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All Journal IJEE (Indonesian Journal of English Education) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Kustiwan Syarief
UIN Syarif Hidayatullah Jakarta
Education Languange, Linguistic, Communication & Media

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Examining Coherence Markers Use on the Abstracts of English Graduate Students’ Final Academic Writing Ahmad Murodi; Ratna Sari Dewi; Kustiwan Syarief; Sri Rejeki
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 11, No 1 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v11i1.3946

Abstract

This research aimed to describe the use of Coherence in the thesis abstracts of the graduate program of the English Education Department of UIN Syarif Hidayatullah Jakarta. The descriptive qualitative analysis was used as the methodological design of this research that attempted to describe the phenomenon of discourse analysis, especially about coherence in the abstracts of the graduate program of the English Education Department of UIN Syarif Hidayatullah Jakarta. Some steps were conducted to collect the data, in which ten chosen abstracts were collected from the repository of UIN Syarif Hidayatullah Jakarta and analyzed to examine the types of Coherence proposed by Kehler (2002), the topical subject and the topical progression to see how they build coherence in the abstracts. This research shows that four out of eleven types of Coherence proposed by Kehler (2002) are used in twenty abstracts, including Parallel, Contrast, Generalization, and Explanation. Meanwhile, the topical subject shows mood as the dominant topical subject with a 91.74% percentage. In Addition, Sequential progression is a dominant Type of Topical Progression. Furthermore, Discourse Topic is hard to analyze because the abstracts only have one paragraph, so the discourse topic is analyzed based on the terms that frequently emerge to interpret the discourse topic. Finally, this study is expected to contribute to the development of language study, especially for Discourse Analysis, and it is also hoped to contribute to the education field, especially for university students, to improve the quality of English writing in abstracts of their research papers.          
EXPLORATION OF STUDENTS' SPEAKING ANXIETY REGARDING FOREIGN LANGUAGE PARTICIPATION IN THE CLASSROOM Fadia Nuralika; Kustiwan Syarief; Viviana Lisma Lestari
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 10 | NO.2 | 2023
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v10i2.35974

Abstract

ABSTRACTSpeaking is one of the most crucial skills to cultivate and strengthen communication skills. Speaking proficiency is one of the most difficult components of language learning, particularly for those learning a foreign language. Many language learners have difficulty expressing themselves verbally. They frequently struggle with successfully expressing themselves in a new language. They cease communicating due to psychological hurdles or a lack of acceptable words and expressions. The purpose of this study is to investigate students' worries regarding the types of speaking anxiety experiences they have in the classroom. This research employs descriptive qualitative as a research design. Ten EFL students participated as participants, and the researcher used thematic analysis techniques to analyze the data. The findings of this study reveal that ten EFL students can be said to be anxious about speaking English. Some of them are classified as facilitative anxiety and debilitative anxiety. This study is intended to assist EFL students in considering the speaking demands of their language learners in the context of English language teaching and learning. ABSTRAKBerbicara adalah salah satu keterampilan yang paling penting untuk mengembangkan dan memperkuat kemampuan komunikasi. Kemahiran berbicara adalah salah satu komponen pembelajaran bahasa yang paling sulit, terutama bagi mereka yang belajar bahasa asing. Banyak pelajar bahasa yang mengalami kesulitan dalam mengekspresikan diri mereka secara lisan. Mereka sering kali kesulitan untuk berhasil mengekspresikan diri mereka dalam bahasa baru. Mereka berhenti berkomunikasi karena rintangan psikologis atau kurangnya kata-kata dan ekspresi yang dapat diterima. Tujuan dari penelitian ini adalah untuk menyelidiki kekhawatiran siswa mengenai jenis pengalaman kecemasan berbicara yang mereka alami di kelas. Penelitian ini menggunakan deskriptif kualitatif sebagai desain penelitian. Sepuluh siswa EFL berpartisipasi sebagai partisipan dan peneliti menggunakan teknik analisis tematik untuk menganalisis data. Temuan dari penelitian ini mengungkapkan bahwa sepuluh siswa EFL dapat dikatakan cemas dalam berbicara bahasa Inggris. Beberapa di antaranya diklasifikasikan sebagai kecemasan fasilitatif dan kecemasan debilitatif. Penelitian ini dimaksudkan untuk membantu siswa EFL dalam mempertimbangkan tuntutan berbicara dari pembelajar bahasa mereka dalam konteks pengajaran dan pembelajaran bahasa Inggris. 
Co-Authors Fadia Nuralika Murodi Murodi Ratna Sari Dewi Sri Rejeki Viviana Lisma Lestari