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Sudar Sudar
Universitas Muhammadiyah Purworejo
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INVESTIGATING THE USE AND SEMANTIC INTERPRETATION OF FIGURATIVE LANGUAGE IN EFL STUDENTS’ LITERARY WORK Sudar, Sudar
English Review: Journal of English Education Vol. 12 No. 3 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i3.10367

Abstract

This study aims to investigate the types of figurative language written in the students’ literary work, to identify the dominant of figurative language written in the students’ literary work, and to interpret the meaning of figurative language written in the student’s literary work. This is descriptive qualitative research. The scenario of taking the data were as follow; first, researcher took the data from the literary classroom. Second, researcher identify figurative language taken from student’s literary work. Third, interpreting the data based on the theory of figurative language written by Fatimah, Amri, and Rusan, (2020) and the theory of meaning developed by Umagandhi and Vinothini, (2017). Research findings stated there were six types of figurative language written by students in their literary works. Then, the dominant of figurative language written by students was hyperbole figurative and personification. Further, there were four types of semantics meaning written by students, such as; connotative, affective, reflected, and associative. Affective semantic meaning was the dominant meaning written in the students’ literary work. Affective meaning was found in the Personification figurative language. Further, Figurative languages and their semantics meaning were meaningful for learning and empowering students’ linguistics’ competences. Particularly it is in semantics discussion. 
COHESION OF CONCLUSION IN STUDENT’S ACADEMIC WRITING: CRITICAL DISCOURSE ANALYSIS PERSPECTIVE Sudar, Sudar
Indonesian EFL Journal Vol. 11 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i1.10980

Abstract

A conclusion of academic writing is an urgent component in writing. Khazaal, (2019), he described that good a conclusion of academic writing has five variables namely; grammar, vocabulary, organizing, content, and cohesion). Based on this idea, researcher would like to limit the discussion on cohesion, organization, and grammar (tenses) conclusion of academic writing written by EFL students. The research questions of this study are as the following; a. What are the cohesive devices written in a conclusion of academic writing? b. how is the organization of conclusion written by EFL students? c. What are the tenses used in the section of conclusion written by EFL students? It is a qualitative descriptive study. The data of this study were twenty-five files of academic writing taken randomly from two classes of forty-five files. To analyse the data researcher used theory of cohesion written by Halliday and Hasan (1976) cited in Jhonson, (2017). Theory of organizing of a conclusion of academic writing by Adizovna, (2023), and the theories of tenses developed by, Bukit and Deli, (2020).  The finding of the study revealed that, there were three types of cohesion written by EFL students in writing a conclusion of academic writing namely; grammatical cohesion, reiteration lexical cohesion, and conjunctive adverb to achieve cohesion. Furthermore, there are two types of a conclusion; such as; a conclusion has three components, and a conclusion has two components. Furthermore, there were two types of tenses written in a conclusion of academic writing, namely; simple present and simple past.
Improving Students’ Speaking Skills Through Contextual Teaching and Learning Model of Students' 21st Century Astuti, Tri Puji; Sudar, Sudar; Sukarni, Semi
Scripta : English Department Journal Vol. 12 No. 2 (2025)
Publisher : Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/scripta.v12i2.5282

Abstract

This classroom action research aimed to improve the speaking ability of first-year students at SMP Negeri 1 Kebumen through the Contextual Teaching and Learning (CTL) model, targeting the enhancement of student’s 21st century skills. The study was conducted in class VII A, involving 30 students as the sample. The research was implemented in two cycles, each consisting of planning, action, observation, and reflection stages. Data were collected using both qualitative and quantitative methods, including speaking tests, observation sheets, and student interviews. The instruments employed for data collection were validated for reliability and consistency. The implementation of the Contextual Teaching and Learning (CTL) model can significantly improve students’ speaking skill as well as foster their 21st century skills, such as engagement, critical thinking, and communication. The results indicated a significant improvement in the students' speaking skill, as evidenced by the increased mean scores from the pre-test to the post-test in both cycles. Additionally, the students demonstrated enhanced engagement, critical thinking, and communication skills. Findings confirm that the CTL model is effective in improving student’s speaking skill and simultaneously strengthening their 21st century skills. Therefore, the CTL model can be recommended as a valuable strategy for enhancing both linguistic proficiency and essential competencies in junior high school students.
SPEECH FUNCTION BY LECTURERS AND STUDENTS IN THE COMMUNICATION USING WHATSAPP: SOCIOPRAGMATICS STUDY Sudar, Sudar
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.8812

Abstract

Abstract: This study is to investigate the lecturers and students communication using the technology of social media. It is particularly WhatsApp.  Related to this issue, researcher would like to state some questions, namely; a, what are the types of speech function made by lecturers and students in the conducting their communication by using WhatsApp? b, what is the most dominant of speech function produced by lecturers and students? c, what are the meanings of speech function made by lecturers and students in their texting to each other using WhatsApp’s?  It is a qualitative descriptive research. There are one hundred and thirty four students and fifteen lecturers used as samples. To analyze the data, researcher used theory of speech function developed by Holmes, Janet, (2013) cited in, Wiliany, Megah, & Iriyana, (2018). The findings revealed that there are four types of speech functions made by students and lecturers; namely; expressive, directive, referential, and phatic speech function. Students produced referential speech function the in the highest level. Furthermore, lecturers preferred to developed expressive and referential speech function equally. It was 81 utterances of directive speech function developed by lecturers. Students produced expressive speech function 211 utterances and lecturers produced117 utterances of expressive speech function. Referential speech function was the highest speech functions produced by students and lecturers. Students produced 232 utterances, and lecturers produced 195 utterances of referential speech function. Phatic speech function was higher produced by students produced by lecturers. The meaning of speech functions depends on the context of using speech function itself. Speech functions made by lecturers and students have different meanings. The facts students were always to create intimacy to the lecturers, and lecturers appreciated and respected the student’s texting. WhatsApp is useable to achieve students and lecturers’ academic purposes.  
SUBJECT-VERB AGREEMENT IN EFL STUDENT’S ESSAY: A DETAILED MORPHO-SYNTACTIC EXAMINATION Sudar, Sudar
English Review: Journal of English Education Vol. 12 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i2.9512

