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All Journal IALLTEACH (Issues In Applied Linguistics & Language Teaching) Journal of English Education and Linguistics English Education and Applied Linguistics Journal (EEAL Journal)
Sinta Dewi
Institut Pendidikan Indonesia Garut
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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GAPS BETWEEN EXPERT’S AND STUDENT’S EXPOSITION TEXTS BASED ON SYSTEMIC FUNCTIONAL LINGUISTICS (SFL): IMPLICATION FOR TEACHERS Sinta Dewi
Journal of English Education and Linguistics Vol. 2 No. 1 (2021): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggri Sekolah Tinggi Agama Islam Negeri Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/jeel.v2i1.420

Abstract

The lack of students’ ability to compose expository text is still found in many mainstream classrooms. The inability may be caused by many factors such as the complexity of the text itself, the texts in the textbook which are often not representative enough to be the model texts, and teachers’ lack of awareness of teaching genre. This study intends to investigate the gaps between the model (expert) and students’ texts at genre level and register level based on SFL perspectives. To serve the aims, this study employed case study design in attempt to get clear description from the case investigated. The data gathered from the analysis focusing on genre level and register level were presented in narrative form and interpreted descriptively. The finding showed that at genre level the student’s text did not include the restatement of thesis which is different from the expert’s text. Meanwhile, at register level, the student’s text appears to have lack of cohesive devices and other mode choices (e.g. lack of marked theme, connectives) which lead into the lack of texture of the text. Careful design of activities in each curriculum cycle and explicit teaching of both schematic structures and registers of expository are the implications suggested by this study.
Moody Teacher Ruins My Motivation: Students’ Voice on Effective EFL Teachers Yuly Krisdayanty; Muhamad Taufik Hidayat; Sinta Dewi
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol 3 No 1 (2021): Issues in Applied Linguistics and Language Teaching
Publisher : Pendidikan Bahasa Inggris (Universitas Internasional Batam)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v3i1.4392

Abstract

Several problems appear in the educational field, one of which is teachers’ personality. Teacher’s personal trait is considered to be essential because it can affect students’ motivation in learning. However, some teachers remain unaware of its significance. It was evident in the students’ statements stating that they often had to learn with moody teachers who, as a result, ruined their learning motivation. The present study aims to explore the students’ perspectives on the EFL teacher’s personalities that influence the students’ motivation. To achieve the objective, the study utilized case study design in which the data were collected through semi-structured interview conducted to six senior high school students. The data were then analyzed by following Miles and Huberman’s (1994) framework. The results showed that all respondents shared agreement on the teacher’s personalities that they prefered. They felt happy and motivated when they learned with humble, friendly, kind, caring, patient, and humorous teachers. The results of this study may help the EFL teachers consider their personality as one of the vital aspects that could affect the students’ learning motivation. EFL teachers should pay more attention to their attitudes towards the students. In addition, the results suggest that policy makers should formulate rules that encourage teachers to not only focus on their hard skills but also their soft skills such as good personalities.
INSTITUTIONAL, SOCIETAL, AND TEACHER FACTORS ON THE IMPLEMENTATION OF AN ENGLISH COURSE IN GARUT: A QUALITATIVE STUDY Sinta Dewi
English Education and Applied Linguistics Journal (EEAL Journal) Vol 4, No 1 (2021): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v4i1.1124

Abstract

Unreached agreement on the educational goals often arises among stakeholders due to the fact that most of the program goals were designed intuitively by either the instructors or institution without taking into account the learners‟ needs and the larger context in which the program takes place. This study intends to analyse the three situational factors: institutional, societal and teacher factors that may affect the implementation of one of the English courses in Garut. To this end, the present study employed case study design and used observation and semi-structured interview to collect the data. The findings indicated that the institutional factors such as facilities and supportive learning environment play an important role on the attainment of the teaching and learning goals. The society has expectation on the course to produce students with good communication skill. Meanwhile, the instructors were found to have different beliefs on what was percieved to be the best teaching practices (Genre Based Approach, Oral Approach and Fluency Activity Approach). More comprehensive aspects of the factor are recommended to be explored in further research.
SEEING MAXIM VIOLATION IN EFL CLASSROOM INTERACTION Mohammad Soni; Sinta Dewi; Sulistia Alawiah
English Education and Applied Linguistics Journal (EEAL Journal) Vol 5, No 3 (2022): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v5i3.2528

Abstract

In relating with other people, the cooperative principle may be done to make a dialogue run well and efficiently. However, there are chances when speakers have to violate a maxim because of some reason. This study aims to determine the kinds of maxim violations done by the students during classroom interaction and the reasons behind the students violating the maxims. This study used observation and interview methods to collect the data. The study results show that there are three maxims violated by students, namely violating the maxim of quantity, relevance, and quality, with a total of 25 utterances. The students violate the maxim because they want to save face and build someone’s belief. 
STUDENTS’ PREFERRED REWARDS ON TASK ACCOMPLISHMENT Sinta Dewi
English Education and Applied Linguistics Journal (EEAL Journal) Vol 6, No 1 (2023): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v6i1.2277

Abstract

This study aims to figure out students’ preference of rewards after the accomplishment of the task given. Understanding the reasons for choosing the preferred reward also becomes the focus of the study. Descriptive study design was chosen to get the depth of understanding about the investigated issue. Semi-structured interview were questioned to 5 senior high school students in attempt to figure out their preferences of teachers rewards. The data were summarized and analyzed descriptively. The findings indicated that students preferred verbal rewards to tangible ones. The reasons for choosing the preferred reward were mostly based on the meaningfulness of the reward itself as well as its influence on their learning and psychological aspects. The study concluded that all factors that can enhance the effectiveness of reward need to be explored and understood. Keywords: Extrinsic reinforcement, reward
Co-Authors Mohammad Soni Muhamad Taufik Hidayat Sulistia Alawiah Yuly Krisdayanty