,29%), 96 additions (22,27%), 156 misformation (38%), and 44 disordering errors (11%). From those frequencies, the most frequent error was misformation. Misformation indicates the use of an incorrect form of a certain linguistic in the target language utterance.Keywords: Language Interference, Indonesian-English Translation, Translation Text, Error Analysis, Classification of Error

TRANSITIVITY ANALYSIS: GENDER REPRESENTATION IN TWO ENGLISH TEXTBOOKS FOR TENTH GRADE STUDENTS Salsabila, Vina Aini; Maolida, Elis Homsini; Nuraini, Winda
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 11, No 1 (2023)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v11i1.2906

Textbook is learning material that can affect studentâ€™s perspective and thinking. Therefore, it is necessary to pay attention to several things such as gender equality contained in the textbook, either explicitly or implicitly. This paper concerns gender representation in two English textbooks assessed by the National Education Standards Agency and Cambridge University Pers. The framework of systemic functional linguistics proposed by Halliday & Matthiessen (2014) is utilized in this study. The research used a qualitative descriptive analysis focusing on the textual data obtained from the 10 selected texts related with the gender roles of the characters. The result indicates that male was found to be more frequently represented in roles of Participants, Process and Circumstantial. In this case, females are almost invisible and marginalized in both textbooks. Four types of transitivity were found in the first book and they represented male as characters whose activities related to business or industry with high desires, rational and a traveler whereas female represented as characters whose activities related to education and household. The second book contains six types of transitivity process, it is represented male as strength, attentive, talk much and female as a nurturing, beautiful, complaisant and cheerful. In summary, there is unequal representation between male and female in both textbooks.

PEDAFICTION AND REFLECTION: FAMILIARIZING INDONESIAN EFL PRE-SERVICE TEACHERS WITH TEACHER COMPETENCE THROUGH STORIES Maolida, Elis Homsini; Suherdi, Didi; Setyarini, Sri; Suparman, Asep
International Journal of Education Vol 17, No 1 (2024): February 2024
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v17i1.50019

Numerous studies have highlighted the need for competent teachers in today’s classrooms. Many suggest that to meet this demand, the preparation should be stipulated at the pre-service level so, when the graduates become in-service teachers, they are already well-prepared to meet the requirements of competent teachers. This study explores the use of pedafiction stories and reflection to familiarize EFL pre-service teachers with teacher competence. The data were obtained from observation, focus group interviews and reflection papers to be analyzed by using thematic analysis (Braun Clarke, 2022). Forty-two pre-service teachers were involved in six TEFL class sessions focusing on the topic of English Teacher Competence in the Indonesian context. They read and reflected on the pedafiction stories, shared their reflections on the stories through a pair-share activity, and wrote individual reflections. The findings reveal that pedafiction stories exploration and reflection have enabled the pre-service teachers to identify the English teacher competencies shown by the character in the story. Besides, the pre-service teachers could relate the topic of teacher competence to a broader social context. Pedafiction and reflection, to a certain extent, have also contributed to the development of the pre-service teachers’ teaching identity. The findings shed light on the potential of stories and reflective practice for English teacher preparation at the pre-service level.

Utilizing Game-Based Learning Baamboozle in Developing Students’ English Grammar Mastery Sakdiyah, Irma Halimatun; Maolida, Elis Homsini; Nurviyani, Vina
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.v8i1.12755

English grammar is one of the essential language elements that students must acquire and master. Unfortunately, mastering grammar is sometimes seen as the most challenging skill to learn among other skills which requires teachers to encourage the students with proper technology so they can optimally learn English grammar. This study aims to find out how students develop their grammar mastery by using game-based learning Baamboozle and investigate the students' responses toward using Baamboozle in developing their grammar mastery. This study applied Classroom Action Research as the research design. This study was conducted in two cycles at one of the Vocational high schools in West Java. The participants of this study were 21 students of class X. Class observations, tests, and questionnaires were used as data collection techniques. The data then were analyzed qualitatively and quantitatively. The result of the analysis shows that students' grammar mastery skills developed, in Cycle I the average score was 72.8 while in Cycle II, the average score was 91.9. The students also responded well to the use of Baamboozle in learning grammar in which they had good perception of activities using game-based learning with the help of Baamboozle. They also actively participated in Bamboozle based grammar activities by actively and voluntarily involving in answering questions. The students admitted that their active involvement was lead by the gamification, interactivity and the competitiveness of the Baamboozle game.

UNVEILING THE POTENTIAL OF DIGITAL STORYTELLING IN NARRATIVE WRITING: A QUALITATIVE STUDY AT A VOCATIONAL HIGH SCHOOL Maolida, Elis Homsini; Helmie, Jauhar; Setianingsih, Neng Ajeng Resma
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 13, No 1 (2025)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v13i1.4936

Many students perceive writing, especially in English, as a complex and challenging task. Digital Storytelling (DS), which integrates audio, images, video, text, and interactive elements, has emerged as an innovative medium to support students in developing their narrative writing skills. This qualitative study explores the experiences and challenges faced by tenth-grade vocational high school students in West Java, Indonesia, when using DS as a medium for learning narrative writing. The findings reveal that students navigate five key stages: familiarizing themselves with the DS application, crafting their stories with teacher feedback, transferring content to DS, editing, and submitting their narratives. While digital storytelling fosters creativity, supports idea development, and provides students with a novel writing experience, it also presents challenges. These include difficulties in adding text, selecting suitable images, customizing text styles and colours, as well as technical issues related to devices and internet connectivity. The study highlights the importance of teacher preparation and proficiency with DS applications to ensure effective classroom implementation. These insights emphasize the potential of DS to transform narrative writing instruction while addressing its practical challenges.

Co-Authors Agung Ginanjar Anjaniputra Ai Komariah Aji Mulyana Anzalna Rizki Aprillia, Terry Asep Saepuloh ASEP SUPARMAN Elsa Adetia Eri Kurniawan Fauziah Fujiyanti Fuzi Fauziyah Gilang Mustika Ginanjar Anjaniputra, Agung Jauhar Helmie Lulu Laela Amalia Milma Vinca Cantikka Hidayat Mustika, Gilang Nia Kurniawati Nia Kurniawati Nia Kurniawati Nur Tri Lestari Nuraini, Winda Pauziah Aisah Al Azhar Rahmat Taufiq Dwi Jatmika Safrina Noorman, Safrina Sakdiyah, Irma Halimatun Salsabila, Vina Aini Salsabila, Vinaaini Setianingsih, Neng Ajeng Resma Siti Gina Meilani Siti Nurjanah Siti Rahma R Sri Setyarini Suherdi, Didi Susi Sulastri Vina Aini Salsabila Vina Aini Salsabila Vina Aini Salsabila Vina Nurviyani

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