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Exploring the use of grammatical metaphor in Indonesian EFL learnersâ€™ academic writing Afifi, Nur
Indonesian Journal of Applied Linguistics Vol 10, No 3 (2021): Vol. 10, No. 3, January 2021
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i3.31759

Grammatical metaphor is considered to be the key linguistic resource in the creation of academic discourse. In a pedagogical context, identification of grammatical metaphor in studentsâ€™ writing can be used as a measurement of studentsâ€™ academic literacy level to determine actions to improve the existing situation. In Indonesian EFL context, studentsâ€™ grammatical metaphor deployment and development has not been much studied, despite its strategic role in improving studentsâ€™ academic literacy. This paper presents a first step towards understanding Indonesian tertiary studentsâ€™ linguistic strengths and weaknesses in academic literacy through the identification of ideational grammatical metaphor deployment and development. Using cross-sectional data from first year and third year students in a State Islamic College in a rural area of Indonesia, the studentsâ€™ academic writing were analyzed for the deployment of experiential grammatical metaphor. The findings show that the two groups of different levels of participants deployed similar types of reconstrual of experiential grammatical metaphor. Process to Thing transcategorisation was the most frequent type of experiential grammatical metaphor reconstrual across the two groups, while Relator to Process was the most frequent logical grammatical metaphor reconstrual in both groups.Â Third-year students surpassed the first-year group in the frequency and proportion of instances of grammatical metaphor deployment. This study has shown that the development of learnersâ€™ academic writing was limited. Thus, it was suggested that a more explicit pedagogy to expose students to grammatical metaphor and more basic lexicogrammar teaching to enable the students to write academic texts is warranted.

Teachers’ Strategies In Teaching Reading Skills During Offline Learning In Post Covid-19 Pandemic Period Nadian, Rera; Afifi, Nur
IREELL: Indonesian Review of English Education, Linguistics, and Literature Vol. 1 No. 1 (2023): IREELL
Publisher : Institut Agama Islam Negeri (IAIN) Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ireell.v1i1.1095

The convenience of online learning during the covid-19 pandemic period has left lingering effects to the post-covid face to face learning making offline learning in the class a difficult task that sometimes demotivates the students. This problem has a lot of influence on student’s learning process of various subjects, one of them was an English reading class. The teachers are demanded to be creative by employing interesting and attractive strategies to keep the student engaged during the class. Teacher’s strategies will help the students in gaining, maintaining and honing their reading skills. This study aimed to portray the challenges faced during the offline learning post covid pandemic period and the strategies employed by the teachers to overcome the challenges. The design of this research is descriptive qualitative. The data on challenges and strategies were obtained through observation and interview from two English teachers in the tenth grade of the school. The data then was analysed following qualitative data analysis by identification, categorization and drawing conclusion followed by triangulation to ensure the validity of the analysis. The results showed that the challenges faced by the teachers in the class were on the following matter: attendance, building motivation, sharing the lesson, vocabulary, reading skills. The attendance challenge was approached by knowing more about the students and the reasons of their absence. Other challenges were approach by employing various teaching techniques such as apperception, brainstorming, giving feedback and employing videos in the teaching learning process

Developing Big Books to Improve Young Learners' Vocabulary Acquisition Mattarima, Siti Maria Ulfa; Toyyibah; Afifi, Nur
Metathesis: Journal of English Language, Literature, and Teaching Vol. 8 No. 1 (2024): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v8i1.267

Teaching vocabulary for EFL young learners always challenges the teacher. The researchers have investigated the condition of SD Islam Pojok 2 Kediri and found that the school only provided modules in the English class, so researchers aim to develop a medium called a big book. This study is research and development, adapted from Dick and Carey and modified by Sugiono into seven steps: need analysis, designing, expert validation, revision I, try-out, revision II, and evaluation. The researchers collected the data through observation, interview, and documentation, then analyzed it using content and narrative analysis techniques. The results of the study showed that there are four topics to assemble the big books, namely daily activity, jobs, tourism places, and food. The expert validation reveals that three big books have been eligible for use, and one needs to be revised. In the try-out process, it was found that the teacher and students liked the story and illustrations of the big books. It helps the students gain new vocabulary and strengthen their existing vocabulary. To sum up, developing big books to improve young learners’ vocabulary acquisition has been successful.

Authorial Voice in Islamic College English Department Students’ Argumentative Writing Afifi, Nur
JEELS (Journal of English Education and Linguistics Studies) Vol. 1 No. 1 (2014): JEELS November 2014
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

While considered elusive and abstract, authorial voice is paramount in English writing. Unfortunately, many of Indonesian EFL learners found it is highly challeging to show their voice in their writing. The importance of voice is even exaggerated in argumentative writing, since this kind of writing needs obvious stance of the writer. This study investigates the authorial voice students made in their argumentative writing. The purpose of this study is to gain the picture of students' writing ability especially in authorial voice to map the road in guiding the next writing classes. The object of the study is the argumentative writing made by English department students' at one Indonesian State College of Islamic Studies in their writing III course. Using Hyland's interactional model of voice (2008) the data analysis results the authorial presence in the essays is in position 2 at 0 ² 4 scale which means the reader feels somehow weak presence of the authorial voice in the essay. This result confirms the findings of some previous studies that EFL learners especially from 'interdependent' cultural background tend to find this authorial voice difficult in writing English essay.

