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Hanna Sundari

Universitas Indraprasta PGRI

Author-ID : 392929

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Formulation of Educational and Social Values in English Textbook ‘When English Rings a Bell’ Dionisius Destyawan Kristanto; Hanna Sundari
INFERENCE: Journal of English Language Teaching Vol 6, No 2 (2023): INFERENCE: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v6i2.19975

The purpose of this research is to describe the educational and social values in English textbooks by analyzing the evidence from the text or scripts contained in the learning content. The data collection technique in this study used a descriptive-qualitative method, content analysis obtained from the learning content in textbooks in the form of text. To analyze the value of education, the writer used the theory from Elmubarok. Meanwhile, to analyze social values, the writer used the theory from Zubaedi. After calculating, calculating, and analyzing the contents of the textbook, the writer found that the values of education appeared 30 times. The value of honesty appeared 1 time (3.33%), the value of self-discipline appeared 1 time (3.33%), the value of respect appeared 1 time (3.33%), the value of not selfishness appeared 1 time (3.33%), the value of love/affection appeared 8 times (26.67%), and the value of kind and friendly appeared 18 times (60.00%). Meanwhile, social values appeared 137 times. The value of discipline appeared 1 time (0.73%), the value of helping each other appeared 58 times (42.34%), and the value of caring appeared 78 times (56.93%). This implies that the educational and social values contained in English textbooks have a significant influence in order to build the character of students evenly so that they have the criteria as a 'Pancasila student profile'.

THE INFLUENCE OF LEARNING MOTIVATION AND VOCABULARY MASTERY TOWARDS WRITING NARATIVE TEXT ACHIEVEMENT Elis Solihat; Hanna Sundari
INFERENCE: Journal of English Language Teaching Vol 1, No 3 (2018): INFERENCE: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v1i3.5533

ABSTARCT: The purpose of this study was to determine the effect of learning motivation and vocabulary mastery together on the ability to write English narrative on private junior high school students in Bogor city, the influence of learning motivation on the ability to write English narrative on private Junior High School students in Bogor city, and the influence of mastery vocabulary on the ability to write English narrative in private Junior High School students in Bogor city. Respondents in this study amounted to 90 students who were randomly selected in several private Junior High Schools in Bogor city. The research method used is a survey method with three variables, namely learning motivation (X1), vocabulary mastery (X2), and English narrative writing ability (Y). The results showed: 1) There was a significant influence of learning motivation and vocabulary mastery together on the ability to write English narrative for private Junior High School students in Bogor city. This is evidenced by the acquisition of Sig. 0,000 <0,05 and fh = 13,905. 2) There is a significant effect of learning motivation on the ability to write English narrative for private Junior High School students in Bogor city. This is evidenced by the acquisition of Sig. 0,000 <0.05 and th = 3,764. 3) There is a significant influence on vocabulary mastery on the ability to write English narrative for private Junior High School students in the Bogor city. This is evidenced by the acquisition of Sig. 0.011 <0.05 and th = 2.600. From the results of the research obtained, it can be recommended that learning motivation and good vocabulary mastery are needed to achieve the ability to write narrative in English. Keyword: learning motivation, vocabulary mastery, to write English Narrative ABSTRAKTujuan penelitian ini adalah untuk mengetahui pengaruh motivasi belajar dan penguasaan kosakata secara bersama-sama terhadap kemampuan menulis naratif bahasa Inggris pada siswa SMP Swasta di Kota Bogor, pengaruh motivasi belajar terhadap kemmapuan menulis naratif bahasa Inggris pada siswa SMP Swasta di Kota Bogor, dan pengaruh penguasaan kosakata terhadap kemampuan menulis naratif bahasa Inggris pada siswa SMP Swasta di Kota Bogor. Responden dalam penelitian ini berjumlah 90 orang siswa yang dipilih secara random pada beberapa sekolah SMP Swasta di Kota Bogor. Metode penelitian yang digunakan adalah metode survei dengan tiga variabel yaitu Motivasi belajar (X1), Penguasaan kosakata (X2), dan Kemampuan menulis naratif bahasa Inggris (Y). Hasil penelitian menunjukan: 1)Terdapat pengaruh yang signifikan motivasi belajar dan penguasaan kosakata secara bersama-sama terhadap kemampuan menulis naratif bahasa Inggris siswa SMP Swasta di Kota Bogor. Hal ini dibuktikan dengan perolehan nilai Sig. 0,000 < 0,05 dan Fh = 13, 905. 2) Terdapat pengaruh yang signifikan motivasi belajar terhadap kemampuan menulis naratif bahasa Inggris siswa SMP Swasta di Kota Bogor. Hal ini dibuktikan dengan perolehan nilai Sig. 0,000 < 0,05 dan th = 3,764. 3) Terdapat pengaruh yang signifikan penguasaan kosakata terhadap kemampuan menulis naratif bahasa Inggris siswa SMP Swasta di Kota Bogor. Hal ini dibuktikan dengan perolehan nilai Sig. 0,011 < 0,05 dan th = 2,600. Dari hasil penelitian yang diperoleh dapat direkomendasikan bahwa untuk mencapai kemampuan menulis naratif bahasa Inggris diperlukan motivasi belajar dan penguasaan kosakata yang baik. Kata Kunci: Motivasi belajar, penguasaan kosakata, menulis naratif bahasa Inggris

