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Empowering EFL Teachers for Scientific Writing in PPG Workshop: Writing Classroom Action Research Proposal Suhirman, Lalu; Rahayu, Budi
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 6(2), November 2021
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

The aims of this paper are (1) to Enhance EFL teachersâ€™ professional competence and skill in writing scientific papers of research results; (2) to produce scientific articles ofÂ EFL teachersâ€™ investigation (minimally produce an action research proposal). This workshop was given to Pendidikan Profesi Guru - PPG (Teacher Professional Education). There were 33 EFL English teachers actively participating in the workshop. The content of the materials was how to discover themes and topics, how to write a proposal of classroom action research (CAR), and how to compose research of CAR, then how to create it into a scientific article. By having these skills, it was expected that they were able to report or write their own CAR and how to create it into a scientific article so that raise their position and prosperity. The PPG workshop for CAR took 10 hours and at the end of the workshop, the participants (the EFL teachers) are obliged to submit a classroom action research. After evaluating each CAR proposal project submitted by the EFL teachers, almost all of them wrote the CAR proposal well. But, in certain components, not all participantsâ€™ CAR proposals were categorized good, as well as the bibliography and language components, for bibliography, the participants must include a minimum of 17 to 20 reference lists derived from books and journals which cited as references in the body of the proposal. There were 45.45% of participants who listed 17 references and 45.45% of participants listed 20 references, and the remaining 9.9% included less than 17 references. For language, all participants used Indonesian, their reasoning was to make them easier to express thoughts and ideas in the proposal. It was also found that 87,87% of EFL teachers stated that they were able to identify the research problems, themes, and topics well. While there were 66,66% of EFL teachers described that they were able to decide CAR design, theory, quote, and paraphrase expertsâ€™ ideas well and 90,90% of them stated 17 toÂ 20 titles of references.

SPEECH ACTS IN PSYCHOLINGUISTICS CLASS SETTING IN POSTGRADUATE PROGRAM Lalu Suhirman
IJOTL-TL: Indonesian Journal of Language Teaching and Linguistics Vol. 1 No. 1 (2016): January, 2016
Publisher : Center of Language and Cultural Studies [CLCS]

This article aims to identify forms of speech act in the lecture of psychololinguistics class setting and to elaborate types of speech act approaches in the lecture. The subjects of this research are an English instructor and 11 psycholinguistic participants of Post Graduate Program of UNM. Data taken from this study were the utterances produced by instructor/lecturer and the participants during the class discussion. Instruments of this study were observation format, field notes, tape recorder/and handy-camp, and the script of utterances. The result of analysis indicated that there were three types of speech acts: locutionary actillocutionary act, and perlocutionary act. The speech acts has an effect on the feelings, thoughts or actions of either the speaker or the listener. The speech acts change readers or listeners mindset.

NUANCE IN SIMPLE AND PAST TENSE PATTERNS BY INDONESIAN EFL LEARNERS: A CONTRASTIVE ANALYSIS Lalu Suhirman
IJOTL-TL: Indonesian Journal of Language Teaching and Linguistics Vol. 1 No. 3 (2016): September 2016
Publisher : Center of Language and Cultural Studies [CLCS]

This article aims to identify the differences between Indonesian and English in constructing affirmative, negative, and interrogative sentences in simple present and present progressive, and simple past and past progressive tenses. This research is descriptive qualitative design. The 40 first semester students of STIKOM Jayapura was selected as research subject. The result indicated that Contrastive Analysis was the systematic study of a pair of languages with a view to identifying their differences and similarities with the assumption the different elements between the native (Indonesian) and the target (English) language caused learning problems, while similar elements did not cause any problems. Contrastive analysis hypothesis is criticized for not all problems predicted by contrastive analysis always appear to be difficult for the students. Errors that do turn up are not predicted by contrastive analysis, but if errors cannot be identified through Contrastive Analysis, it will be suggested using Error Analysis.

ESP TEXTBOOK EVALUATION: English for Islamic Learning for College Students Lalu Suhirman
IJOTL-TL: Indonesian Journal of Language Teaching and Linguistics Vol. 3 No. 1 (2018): January 2018
Publisher : Center of Language and Cultural Studies [CLCS]

ESP Textbook evaluation has become a necessary practice in the field of teaching, seeking to assist in the choice of the best suitable textbook for a specific context. This article presents an evaluation of English textbook “English for Islamic Learning: for College Students”.The researcher identifies how well the textbook meets the students' English learning needs and how much appropriate activities it is presented.The ESP textbook has been evaluated impressionistically which covers the textbook (contents, presentations, and strategies) and student’s needs and interests.For this purpose, 20 students and 1 teacher were selected and data were gathered by two questionnaires which were made by Garant (1987). The teacher questionnaire consisted of 10 items and the student version is also consisted of 10 items. An additional component of the study consisted of a student “needs analysis” that was conducted at the same time as the textbook evaluation survey. After analyzing data, it was shown that although the textbook had some drawbacks, especially in terms of language skills, it had met students’ needs and interests.

READINESS OF TEACHING AND LEARNING ENGLISH AT ELEMENTARY SCHOOLS IN MATARAM CITY Lalu Suhirman
IJOTL-TL: Indonesian Journal of Language Teaching and Linguistics Vol. 3 No. 3 (2018): September 2018
Publisher : Center of Language and Cultural Studies [CLCS]

This research is aimed at describing the readiness of teaching-learning English at elementary school (ES) in Kodya Mataram, accentuating on perception of respondents; English teacher’s qualifications; the availability of English techer and teaching facility; students’ interest of study English; and constrains in English instruction. This survey assigns its subjects to 14 principals without EP, 49 parens of children’s schools with EP, and 55 parents of children’s schools without EP. The instruments used to collect data are questionnaire, interview guide, and observation form. The study reveals that (1) most respondents in each group are ready to teach English at ES; (2) English teachers’ qualification meet the criteria; (3) Of 30 ES without EP, 7 (23.33%) are ready, English text books for ES with are categorized mostly ready; and (4) Students at ES with are mostly ready. In addition, 9 (30%) of students at 30 non-ESP schools are totally not ready.