Abstract

The purposes of this study are to identify and to describe morphemes in the subject –verb agreement of EFL student’s Essay writing, second is to describe tenses of subject-verb agreement written in the student’s Essay writing. The third is to describe the dominant tenses of subject-verb agreement in the EFL student’s essay writing. The last is to describe the interferences of EFL student’s first language to their essay writing. It was a descriptive qualitative research. The data was taken from third semester of essay writing classes, in the academic year 2023/2024.The data was analyzed using theory of Morpho-syntactic developed by Andrew, Carstairs & Charthy and Miller, Jim (2002).  Findings revealed that three hundred and forty five clauses that subject-verb agreement contained free and bound morpheme. There were two hundred and fifty nine subjects of clauses contained free morphemes. Then, there were eighty six subjects of clauses contained bound morphemes. Furthermore, there were one hundred and sixty one clauses of verb-agreement contained free morphemes. Then, there were one hundred eighty four clauses of verb-agreement contained bound morphemes. Then, there were two hundred and eighty three clauses that the subject-agreement of clauses was written in present tense. Furthermore, there were sixty one clauses of subject-verb-agreement were written in past tense. Then, there was only one clause used future tense. Then, EFL students essay writing was still influenced by their first language culture. It found that there were one hundred and sixty one clauses contained first language cultures. Further, understanding English linguistics (phonology, morphology, syntax, vocabulary, and spelling) is needed to be learned by EFL students deeply. Then, EFL students’ essay writing   was developed significantly.
English Teachers’ Perception of Higher Order Thinking Skills Viewed from Importance and Complexity Sukarni, Semi; Sudar, Sudar; Tarwiyah, Siti
Jurnal Pendidikan Progresif Vol 12, No 1 (2022): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

Abstract

English Teachers’ Perception of Higher Order Thinking Skills Viewed from Importance and Complexity. Objectives: This study aims at exploring the Vocational High School English teachers’ perception of its importance as well as its complexity of teaching HOTS. Methods: A mix-method approach of data collection and analysis was applied in this study. The data were obtained from 40 VHS teachers, the members of the English teacher association of Wonosobo regency, Central Java, Indonesia by using one set of close-ended questionnaires and in-depth interviews. Findings: The result indicates 1) VHS English teachers have  a very high perception of the importance of teaching HOTS for their students; 2) a high perception of the complexity of applying HOTS resulted from the students’ unreadiness and teachers’ lack of competence in integrating HOT in English class. Conclusion: A very positive perception of the importance of teaching HOTS among VHS teachers. It is in constrast with the high perception of the complexity of applying HOTS. Training HOTS is needed for planning, implementing and assessing HOTS. Keywords: complexity, HOTS, importance, teachers’ perception, vocational high school.DOI: http://dx.doi.org/10.23960/jpp.v12.i1.202220
Workshop Merancang Pembelajaran dan Asesmen dalam Implementasi Kurikulum Merdeka bagi Guru SMK Kabupaten Wonosobo Sukarni, Semi; Sudar, Sudar; Rokhayati, Titi
Abdibaraya Vol 2 No 02 (2023): Abdibaraya: Jurnal Pengabdian Masyarakat
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/abdibaraya.v2i02.1024

Abstract

The objectives of community service that have been implemented by the English Language Education Master's Study Program service team include: (1) Sharing knowledge about designing English language learning for Phase E & F (SMK) based on the Curriculum Merdeka; (2) Sharing knowledge about appropriate methods, media and materials to be used in learning English based on the Curriculum Merdeka; (3) Sharing knowledge about assessments in accordance with the Merdeka Curriculum English Phase E & F Learning Outcomes; (4) Reviewing teaching modules for learning English for Phase E & F (SMK) based on the Merdeka Curriculum. The service partners are vocational English teachers in the Wonosobo Regency MGMP group which will be held at SMK 2 Wonosobo. Service activities were held in face-to-face meetings and attended by 42 English teachers. This activity was carried out with maximum results with good cooperation between the Community Service Team, the Institute for Research and Community Service (LPPM) Muhammadiyah University Purworejo and all English teachers in the Wonosobo Regency Vocational School English Language MGMP group. Keywords: Asesment, learning design , Merdeka Curriculum, workshop
Co-Authors A.A. Ketut Agung Cahyawan W Chasanah, Zulia Endah Pri Ariningsih Febrianti, Marsela Junaedi Setiyono Nugraeni, Ismawati Ike Salsabila, RR Tahta Ni'mah semi sukarni Siti Tarwiyah Sri Widodo Titi Rokhayati Tri Puji Astuti Wardhani, Niken Waskito, Syifa Aulia Putri