WRITTEN CORRECTIVE FEEDBACK IN WRITING SKILL: A BRIEF REVIEW Setiyowati Setiyowati; Hanna Sundari
INFERENCE: Journal of English Language Teaching Vol 4, No 2 (2021): INFERENCE: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v4i2.6552

The study presented here includes collectively selected research papers that emphasize written corrective feedback, particularly Direct Written Corrective Feedback and Indirect Written Corrective Feedback. Writing is considered the most challenging task for students because writing needs the student's creativity to form ideas of their minds into a form of a text. Some difficulties that EFL students in writing usually find are the lack of the knowledge to choose the appropriate vocabulary, and they also have some problems in grammar and syntax. To overcome these, Written Corrective Feedback (WCF) has been used widely to show students grammatical errors in EFL students' writing works and help EFL students minimize their errors. The Written Corrective Feedback also shows students' performance in enhancing their writing accuracy. Five selected research papers have been selected to give some enlightenment about the effectiveness of Written Corrective Feedback. The feedback was given by EFL teachers and lecturers who teach in Indonesia, China, Iran, Malaysia, and Thailand. The method that is used in this literature review study is thematic analysis design. These are divided into five themes. The themes are Participants, Treatment, The Treatment Length, Instruments and Writing Prompt, and The Effectiveness of The Written Corrective Feedback. The findings reveal various results in the use of Direct Written Corrective Feedback and Indirect Written Corrective Feedback.

Examining Debate in Developing Higher-order Thinking Skills: A Case of English Language Class in Senior High School Context Susianti Rosalina; Hanna Sundari
INFERENCE: Journal of English Language Teaching Vol 5, No 1 (2022): INFERENCE: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v5i1.7625

The concept of higher-order thinking skills (HOTS) has become an important issue in 21st-century learning. One of the skills reflecting higher-order thinking skills is critical thinking that also becomes another important concept that has recently been studied in some researches. The number of previous studies supporting the influence of debate as a beneficial pedagogy on the development of critical thinking skills have been conducted through some researches. However, the studies contradicting the issue also need to be concerned to consider the influence of debate particularly in enhancing critical thinking in English language class. Having conducted a study by using a quantitative method and objective assessment, the purpose of the present study was to find significant effect of debate on the development of students’ higher-order thinking skills in English language class. The study was conducted in public senior high school 1 in Bogor, West Java, Indonesia, involving 68 students divided into two groups. The result shows that there was no significant mean difference of the scores obtained, despite the higher scores achieved by the experimental group in which the group using debate, since the th is lower than the tt(1.21 < 1.669). In other words, the study reveals that debate does not have significant effect on the development of higher-order thinking skills. Some possible reasons are then discussed and illustrated.

CULTURAL CONTENT REPRESENTATION IN READING PASSAGES ON THE BIG ENGLISH TEXTBOOK FOR PRIMARY STUDENT Puji Astuti, Nina; Sundari, Hanna; Baron, Rifari
INFERENCE: Journal of English Language Teaching Vol 7, No 2 (2024): Inference: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v7i2.26042

Abstract: This research focuses on the amount of cultural material in the English imported textbook that a private “Dwi Bahasa” school uses on Big English Student’s book grade published by Pearson Education Limited, which is used at primary school in Indonesia. The research data were gathered from reading passages in culture connection part. To indicate which cultures are displayed in the textbook, the cultural contents are divided into three categories: source culture, target culture, and international culture (Cortazzi& Jin, 1999) and the Intercultural knowledge based on Kurikulum Merdeka perception. The investigation discovered that international culture was prominent in imported textbooks.