READINESS OF TEACHING AND LEARNING ENGLISH AT ELEMENTARY SCHOOLS IN MATARAM CITY Lalu Suhirman
Cendekia: Jurnal Pendidikan dan Pembelajaran Vol. 8 No. 2 (2014): Oktober 2014
Publisher : Center of Language and Cultural Studies

This research is aimed at describing the readiness of teaching-learning English at elementary school (ES) in Kodya Mataram, accentuating on perception of respondents; English teacher’s qualifications; the availability of English techer and teaching facility; students’ interest of study English; and constrains in English instruction. This survey assigns its subjects to 14 principals without EP, 49 parens of children’s schools with EP, and 55 parents of children’s schools without EP. The instruments used to collect data are questionnaire, interview guide, and observation form. The study reveals that (1) most respondents in each group are ready to teach English at ES; (2) English teachers’ qualification meet the criteria; (3) Of 30 ES without EP, 7 (23.33%) are ready, English text books for ES with are categorized mostly ready; and (4) Students at ES with are mostly ready. In addition, 9 (30%) of students at 30 non-ESP schools are totally not ready.

Body Language and Its Universal Meaning: the Interpretation of Body Language in the Little Black Book Film Lalu Suhirman
LINGUA : Jurnal Bahasa, Sastra, dan Pengajarannya Vol. 16 No. 2 (2019): September 2019
Publisher : Center of Language and Cultural Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30957/lingua.v16i2.599

This study aims to examine body language, namely facial expressions that appear in film scenes entitled 'Little Black Book'. Therefore, this study discusses two research questions: 1) what conventional meaning is expressed by the facial expressions of central figures in 'Little Black Book' film? 2) what are the forms and patterns of body language that carry important messages besides facial expressions in 'Little Black Book' film? This study uses a qualitative approach to analyze data. The data source of this research is the film "Little Black Book". The data of this study are certain scenes related to body language. Data is collected through observation, which is watching carefully and repeatedly, and cutting or copying images that show gesture or gesture of body language. The result found was facial expressions which specified at upper neck, namely: head, eyes, and mouth. while the other parts of body language were hands and other acts of body language.

BRINGING CULTURE TO LIFE: UTILIZING WOOD CARVING IN SPEAKING CLASS Yektiningtyas, Wigati; Suhirman, Lalu; Ferdinandus, Adelce; Br Ginting, Juwita Purnamasari
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 2 (2024): October 2024
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v27i2.7621

Sentani tribe in Papua had diverse cultural heritages that have now been neglected. One of them is wood carving. Despite its aesthetic and socio-cultural values, wood carving (ohomo) has not been acknowledged by most of the young Sentani generation. Thus, preservation is needed so that wood carving can be acknowledged, appreciated, and disseminated. One way of preserving this unique wisdom is by using it as a medium for teaching the English language. This will also help the learning process to be more contextual and challenging. By focusing on learning to speak, the objective of this study is to explore the strategies for teaching speaking using wood carving. This descriptive-qualitative study was conducted in Jayapura Regency Papua between May and July 2022. Data on wood carvings were collected between May and July 2022 from several informants, namely tribal chiefs, wood carvers, Sentani elders, and parents in East Sentani (Waena and Asei Island) and Central Sentani (Hobong and Yoboi). Teaching materials of wood carvings were tried out to 20 students of Senior High School Grade X from 4 different schools in Jayapura Regency via formal class and field trip. By infusing wood carving in learning to speak, the study found two important things, namely (1) the students were enthusiastic and motivated in speaking, and their confidence, as well as self-esteem, were improved; (2) the students appreciated wood carving as their cultural heritage and proud of their identity. Teachers’ creativity in infusing culture and their commitment to teaching played a significant role in reinforcing students’ appreciation of their culture and improvement in their speaking ability.

Competence of EFL Junior High School Teachers in Implementing Classroom assessment in Merauke Distict, Papua Suhirman, Lalu; Rinantanti, Yulini
IJOLTL (Indonesian Journal of Language Teaching and Linguistics) Vol. 4 No. 2 (2019): May 2019
Publisher : Center of Language and Cultural Studies [CLCS]

The goal of this study was to explore the classroom assessment comprehension of EFLâ€“JHS (Junior High School) teachers in Merauke District. A descriptive evaluative research design was used to describe objectively and evaluate several variables related to the competence of EFL teachers in implementing classroom-based assessment (CBA) in English subject. This research was carried out in Merauke district. The sample used in this study was all the number of populations that we term to the total sampling or purposive sampling, namely 56 respondents. Questionnaires were distributed to 56 respondents, but in the allotted time only 25 returned the questionnaires. Of the 25 questionnaires were returned to the researchers, there were 18 questionnaires stated as feasible and complete to be analyzed while 7 questionnaires were declared incomplete. There were three instruments used to collect data: questionnaire, interview, and focus group discussion (FGD). The results showed that respondents' understanding of the principles and characteristics of CBA was that 9 (50%) respondents claimed to understand and 9 (50%) said they did not understand. They did not understand CBA generally lived and taught in remote areas and stated that they did not have sufficient access to conduct training or curriculum workshops or other professional development.

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