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All Journal Indonesian Journal of Applied Linguistics (IJAL) 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 Indonesian Journal of English Language Teaching and Applied Linguistics Journal of English Language Teaching and Linguistics Indonesian Journal of EFL and Linguistics Studies in English Language and Education
Fahrus Zaman Fadhly
Department Of English Education, Universitas Kuningan
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Journal : Indonesian Journal of Learning and Instruction

 1 
A MORPHO-SYNTACTIC ERROR ANALYSIS OF UNIVERSITY STUDENTS’ ARGUMENTATIVE WRITING Hana Dhiya Ulhaq; Yayan Suryana; Nida Amalia Asikin; Fahrus Zaman Fadhly
Indonesian Journal of Learning and Instruction Vol 5 No 2 (2022)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v5i2.6844

Abstract

The research aims are to identify the morpho-syntactic errors in argumentative text writing by university students at the English Department of Kuningan University and find out the difficulties that students face in writing argumentative texts. A descriptive qualitative is used through the instruments of document analysis and interviews. The subject of this research was 5 students of the English Education Department who were in the second semester. The result of the document analysis showed that the errors in using prepositions as the most frequent error at 6 errors (25.24%), errors in using verbs group at 4 errors (16.5%), the third place of errors are errors in using articles and errors in word order, and errors in using relative clauses and relative pronouns for 3 errors (12.5%), errors in using tenses and errors in using adverbs for 2 errors (8.3%), the next is errors due to lack of concord for 1 error (4.16%) and the last is errors in using conditional sentences for 0 error. Moreover, the difficulties that students face in writing argumentative texts based on interviews were: language features, grammar, vocabulary election, writing strategy, personality background, study background, and the environment including learning sources. The errors were found in writing argumentative texts because these factors affected the student's performance in writing argumentative texts.Keywords: argumentative text; error analysis; morpho-syntax.
LISTENING COMPREHENSION STUDY: DIFFICULTIES AND STRATEGIES USED BY COLLEGE STUDENTS Dede Purwanto; Fahrus Zaman Fadhly; Wulan Rahmatunisa
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.v4i1.4345

Abstract

Listening is viewed so momentous since they are central to get a language. Listeners often do not handle listening tasks in an effective way utilizing these strategies successfully. This study investigates the listening barriers as well as listening strategies used by intermediate and upper intermediate college students. The purpose of this study are determining the listening barriers faced by those intermediate and intermediate students and presenting the listening strategies used by those intermediate and upper intermediate students in order to overcome its barriers. Within the qualitative method undertaken of this research, the result has classified the listening barriers faced by intermediate, they are: (a) accents, (b) lack of concentration, (c) speed, (d) lack of vocabularies, and (e) unclear speakers’ statement. Meanwhile, the upper intermediate’s barriers are accents and lack of vocabularies. Moreover, in order to overcome the issues, those students used several strategies that mostly for both intermediate and upper intermediate levels use these strategies, such as: (a) reading, (b) focus, (c) predicting, and (d) find the keywords. The result undertakes to increase EFL learners’ consciousness of these difficult areas in listening that are suitable and effective actions. Therefore, those EFL learners will be able to adopt several strategies in terms of listening.Keywords: listening comprehension; listening barriers; listening strategies
THE STUDENT’S PRODUCTION OF SPEECH SOUND DISORDER AND ITS CAUSES Dwi Puji Nurhayati; Fahrus Zaman Fadhly; Wulan Rahmatunisa
Indonesian Journal of Learning and Instruction Vol 4 No 2 (2021)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v4i2.5202

Abstract

This research investigated the production of speech sound disorder student and the cause of student’s speech sound disorder, precisely in stuttering type. Unicomb, Hewatt, Spencer, and Harrison (2017) considered stuttering as the lack of neurology condition which disturbs the speech’s flow and erratic obstacle in communication process. There was only 1 participant involved in this study namely a student in one of vocational high school in Kuningan. This study used a qualitative approach, mainly case study that gathered the data through observation and interview. Based on the result, among three types of stuttering which are prolongation, repetition and blocks, the production of the participant that mainly occurred were repetition and blocks. Thus, the cause of the participant’s stuttering was due to the lack of coordinator between the nerve and articulator and also it became worse because the anxiety. Keywords: Speech sound disorder; stuttering; production
Learning through learners: Indonesian EFL Learners’ Writing Strategies Experiences Ira Yuliani; Fahrus Zaman Fadhly
Indonesian Journal of Learning and Instruction Vol 3 No 2 (2020)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v3i2.3680

