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All Journal English Review: Journal of English Education ETERNAL: English Teaching Journal English Education Journal Al Ishlah Jurnal Pendidikan Wiralodra English Journal (WEJ) JELL (Journal of English Language and Literature) STIBA-IEC Jakarta Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Journal on Education Journal of English Education CONCEPT Journal of English Teaching and Learning Issues ENGLISH FRANCA : Academic Journal of English Language and Education Jurnal CULTURE (Culture, Language, and Literature Review) Journal of General Education and Humanities Educational Tracker : Teaching English as a Foreign Language Journal NextGen Education Review Journal Tomorrow’s Education Journal Foreign Language Instruction Probe NaCoLET LEOTECH: Journal of Learning Education and Technology ELT Echo: The Journal of English Language Teaching in Foreign Language Context
Aldha Williyan
Universitas Siliwangi
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Analyzing Translation Errors in Indonesian-English Business Letters Aldha Williyan; Umar - Umar; Vica Via Vanesa; Ai Nurul Aini
JELL (Journal of English Language and Literature) STIBA-IEC Jakarta Vol 8 No 02 (2023): JELL STIBA IEC
Publisher : STIBA IEC JAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37110/jell.v8i02.180

Abstract

This paper discussed the translation error from a business letter made based on American Translation Association (ATA's) made by EFL Learners'. In this research, the researchers used a descriptive qualitative method. The data source in this research is two EFL Learners' who are in translation class with better English skills than other data. Data collection in this study was carried out by taking two data from a total of 36 business letter translating task data given by translation class lecturers. The data is classified based on the type of error according to ATA's Framework for Standard Error Making Classification. The results of the analysis show that there are 18 translation errors in 11 types of 26 types of translation errors with style error as the most frequently found error. Style error is the error that has the highest nominal by appearing five times out of 18 the number of errors with a percentage 27,8%. Finding errors from the two data proves that EFL Learners' who are studying translation studies still have deficiencies. Educators and students must work together so that translation errors produced by EFL Learners' can be reduced.
POWER RELATIONS IN STUDENT-STUDENT INTERACTION: A PORTRAIT ON GENDER Aldha Williyan; Aprilia Riyana Putri; Mochamad Guntur; Lili Sururi Asipi
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 10, No 1 (2023)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/edulingua.v10i1.4675

Abstract

The students do not always feel at ease when working in groups or pairs. One of the reasons for this discomfort is the presence of power dynamics among the students. Therefore, this study focuses on investigating these dynamics and aims to achieve three main goals. Firstly, it aims to identify the indicators of power in student-student interactions between female and male EFL learners. Secondly, it aims to describe the relationships that are formed among them. Lastly, it aims to determine which participants exhibit more power in these interactions. The methodology employed in this study is qualitative, utilizing a classroom discourse analysis to identify the behaviors that manifest during student-student interactions. The data is examined using the theories of process types within systemic functional linguistics. The findings are then utilized to infer which participants wield more power in the interactions. The analysis reveals that a significant majority of the participants' process types indicate the presence of power. Furthermore, the relationship between female and male EFL learners is neither cooperative nor competitive, as one gender tends to dominate while the other has less ability to challenge this dominance. Thus, either female or male EFL learners can exhibit more power in the interaction. These findings indicate that power dynamics in interactions are not inherently tied to gender.
INVESTIGATING EFL LEARNERS’ READING DIFFICULTIES AND THE POSSIBLE SOLUTIONS Devi Nurhayati; Reno Julyan; Aldha Williyan
NextGen Education Review Journal Vol. 1 No. 1 (2023): April 2023
Publisher : PRODI PENDIDIKAN BAHASA INGGRIS INSTITUT PENDIDIKAN DAN BAHASA INVADA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/nextgen.v1i1.32

