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ELT IN KOREA: ENGLISH AS A COMPULSORY SUBJECT IN ELEMENTARY SCHOOL AND ITS CHALLENGES Arina Shofiya
Jurnal Bahasa Lingua Scientia Vol 3 No 2 (2011)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2011.3.2.161-168

As the impact of colonization, the teaching of English in Korea experiences some ups and downs. During Japan colonization, the teaching of English was discouraged, even there was an effort to annihilate English from Korea. After the liberation, the teaching of English was started again for a purpose of maintaining international relationship. To foster people’s capability of English, the Korean government has placed English as a compulsory subject in elementary school starting at Grade 3 to Grade 6 under the Seventh Curriculum Reform in 1997. Such policy leads to some pros and contras among English practitioners. This paper discusses three different opinions from three different writers whose recommendations of such issues are related to each other. First, it presents briefly the writers’ opinions about the policy of implementing English education in elementary schools in Korea. Second, it discusses the writers’ recommendations related to the unsolved issue. Eventually, the conclusion is taken based on the discussion and presented in the form of summary.

THE IMPLEMENTATION OF CONTENT-BASED INSTRUCTION IN ISLAMIC HIGHER EDUCATION Arina Shofiya
Jurnal Bahasa Lingua Scientia Vol 11 No 2 (2019)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2019.11.2.327-342

Together with the development of technology and knowledge in English Language Teaching, teaching model develops variously. There is no single model of teaching meets all the students’ needs, especially in Islamic higher education institution. Content-Based Instruction (CBI) offers a teaching model which integrates the teaching of subject matters and language skills in a class. The findings of the present research reveal the benefits of the implementation of CBI cover cognitive and affective aspect. The knowledge of the Islamic contents and foreign languages increases and the behavior gets better. However, the more substantial finding is that the implementation of CBI eases the burden of the lecturers in doing two main tasks, namely, teaching (internalizing) Islamic values and teaching language skills.

STUDENTS’ PERSPECTIVES ON THE PRACTICES OF ONLINE PEER- FEEDBACK IN EFL WRITING CLASS Arina Shofiya
Jurnal Bahasa Lingua Scientia Vol 13 No 1 (2021)
Publisher : Pusat Pengembangan Bahasa IAIN Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2021.13.1.%p

Along with the development of educational technology, online peer feedback becomes an alternative in giving feedback. The flexibility in implementing the feedback makes it popular among the teachers. The activities in giving feedback can be practiced out of the classroom hours. However, the students may have different perspective on such practice. Listening to their voice will provide some insights in designing better online peer feedback. The findings of the present study reveals that the students perceive the practice of online peer feedback positively as it can improve their reading and writing skills. In addition, the practicality in utilizing the application can foster students’ motivation. Despite the fact that the accuracy of the feedback is not high, the practice of online feedback sparks students’ engagement in writing process.

Novel Improves Student English Skills Rany Raissa Palupi; Arina Shofiya; Erna Iftanti
BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 4, No 2 (2021)
Publisher : STKIP PGRI Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/bright.v4i2.2052

English novels can be one of the teaching materials because English novel is an authentic media for learning media. Student can improve their English skill using English novel because English novel has the element that can help student learning English such as; vocabulary, grammar, socio-culture.In this article, the researcher wants to know if the English novel can help student improving their English ability or not. The reason why the researcher conducts this research is that the researcher found the phenomenon about it. In nowadays era, especially during covid 19 eras, student habit in learning is changing. Some students started to learn English using English online novels because an online novel is easy to access. Because of this phenomena, the researcher wants to know if student ability increases or not while they used English online novels to learn English. In this article, the researcher used a qualitative research design to conduct the research. The research has 10 samples that have different backgrounds of the school. The researcher interviews the subject through Facebook because it is the easy way to conduct the interview. The result of this research is, student ability is increases while they used English online novels to learn English. But even though their ability is increase, there are several aspects must be improved, such as they need practice their ability not only in writing but also in speaking, they need read English novel continuously to maintain their ability in English.

STUDENTS’ PERSPECTIVES ON THE PRACTICES OF ONLINE PEER- FEEDBACK IN EFL WRITING CLASS Arina Shofiya
Jurnal Bahasa Lingua Scientia Vol 13 No 1 (2021)
Publisher : Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2021.13.1.125-140

Along with the development of educational technology, online peer feedback becomes an alternative in giving feedback. The flexibility in implementing the feedback makes it popular among the teachers. The activities in giving feedback can be practiced out of the classroom hours. However, the students may have different perspective on such practice. Listening to their voice will provide some insights in designing better online peer feedback. The findings of the present study reveals that the students perceive the practice of online peer feedback positively as it can improve their reading and writing skills. In addition, the practicality in utilizing the application can foster students’ motivation. Despite the fact that the accuracy of the feedback is not high, the practice of online feedback sparks students’ engagement in writing process.

THE IMPLEMENTATION OF CONTENT-BASED INSTRUCTION IN ISLAMIC HIGHER EDUCATION Arina Shofiya
Jurnal Bahasa Lingua Scientia Vol 11 No 2 (2019)
Publisher : Unit Pengembangan Bahasa UIN Sayyid Ali Rahmatullah Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21274/ls.2019.11.2.327-342

Together with the development of technology and knowledge in English Language Teaching, teaching model develops variously. There is no single model of teaching meets all the students’ needs, especially in Islamic higher education institution. Content-Based Instruction (CBI) offers a teaching model which integrates the teaching of subject matters and language skills in a class. The findings of the present research reveal the benefits of the implementation of CBI cover cognitive and affective aspect. The knowledge of the Islamic contents and foreign languages increases and the behavior gets better. However, the more substantial finding is that the implementation of CBI eases the burden of the lecturers in doing two main tasks, namely, teaching (internalizing) Islamic values and teaching language skills.