Semiotic Analysis and Personality of the Main Character in the Film Lady Bird and the Edge of Seventeen Lestarai, Feby Herdini; Sundari, Hanna; Baron, Rifari
INFERENCE: Journal of English Language Teaching Vol 7, No 3 (2024): Inference: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/inference.v7i3.28215

The purpose of this research is to identify semiotic data as well as the personality of the main character in the films Lady Bird and The Edge of Seventeen. The method used in this research is descriptive qualitative. This research uses Roland Barthes' Semiotics theory, which is divided into 3 types of meaning, namely Denotative, Connotative, and Myth. The data analysed are 31 visual data of Lady Bird and 33 visual data of The Edge of Seventeen. The visual data includes scene footage, facial expressions, body language, colours, clothing, and others. This research also uses the Hippocrates- Galenus Personality Typology to analyse the main characters' personalities in Lady Bird and The Edge of Seventeen, which is divided into four personality types, including Sanguinis, Phlegmatis, Choleric, and Melancholic. In the results of the analysis of the main character's personality in the film Lady Bird, 27 conversation units were foun,d consisting of 4 conversation units of sanguinis personality (17%), 13 conversation units of choleric personality (48%), and 10 conversation units of melancholic personality (37%). So it can be concluded that the main character in Lady Bird has a choleric personality. Meanwhile, the results of the personality analysis of the main character in the film The Edge of Seventeen have been found as many as 25 conversation units consisting of 8 conversation units of sanguinis personality (32%), 1 conversation unit of plegmatis personality (8%), 8 conversation units of choleric personality (32%), and 8 conversation units of melancholic personality (28%). So, it can be concluded that the main character in the film The Edge of Seventeen has a dominant sanguine and choleric personality.

Co-Authors Achmad Muhajir Agung Ahmad Syahida Agus Sulaeman Agustean, Nevi Santy Alfi Diotama Saputra Amrina Rosyada Ancila Putri Perwitasari Andang Saehu Andang Saehu Andang Saehu, Andang Anita Anita Anwar Saleh Harahap Ardiasih, Lidwina Sri Arif Rahman Audi Yundayani Ayu Bandu Retnomurti, Ayu Bandu Baron, Rifari Budi Abudin Damayanti Damayanti Darwadi, Rina Husnaini Febriyanti Dasmo Dasmo Defina Dionisius Destyawan Kristanto Elis Solihat Fakhrurrazi M. Amin Fazri Nur Yusuf Febriyanti, Rina Husnaini Gustaman Saragih Hidayat, Nur Hayati Ira Miranti, Ira Irfan Hadi Irfan Hadi Juhana Juhana Juhana, Juhana Juhana, Juhana Leonard, Leonard Lestarai, Feby Herdini Livia Septiani Lutfiansyah Lutfiansyah Malik, Aulia Ananda Maya Puspitasari, Maya Mohammed H. Alaqad Mutmainah Mutmainah Nadiva, Umi Nanik Retnowati Nilandari, Ary Ningrat, Yuliati Nunung Prasetyo Nur Syamsiah Nurhayati Nurhayati Nurhayati Nurhayati Nurmala Hendrawaty Nurmala Hendrawaty Oom Rohmah Syamsudin Puji Astuti, Nina Rezki Adriani Riani Noor Yoshania Rifari Baron Rina Husnaini Febriyanti Rina Husnaini Febriyanti Rina Husnaini Febriyanti Rina Husnaini Febriyanti Rina Husnaini Febriyanti Rina Husnaini Febriyanti Rina Husnaini Febriyanti, Rina Husnaini Romawi, Dadang Rr. Astri Indriana Oktavita Sakura Ridwan Salsabila, Salma Setiyowati Setiyowati Silvia Najemi Sinta Herawati Sofiah, Vivi Sri Arfani, Sri Suciati Suciati Supeno Suryanti, Dwi Retno Susianti Rosalina Suwarno, Tono Suwarno Syamsul Arifin Tono Suwarno Suwarno Vinesya Yuslia Fatma Widya Widya Rizky Pratiwi, Widya Rizky Wiranty, Glenda Mutia Wisma Yunita Yusuf, Fazri Nur Zainal Rafli, Zainal Zuhairi, Aminudin ‘Aathifah, Alya

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