Abstract

This study investigates the reading difficulties faced by EFL learners and proposes possible solutions for English Education students in an Indonesian university. Reading comprehension is a vital component of the English education curriculum, as it enables students to comprehend and analyze texts effectively. To conduct this study, a descriptive strategy was employed in combination with a qualitative approach. The questionnaire was designed to identify common challenges encountered by students, including difficulties in text translation, enhancing motivation, and the teaching methods employed by instructors. Data was collected through interview sessions, questionnaire responses, and documentation. The findings revealed that students predominantly struggled with sentence comprehension. By addressing these issues and fostering a desire to read, related challenges such as limited vocabulary, grammar proficiency, and sentence interpretation can be effectively tackled. Moreover, some students faced difficulties arising from inadequate teaching methods employed by their instructors. Consequently, this study concludes that students' reading difficulties primarily revolve around understanding the text itself, which in turn leads to other complications such as grammar mastery, vocabulary limitations, and text translation problems. These factors emerge from both students themselves and the instructional approaches adopted by their teachers.
AN ANALYSIS OF ENGLISH WRITING ERRORS IN EFL LEARNERS’ RECOUNT TEXT Alisa Maulida Sari; Rahma Ayuditya Putri; Aldha Williyan
NextGen Education Review Journal Vol. 1 No. 1 (2023): April 2023
Publisher : PRODI PENDIDIKAN BAHASA INGGRIS INSTITUT PENDIDIKAN DAN BAHASA INVADA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/nextgen.v1i1.33

Abstract

This research discusses the analysis of students' errors in writing recount texts. This study aims to analyze the types of errors made by undergraduate students’ writing scores at the English Language Teaching Department at one of the universities in Cirebon. This study focuses on writing errors taken from three categories of English proficiency levels (low, average, high). This study used the descriptive qualitative method. There were six participants. The data were taken from their recount text writing results. The results of this study show that there are four types of errors based on Surface Strategy Taxonomy by students: Omission, Addition, Misinformation, and Misordering. The result of the total number of student errors is 37 which contains 14 Omission (37.83%), three Addition (8.11%), 19 Misinformation (51.36%), and one Misordering (2.70%). The most errors were made by Misinformation, with 19 errors (51.36%). It can be concluded that the ability of undergraduate students at one university in Cirebon is still low in writing recount text.
Navigating Reading Comprehension: Insights into Strategy Utilization and Cultural Influences among EFL Learners Nurlaela Rahmawati; Dwi Nopiyadi; Aldha Williyan
National Conference on Language, Education, and Technology Proceeding Vol. 3 No. 1 (2023): December 2023
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/nacolet.v3i1.5005

Abstract

Proficient reading comprehension is a fundamental pillar of language acquisition and academic excellence, empowering students to extract meaning from a diverse array of texts and nurturing essential critical thinking skills. This qualitative investigation delves into students' perceptions and utilization of reading strategies, employing comprehensive in-depth interviews and focused group discussions with tenth-grade high school students. Employing a phenomenological research framework, the study delves into how students actively employ a range of strategies, the rationale underlying their choice of specific techniques, and their evaluations of the efficacy of these strategies in bolstering reading comprehension. The findings underscore the dynamic nature of strategy preference and utilization among students. Participants exhibit a diverse spectrum of preferences, embracing strategies such as visualization, questioning, summarization, and forging connections based on their unique learning styles and contextual exigencies. These strategies emerge as cognitive tools that not only facilitate profound interaction with the text but also contribute to comprehension and the retention of knowledge. Remarkably, participants showcase metacognitive awareness, thoughtfully reflecting on their strategic decisions and adapting these strategies in consonance with the complexity of the text. The exploration further unveils the influence of cultural and linguistic factors on strategy selection. Participants hailing from various backgrounds emphasize how their cultural heritage and language proficiency mould their approach to reading. Additionally, discernible patterns in strategy preferences across demographic variables, including age, gender, and language proficiency, are identified, thereby offering nuanced insights into the interplay between personal attributes and strategic engagement. Ultimately, this research enriches our comprehension of reading comprehension strategies by illuminating the intricate interplay of individual characteristics, cultural contexts, and strategic deployment.
An Ethnography Case Study on Reading Habit of One Selected EFL Learner Arrasyid, Farouk Imam; Williyan, Aldha; Putri, Aprilia Riyana; Muzakki, Muhammad Alie
Journal of English Teaching and Learning Issues Vol 6, No 2 (2023): December
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v6i2.21599