Morning English Program (MEP) as a Strategy to Improve Students' Speaking Skills at SMK Bhakti Mulia Pare Kediri Anshori, Mohammad Isya; Shofiya, Arina; Iftanti, Erna
FOSTER: Journal of English Language Teaching Vol. 4 No. 3 (2023): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v4i3.135

This study aims to describe the activities of MEP and their impact on improving students' speaking skills. This study applied a descriptive quantitative method. In collecting the data, the researchers of the administered questionnaire were divided into two groups: an English teacher at SMK Bhakti Mulia Pare and 11th-grade students who became members of the MEP. Then, the researcher interviewed five students and one teacher to expand the information received. Data analysis was done by calculating the percentage of students' participation in each activity. The supporting qualitative data was analyzed by collecting, displaying, and drawing conclusions. The reliability of the study data was checked through data triangulation. The results of this study showed that the MEP activities consisted of speeches, reading aloud, telling stories and group discussions. Following the implementation of these activities, students' speaking skills, which include grammatical accuracy, pronunciation skills, vocabulary mastery, fluidity, and the ability to organize concepts in speaking, improve. In addition, students experience low anxiety and are more interested in learning English. This positive impact results from the teacher's role in preparing appropriate teaching methods and creating a positive learning environment. Henceforth, this study emphasizes the importance of planning before implementing an English program and adopting similar activities to improve students' speaking skills.

EFL Students' Perception on Using Mobile Learning Applications for Learning to Write Rohmah, Anifatur; Iftanti, Erna; Shofiya, Arina
FOSTER: Journal of English Language Teaching Vol. 4 No. 3 (2023): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of IAIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v4i3.138

One way to aid in English learning is mobile learning. The main features of the mobile learning application are simplicity, engagement, and instant sharing. Mobile learning also has the potential to make learning to spontaneous, anywhere, and adapted to the wishes of the teacher or students (Miangah and Amin Nezarat, 2012). The objective of this study is to know what EFL Students’ Perception on Using Mobile Learning Application for Learning to Write. This study used descriptive quantitative research with survey design. To collect the data of the research, the data were collected through questionnaire. The population were EFL Students and sample of the study were 56 students. From the data analysis, it could be concluded that there were positive and negative perceptions among EFL Students. The total number of positive perceptions was 77%. Meanwhile, 23% students have negative perceptions. Mobile learning application used by EFL Students include Edmodo (11%), Google Classroom (36%), Google Meet (18%), Twitter (7%), and Quiz (28%). The most dominant Mobile Learning Application is Google Classroom.

The Millennial Students’ and English Teachers’ Perceptions on the Challenges and Characteristics of an Effective Teacher in the Society 5.0 Era Rahayu, Nanik Sri; Shofiya, Arina; Hamidah, Nuriyatul
EDUCATIO : Journal of Education Vol 9 No 2 (2024): November 2024
Publisher : STAI Miftahul Ula Nganjuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29138/educatio.v9i3.1483

In the fast-evolving landscape of education, every student needs an ideal teacher to achieve better learning outcomes. However, the characteristics of an ideal English teacher may vary depending on the context and generation of students. As society transitions into the Society 5.0 era, with its rapid technological advancements, the expectations for English teachers are also changing. Teachers must understand the challenges they face and adapt to the evolving needs of millennial students. This study aims to investigate millennial students’ and English teachers’ perceptions of the challenges and characteristics of effective English teachers in the Society 5.0 era. The research adopts a survey approach, collecting data through questionnaires. The participants were English department students and their teachers from several Islamic universities in East Java. The results showed that both millennial students and teachers share similar perceptions on the challenges and characteristics of an effective English teacher in certain aspects, although there were differences in their perceptions regarding other aspects. The study highlights the alignment and differences in perceptions between millennial students and teachers, emphasizing the evolving characteristics and challenges that English teachers face in the Society 5.0 context. These insights can inform future teacher preparation and professional development to meet the dynamic needs of students in a technology-driven society.

The Derivational And Inflectional Affixes Used by Commentators on Nessie Judge's YouTube Video Shakti, Dyah Ayu Candra; Shofiya, Arina; Eftanti, Erna
Abjad Journal of Humanities & Education Vol. 2 No. 3 (2024): Abjad: Journal of Humanities & Education
Publisher : Centre for Literary and Cultural Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62079/abjad.v2i3.51

Indonesia is one country which provides English learning for students from elementary to senior high school levels. The use of English is not only applied in formal situations such as school but also in informal situations such as using social media. The most popular social media used is YouTube. There is a comment feature that helps users leave comments to interact with each other. One of the contents that have a lot of comments is Nessie Judge, which talks about horror and conspiracy theories. What's interesting about this channel is that even though the content is in Indonesian, many comments are found in English. From this, the researcher tries to find out what types of affixes are often used in informal use.1) What are the types of derivational affixes used by commentator Nessie Judge's video on YouTube? 2) What are the types of Inflectional affixes used by commentator Nessie Judge's video on YouTube? To answer this question, the researcher uses a descriptive study with a qualitative approach to the 12 comments in Nessie Judge Video. From this study it was found that all types of Derivational affixes can be found such as Nominalizer, Verbalizer, Adverbializer, and adjectivalizer. Another result found that the type of Inflectional affixes was also found, namely type plural suffixes, third-person –singular present tense suffixes, present participle suffixes, past tense suffixes/ past participle suffixes, possessive suffixes, comparative degree suffixes. Also, for types of inflectional affixes or superlative degree suffixes you can see in the YouTube comments in the video.

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