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All Journal CONCEPT Prosiding Temu Ilmiah Nasional Guru NaCoLET Baktimu : Jurnal Pengabdian Kepada Masyarakat Baktimu : Jurnal Pengabdian Kepada Masyarakat
Dila Charisma
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Journal : CONCEPT

 1 
THE EFFECTIVENESS OF USING LYRA PERSONAL ASSISTANT IN IMPROVING STUDENTS’ SPEAKING SKILL Dila Charisma; Suherman Suherman
Concept : Community Concern for English Pedagogy and Teaching Vol 4 No 1 (2018): January - June 2018
Publisher : Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/jconcept.v11i1.308

Abstract

This study is aimed at knowing whether Lyra Personal Assistant can improve students’ speaking skill and to find out whether using this application can motivate second semester students’ speaking English of English Department at Universitas Muhammadiyah Cirebon. This study used quantitative method which categorized pre experimental research. English Department students at Universitas Muhammadiyah Cirebon were choosen to be population, and the sample were the second semester students who took Speaking subject. Measuring speaking skill, the writer used tests and assesing it using scoring rubic by Arthur Huges, and students’ motivation in speaking English after using Lyra were measured by questionnaire with 17 questions and 4 choice of answers. The result showed that using Lyra Personal Assistant was effective in improving students’ speaking skill, it could be seen from the result of pre-test average score (57.33), and result of post-test average score (74.22) that there was improvement score from pre test and post test., average students’ improvement of speaking skill from pre-test to post-test is 16.89. Based on the result of questionnaire, Lyra Personal Assistant also could motivate the second semester students’ speaking English. Key words: Speaking, Lyra Personal Assistant, Motivation
The Implementation of Flanders Interaction Analysis Category System (FIACS) in an EFL Classroom Dila Charisma
Concept : Community Concern for English Pedagogy and Teaching Vol 5 No 2 (2019): July - December 2019
Publisher : Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/jconcept.v5i2.1390

Abstract

This study focuses on verbal interaction between teacher-students in English classroom. The aims of this study are to find out the type of interaction between teacher-students in MAN 1 Kota Cirebon and to describe the verbal interaction between teacher-students in the classroom. This study employs qualitative research by using descriptive qualitative design. The present study chose the eleventh grade which consist thirty students and one English teacher as the subject. In collecting the data, the present study used observation by using FIACS rubrics and videotaping to identify and analyze teacher and students talk in verbal interaction in English classroom. The data were confirmed by doing the interview with English teacher. The result of this study found, the categories that occur in English classroom, the most significant of the indicators from the teacher talk is Asking Questions. The percentage of the teacher talk is 86,65%, the students talk is 10%, and the silence or confusion is 3,33%. However, the significant of the indicators from the student talk is Student Talk Response. Furthermore, from all FIACS categories, which do not occur in the classroom are Accepts Feelings, Accepts or Uses Ideas of Students, Criticizing or Justifying Authority, and Student Talk Initiation. Verbal interaction in English classroom is considered to be well enough because there were six categories of FIACS that occur in the teaching and learning process that were Praise or Encouragement, Asking Questions, Lecturing/Lecture, Giving Directions, Students Talk Response, Silence or Confusion. Keywords: FIACS; Verbal Interaction; Teacher-Students Interaction; English Classroom.
The commissive speech act in Adele songs Syahidah Nurul Alam; Dila Charisma; ER Winarto
Concept : Community Concern for English Pedagogy and Teaching Vol. 5 No. 1 (2019): January - June 2019
Publisher : English Language Education Study Program, Teacher Traning and Education Faculty, Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/jconcept.v5i1.2385

Abstract

The objectives of the research are to analyze speech act classification and the form of commissive speech act used in the Adele song. The approach of this study was descriptive qualitative. The researchers found 49 data based on the analyzed data, the most frequently occurring in speech act classification is commissive. Commssive occured 26 times (53, 06%), followed by expressive 13 times (26, 53 %), then representative 5 times (10, 20 %), directive 3 times (6, 12%) and declaration 2 times (4, 08 %). Then the researchers found and analyzed Adele lyric songs, based on form of commissive speech act, there are threat, refusal, promise, offer, warning, and volunteering. The researchers found and analyzed 26 data, based on the analyzed; the most frequently occurring commissive speech act is promise. Promise occured 10 times (38, 46 %), followed by offer as much 6 times (23, 07 %), then warning 4 times (15, 38%), threat 3 times (11, 53%), refusal 2 times (3, 84%) and volunteer occurs 2 times (7, 69%) Keywords: Pragmatic; Speech Act; Speech Act Classifications by Searle form of Commissive; Song
The students’ error analysis in writing descriptive texts Gazul Fiqri Zaman; Ikariya Sugesti; Dila Charisma
Concept : Community Concern for English Pedagogy and Teaching Vol 6 No 2 (2020): July - December 2020
Publisher : Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Cirebon

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

Abstract

This study aimed to find out and analyze students’ error analysis at three student’s categories in writing descriptive text on paragraph-based writing subject. The analysis involved students’ writing ability in developing the ideas, organizing the ideas, vocabulary, grammar, punctuation, and the elements of descriptive text include generic structure and language features. The design of this study was case study under qualitative approach. There were 9 students from three categories as the subject of this study. The categories were high, medium, and low-level students at the fourth-semester of English Education Department at one of private university in Cirebon, West Java in the academic years of 2019/2020. The data were taken from student’s descriptive writing text and interview. The findings showed that the most errors from three students’ categories were grammatical errors, and how they arrange the elements of descriptive text. The total numbers of errors committed by students were 50 items, which include grammatical error with 40 items and the percentage 80%, generic structure error with 3 items and the percentage 6%, language features error with 7 items and percentage 14%. The most error made by the students are grammatical error with 40 items and the percentage 80%. It can be concluded that the students made grammatical errors, it is because they lack of vocabulary mastery and lack of grammar rules. Keywords: students’ error analysis; writing; descriptive text
Co-Authors AYU BELAWATI Daniel Happy Putra Eline Rozaliya Winarto ER Winarto Fitri Aprianti, Fitri Fitri Nur Hidayati Fitri Nurdianingsih Friska Putri Oktavianti Gazul Fiqri Zaman Guruh Kemilo Rahari Hanif Nurcholish Adiantika Hanny Fajar Pertiwi Ikariya Sugesti Ima Isnaini Taufiqur Rohmah Ita Nur'aeni Lulu Laelatunnuro Lusiana Vernanda Maemunah Maemunah Meisa Anastasia Yolanda Muhamad Kadapi Muhammad Ansori NINA AGUSTINA Nita Bonita Sri Maolida Uswatun Hasanah Suherman Suherman Syahidah Nurul Alam Tania Alfie Melani Widodo Nur Ilham