Abstract

This ethnographic case study delves into the intricate reading habits of a fifth-semester EFL learner, exploring the multifaceted dynamics of her engagement with both fiction and non-fiction literature. The research unfolds the pivotal role of early exposure to reading, fostered by parental encouragement, in shaping a lifelong commitment to literary pursuits. The participant's diverse reading practices, encompassing print and e-books, reflect a nuanced approach to language acquisition and vocabulary enrichment. The study reveals a positive correlation between extensive reading habits and academic performance, particularly in TOEFL reading comprehension and overall language proficiency. The participant's transition from composing stories in Indonesian to writing in English, coupled with the abandonment of subtitles while engaging with English media, underscores the transformative impact of sustained reading habits on language skills. This research not only enhances the understanding of individual reading behaviors but also emphasizes broader implications for language development, academic success, and the cultivation of writing skills.  Further research should investigate the unique impacts of different genres on language acquisition, the influence of digital platforms on reading behaviors, and how reading intersects with socioeconomic and cultural factors. A longitudinal study tracking individuals from infancy to adulthood might uncover the long-term impacts of early literacy. Further investigation is required to explore the impact of personalized reading programs in EFL courses on language proficiency and academic performance. Further research in this field can potentially enhance EFL teaching and overall progress.
Overlap in EFL Learners' Online Casual Conversation: How Men and Women Differ Williyan, Aldha
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 6 No. 1 May (2022): ENGLISH FRANCA : Academic Journal of English Language and Education provide
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v6i1.4109

Abstract

The COVID-19 pandemic is thought to have changed the way people communicate in society. It has ushered in a new way of living that is fully conducted online. It urges this study to concentrate on examining online communications, particularly men's and women's online casual conversations. The qualitative approach was employed to accomplish this. Three basic processes were carried out in greater depth. The first step was to tape the dialogue, which was transcribed using the theory of Eggins & Slade (1997). To strengthen the data, an unstructured interview was conducted (Mackey & Gass, 2005). Finally, to expose the phenomenon of overlap, the data were evaluated using theories proposed by numerous experts, such as Schegloff (2000), Cogo & Dewey (2012), Yule (1996), and many more. The results were afterward developed into rich verbal descriptions. Analysis shows that men's and women's online casual conversations have different patterns of overlap. This can happen because of the influence of what they have received throughout their lives about how to be a man and a woman. The gender values they get from their environment greatly affect how they communicate and interact with others.
Learning Strategies and Challenges of EFL Learners in Enriching English Vocabularies Fuadi, Adillah Suroyyah; Ningrat, Chelsea Chahya; Williyan, Aldha
Foreign Language Instruction Probe Vol. 2 No. 1 (2023): Beyond Method in ELT
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v2i1.213

Abstract

Challenges always exist in learning any English skills, including vocabulary building. This leads to the fact that EFL learners still do not know what strategies can be used to enrich English vocabularies. This qualitative study therefore aims to investigate what strategies are used by EFL learners and the challenges experienced by them in enriching and memorizing vocabularies. To achieve those objectives, this research categorizes the respondents into three groups, namely the first, second and third grades of senior high school. They are all interviewed in a semi structured way to find out in-depth data. The analyses reveal that the respondents employ various strategies to enrich the English vocabularies. The majority of the first grade respondents use the strategy of watching movies, reading English books and saying English words repeatedly. Then, the second grade respondents prefers to use the strategy of saying the English words repeatedly, watching movies and reading articles. Lastly, the third grade of the respondents use the strategy of watching movies and listening to music. This indicates that enriching vocabulary not only requires formal strategies in the classroom but also informal strategies outside the classroom.
Examining the roles of Duolingo Application as a learning tool in promoting efl learners' autonomy Fauziah, Afni Afifah; Williyan, Aldha; Rosalina, Utami
Tomorrow's Education Journal Vol. 1 No. 1 (2024): November 2024
Publisher : Program Studi Pendidikan Bahasa Inggris Institut Pendidikan dan Bahasa Invada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/tej.v1i1.123