Abstract

This research focuses on writing strategies of EFL learners in writing English text. It attempted to address the following problems i.e. the most frequent writing strategies used and the differences writing strategies used by male and female students. The data collected from questionnaires and interview were analyzed qualitatively based on Oxford (1990) language learning theories. It was found that there were six categories of writing strategies used by the students in English text; memory strategies, cognitive strategies, compensations strategies, metacognitive strategies, affective strategies and social strategies. The result revealed that compensation strategies (18,7%) were the most frequent strategies used by both male and female students in writing English text. It was also found that the female respondents used more varied writing strategies (70,9%) compared to the male ones but the male students was the highest user of affective strategies (66,2%). As the final points, the compensations strategies seem as the best help strategies used in writing English text that can overcome students’ limitation and the use of writing strategies depend on the students’ choice. Hopefully, the next researchers who are interested in observing writing strategies can explore deeper and wider, especially in writing specific genre.
THE EFFECT OF USING GIST (GENERATING INTERACTION BETWEEN SCHEMATA AND TEXT) STRATEGY ON STUDENTS’ READING COMPREHENSION Mona Rizkia Pebriani; Nani Ronsani Thamrin; Endang Darsih; Fahrus Zaman Fadhly
Indonesian Journal of Learning and Instruction Vol 5 No 1 (2022)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v5i1.5875

Abstract

This research focused on GIST (Generating Interaction between Schemata and Text) strategy in increasing students’ reading comprehension. The objective of the research is to find out the significant effect on students’ reading comprehension after applying the GIST (Generating Interactions between schemata and text) strategy. This research used a quasi-experimental design. The sample consists of 60 students which were from two classes. This research used test instrument (pre-test and post-test) with multiple choice questions. The hypothesis was calculated by using t-test in which the analysis result obtained tcount = 4.33 > ttable = 2.00 with α = 0.05. From the result, it can be concluded that GIST strategy can improve students’ reading comprehension in narrative text. Keywords: Generating Interaction between Schemata and Text (GIST) strategy; reading comprehension; narrative text.
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. 
ELEVATING LEARNING: DEVELOPING HOTS CHALLENGES FOR SENIOR STUDENTS AT SMK PUI CIKIJING Nurfauziyah, Sifa; Hamidah, Ida; Suntini, Sun; Fadhly, Fahrus Zaman
Indonesian Journal of Learning and Instruction Vol 7 No 1 (2024)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v7i1.9604

Abstract

This study aims to develop Higher Order Thinking Skills (HOTS) questions for Class XII Indonesian at SMK PUI Cikijing based on four HOTS criteria: the Operational Verb (KKO) aspect, critical thinking skills, creative thinking, and problem-solving. The research method used in this study is Research and Development (R&D). The development model employed is the 4D model, limited to development only. Hence, the development stage begins with defining (analyzing Indonesian HOTS questions), designing (formulating HOTS questions based on the analysis of HOTS items regarding KKO aspects, critical thinking skills, creative thinking, and problem-solving), and developing (creating HOTS questions based on the analysis of HOTS questions in terms of KKO aspects, critical thinking skills, creative thinking, and problem-solving). Based on the analysis of the profile of Indonesian HOTS questions for Class XII at SMK PUI Cikijing, it is found that they are lacking in fulfilling the criteria for HOTS questions. Only 6% or 2 items are identified as HOTS questions, 30% or 9 questions need improvement, and 63% or 19 questions do not meet the HOTS criteria. Thus, there is a need to design HOTS questions based on the analysis of the HOTS item profile conducted in the defining stage. Subsequently, Low-Order Thinking Skills (LOTS) questions are transformed into HOTS questions based on four HOTS criteria: the Operational Verb (KKO) aspects, including C4 (analyzing) and C5 (evaluating) cognitive domains, critical thinking skills, creative thinking, and problem-solving. Keywords: development of HOTS questions, HOTS criteria, KKO, critical thinking skills, creative thinking skills, problem-solving skills.
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 . Meliyawati Arrofa Acesta Ayu Putri Kurnia Cucu Suhartini Dadang Solihat Dadang Solihat Dadang Solihat Dede Purwanto Denisa Putri Lestari Dwi Puji Nurhayati Edy Suprayetno Emawati Emawati Emzir Emzir, Emzir Endang Darsih Erlindawaty Erlindawaty Fatimah Sari Siregar Fina Apriyani Hana Dhiya Ulhaq Ida Hamidah Ihda Rosdiana Iin Nuraeni Iis Sopiah Ira Yuliani Lilis Lismaya Manan, Nanan Abdul Marwito Wihadi Marwito Wihadi Mona Rizkia Pebriani Muhammad Aprianto Budie Nugroho Muziatun Mukadji Namaziandost, Ehsan Nida Amalia Asikin Ninuk Lustyantie Nurendah . Nurfauziyah, Sifa Nurul Hasanah Ratnaningsih, Nita Shilvia Nur Meida Sri Budiyono Sun Suntini, Sun Taufiqulloh Taufiqulloh Thamrin, Nani Ronsani Vina Agustiana Wulan Rahmatunisa Wulan Rahmatunisa Yayan Suryana Yuniarti Yuniarti