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All Journal English Review: Journal of English Education EDULITE: Journal of English Education, Literature and Culture Empowerment : Jurnal Pengabdian Masyarakat Indonesian Journal of Learning and Instruction Indonesian EFL Journal Jurnal Ilmiah Wahana Pendidikan International Journal Administration, Business & Organization Verba: Journal of Applied Linguistics
Dadang Solihat
Universitas Kuningan
Religion Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : Indonesian Journal of Learning and Instruction

 1 
THE INFLUENCE OF PICTURE AND PICTURE MODEL ON INDONESIAN WRITING SKILLS Mulyani, Linda; Solihat, Dadang; Hanifah, Ifah
Indonesian Journal of Learning and Instruction Vol 1, No 2 (2018)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v1i2.1488

Abstract

This study aims at determining the effect of the use of picture and picture model on Indonesian writing skills  narration essay in the class IV A and IV B Elemetary School 1 Purwawinangun. The samples in this study are 49 students. The method used in this research is quasi experiment. Data collection techniques used in this study is an essay written test. Data analysis technique in this research is normality test, homogeneity test, t-test, and n-gain test. The result of pretest mean score of experimental and control class are 44.2 and 43.6. The result of posttest mean score of experimental and control class are 82.8 and 72.4. The result of the hypothesis test obtained the value of based on the t-test results obtained 0,000 significance level, where 0.000 0.05, it means that Ha accepted based on the acceptance criteria hypothesis and Ho rejected, that there is an effect of using Picture and Picture type cooperative model on narration essay writing skill of students. The result of the n-gain test is 0.7 indicating that there is an increase in the experimental group using the picture and picture type cooperative model with high criteria. So it can be concluded that there is influence of using of picture and picture type in cooperative model of students narration essay writing skills.Keywords: cooperative model; picture; writing skill; narration essay.
INTERACTIONAL MODIFICATION LANGUAGE USED BY THE TEACHER IN ENGLISH CLASSROOM IN MTS PUI CIKASO Elin Marlina; Dadang Solihat; Nida Amalia Asikin
Indonesian Journal of Learning and Instruction Vol 4 No 1 (2021)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v4i1.4343

Abstract

This research aims at knowing the types of interactional modification language used by the teacher in MTs PUI Cikaso based on Pinter’s theory (2017) and also finding out the students’ responses toward interactional modification. Qualitative research design is applied in this research. The subject of the data is an English teacher and the students of class VII B MTs PUI Cikaso. The data are collected through observation, interview, and questionnaire. During observation, the researcher uses mobile phone to record the learning process by putting the phone in the corner of the class to get clear visualization. The observation is conducted 8 times (8 meetings) where every meeting spends 40 minutes. Interview used to support the data about teacher’s opinion while using interactional modification language. Meanwhile questionnaire is used to support the student’s responses. The data are analyzed both qualitatively. The findings revealed that the teacher used 5 types of interactional modifications: 1) Repetition; 2) confirmation check; 3) comprehension check; 4) clarification request; and 5) reformulation. While for the students’ responses, it showed that the students gave correct responses, incorrect responses, and no response. However, the students admitted that interactional modification language can help them to comprehend material well. It shows that 85% of the students responded positively toward interactional modification used by the teacher. In addition, the interactional modification is being responded negatively by 15% of the students. Finally, the researcher concluded that the use of interactional modification language is needed to keep students-teacher interaction run well.Keywords: Interactional modification; student’s comprehension; student’s response
TRANSLATION TECHNIQUES FOR IDIOMATIC EXPRESSIONS IN SUBTITLING AND DUBBING: A STUDY ON RAYA AND THE LAST DRAGON Denisa Putri Lestari; Muhammad Aprianto Budie Nugroho; Dadang Solihat; Fahrus Zaman Fadhly
Indonesian Journal of Learning and Instruction Vol 6 No 2 (2023)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v6i2.11123

Abstract

This study examines the translation equivalence and techniques used in translating idiomatic expressions in the subtitling and dubbing of the movie Raya and the Last Dragon. Using a qualitative case study approach, 72 idiomatic expressions were analyzed based on Nida & Taber’s theory of translation equivalence and Molina and Albir’s translation techniques. Results showed that 51% of subtitling and 52% of dubbing translations were equivalently translated into idiomatic expressions, while the remaining were rendered as non-idiomatic expressions due to the lack of equivalent idioms in the target language. Single translation techniques dominated, accounting for 98% in subtitling and 99% in dubbing, with established equivalence being the most frequently used technique. This highlights the translator's ability to maintain idiomatic meaning and cultural relevance. The study recommends exploring idiomatic translation strategies in diverse audiovisual media and cultural contexts to further enhance the understanding of effective translation techniques.Keywords: Translation techniques; idiomatic expressions; subtitling; dubbing; equivalence; established equivalence; audiovisual translation. 
THE APPLICATION OF CONTENT AND LANGUAGE INTEGRATED LEARNING APPROACH IN IMPROVING STUDENTS’ ENGLISH SPEAKING ABILITY AT MTsN 2 KUNINGAN WEST JAVA Solihat, Dadang; Fadhly, Fahrus Zaman; Suhartini, Cucu
Indonesian Journal of Learning and Instruction Vol. 7 No. 2 (2024)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v7i2.11706

Abstract

This Classroom Action Research aims at assessing the effectiveness of applying the Content and Language Integrated Learning (CLIL) Approach to enhance the English speaking skills of 7th-grade students at MTsN 2 Kuningan, West Java. The research is conducted in iterative cycles involving planning, action, development, and reflection by Mertler. The study involves 32 students in 12 sessions within one semester 17 July to 13 November 2023. The primary focus is on integrating learning materials with English teaching to elevate students' speaking proficiency. Throughout the research, student progress is meticulously monitored and assessed in each cycle, utilizing speaking ability tests, classroom observations, and reflections from both teachers and students. Qualitative data is obtained from interviews and observations which are then analyzed using descriptive qualitative. Meanwhile, quantitative data were obtained from the results of the pre-cycle test, cycle one test, cycle two test and cycle three test which were then analyzed using simple statistics. The outcomes reveal a noteworthy improvement in the English speaking abilities of grade 7 students following the implementation of CLIL. The results showed an increase from cycle one to three. In cycle one student speaking skills reached 16 students or 50% of them got complete scores. In cycle two as many as 26 students (75%) achieved complete scores, and in cycle three as many as 31 (96%) students completed it succesfully. This approach not only enhances language proficiency but also fosters heightened engagement and increased enthusiasm for learning English. These positive findings substantiate the efficacy of the CLIL Approach in advancing the English speaking skills of 7th-grade students at MTsN 2 Kuningan, West Java. Additionally, these results serve as a foundation for the development of more effective learning strategies in the future.
Co-Authors Arrofa Acesta Berliana Febri Cucu Suhartini Denisa Putri Lestari Desi Desi, Desi Diah Novianti Elin Marlina Erwin Oktoma, Erwin Fahrus Zaman Fadhly Ifah Hanifah, Ifah Jihan Ananda Khoerunnisa, Khoerunnisa Lilis Lismaya Marwito Wihadi Muhammad Aprianto Budie Nugroho Mulyani, Linda Namaziandost, Ehsan Nida Amalia Asikin Prita Lusiana Utami Ratna Dewanti Thamrin, Nani Tifani Kautsar Vina Agustiana