Abstract

This study aims to explore the role of the Duolingo app in increasing students' English language learning independence. Data was collected through interviews with five participating students over two weeks in May 2024. The results showed that the majority of students enjoy using the mobile app to learn English because it is effective, fun, and allows learning anytime and anywhere. Some students highlighted that the app provides engaging content such as text, audio and video which enhances their learning experience. Most students know Duolingo from teachers, social media such as Instagram, and personal use. Their first impressions of Duolingo are very positive, mainly due to its attractive design and fun learning experience. After using Duolingo, students feel that the app is effective in helping them expand their vocabulary and understand basic grammar. Duolingo's interactive and engaging design also increases their motivation to learn. Students feel motivated by the daily targets and reward system in Duolingo. Gamification features such as points, levels and daily streaks make them more eager to learn every day. Most students use Duolingo to prepare for study abroad in the hope of strengthening their English skills so as not to face communication difficulties. The features most appreciated by students are the immediate feedback and the variety of language courses. Duolingo helps students learn independently by providing a variety of topics, flexible access, and a structured curriculum. Some students report significant improvements in listening, speaking, and vocabulary skills after using Duolingo. Features such as points, levels, streaks, feedback, daily challenges, and listening and vocabulary exercises are what motivate students to continue learning the most. This research shows that Duolingo can increase students' learning independence by creating a fun and challenging learning environment and providing flexibility in the learning process
The Implementation of Brainstorming Method by EFL Teachers in Improving Students’ Engagement in Speaking Class A Case Study at SMAN 1 Pangalengan Neng Nisa Anisa Padilah; Aldha Williyan; Utami Rosalina
Tomorrow's Education Journal Vol. 1 No. 1 (2024): November 2024
Publisher : Program Studi Pendidikan Bahasa Inggris Institut Pendidikan dan Bahasa Invada

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

Abstract

This study aims to explore how EFL teachers implement brainstorming methods to increase student engagement in speaking classes and how it impacts student engagement. The method used in this research is qualitative method and case study. Utilizing a qualitative case study approach, this research involves observations, interviews, and document analysis to gather data on how brainstorming activities affect student participation and speaking skills. The results of this study show that EFL teachers at SMAN 1 Pangalengan use brainstorming method to increase student engagement in speaking class. The steps include making lesson plans, choosing the type of brainstorming, preparing teaching materials, conditioning the class, dividing groups, brainstorming sessions, and classifying ideas. The types of brainstorming used were round robin, mind mapping, role storming, and brainwriting. The impact was increased participation, confidence, motivation, critical thinking skills, focus, concentration, and English language skills. This method makes learning more varied and dynamic.
Co-Authors . sirniawati Ai Nurul Aini Aini, Ai Nurul Alin Herliyana Putri Alisa Maulida Sari Aprilia Riyana Putri Denistiani, Salsa Ayu Devi Nurhayati Devi Tania Maudy Dewi, Ema Wilianti Didit Kurniadi Dila Charisma Djoko Sutopo Dwi Nopiyadi Eka Apriani Eka Pujiastuti Ema Wilianti Dewi Farouk Imam Arrasyid, Farouk Imam Fauziah, Afni Afifah Fuadi, Adillah Suroyyah Kautsar Kautsar Kautsar, Kautsar Lala Bumela Lili Sururi Asipi Mochamad Guntur Muhammad Aulia Taufiqi Muhammad Ilyas Muzakki, Muhammad Alie Naelul Rohmah Neng Nisa Anisa Padilah Nessa Yuanita Ningrat, Chelsea Chahya Nurlaela Rahmawati Nurlina, Siti Lina Putri Aliyanti PUTRI WULANDARI Putri Wulandari Putri, Aprilia Riyana Rahma Ayuditya Putri Reno Julyan Retno Purwani Sari Riksan Nawawi Fahrul Padri Rosalina, Utami Saifudin Saifudin Shahat, Salah Sirniawati Sirniawati Tia Nur Istianah Umar Umar Umar, Umar - Utami Rosalina Vanesa, Vica Via Vica Via Vanesa Virga Putra Darma Virga Putra Darma W, Widhiyanto