Promoting Self-Directed Learning through Netflix as a Learnng Aid of Listening and Speaking: An Investigation toward EFL Students’ Voices Maharani, Raulina Suci; Afifi, Nur
Journal of Languages and Language Teaching Vol 12, No 1 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.8377

The advance of mobile technology combined with aggregating customers viewing habits have increased the growth of subcription vidio on demand (SVoD) services. Although this SVoD services potentially offer some benefits in L2 learning. Little has known about the benefit of SVoD in term of L2 learning. Therefore, this study aimed to find out EFL students’ perception in UIN Maulana Malik Ibrahim Malang about the effect of watching English movies and series in Netflix as digital L2 learning aid on their listening and speaking skills. The study used mixed-method approach focusing on sequential explanatory research design. Questionnaire and interview were used in collecting the data. The respondents for questionnaires were fifteen students of English Education Department of UIN Maulana Malik Ibrahim Malang, and the informants for the interview were five students. Then they were analyzed and interpreted through percentage and qualitative procedures. The findings indicated that English Education Department students have positive perception about Netflix as digital L2 learning aid. It showed that Netflix has direct influence in comprehending English Education Department Students’ listening and speaking skills.

A Comprehensive Understanding of Vocational Students' Engagement in The Merdeka Curriculum: A Preliminary Study Sa'adah, Halimatus; Indah, Rohmani Nur; Afifi, Nur
Globish: An English-Indonesian Journal for English, Education, and Culture Vol 14, No 1 (2025): Globish: English-Indonesia Journal for English Education and Culture
Publisher : Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/globish.v14i1.11919

This research presents a comprehensive understanding of how Vocational High School students are engaged and explores the various factors that affect student engagement in the implementation of the Merdeka Curriculum. It aims to examine the implementation of Merdeka Curriculum on student engagement at Vocational High School in optimizing student abilities through practical learning. In collecting and analyzing data, this research used Systematic Literature Review (SLR) to identify relevant literature through databases and was determined based on predetermined criteria. The results showed that student engagement is determined by teachers' understanding of the Merdeka Curriculums’ concept which affects the learning strategies used to design the learning process. In addition, the flexibility and freedom in the concept of implementing a Merdeka Curriculum given to teachers is another factor to support student participation during the learning process. Therefore, it is concluded that student engagement is determined by how the teacher is able to implement the independent curriculum properly. This research suggested that optimizing student engagement can be done through the design of learning process adjusted to the needs and interests of students based on their vocations.

Teachers’ Strategies In Teaching Reading Skills During Offline Learning In Post Covid-19 Pandemic Period Nadian, Rera; Afifi, Nur
IREELL: Indonesian Review of English Education, Linguistics, and Literature Vol. 1 No. 1 (2023): April 2023, Indonesian Review of English Education, Linguistics, and Literature
Publisher : Program Studi Tadris Bahasa Inggris, Fakultas Tarbiyah, IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/ireell.v1i1.1095

The convenience of online learning during the covid-19 pandemic period has left lingering effects to the post-covid face to face learning making offline learning in the class a difficult task that sometimes demotivates the students. This problem has a lot of influence on student’s learning process of various subjects, one of them was an English reading class. The teachers are demanded to be creative by employing interesting and attractive strategies to keep the student engaged during the class. Teacher’s strategies will help the students in gaining, maintaining and honing their reading skills. This study aimed to portray the challenges faced during the offline learning post covid pandemic period and the strategies employed by the teachers to overcome the challenges. The design of this research is descriptive qualitative. The data on challenges and strategies were obtained through observation and interview from two English teachers in the tenth grade of the school. The data then was analysed following qualitative data analysis by identification, categorization and drawing conclusion followed by triangulation to ensure the validity of the analysis. The results showed that the challenges faced by the teachers in the class were on the following matter: attendance, building motivation, sharing the lesson, vocabulary, reading skills. The attendance challenge was approached by knowing more about the students and the reasons of their absence. Other challenges were approach by employing various teaching techniques such as apperception, brainstorming, giving feedback and employing videos in the teaching learning process

Digital Literacy in Teaching English for Young Learners: A Critical Research Review Wachidaturrohmah; Afifi, Nur
EduLine: Journal of Education and Learning Innovation Vol. 5 No. 1 (2025)
Publisher : PT ARRUS Intelektual Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.eduline3320

This study explored various studies related to digital literacy in teaching English to young learners in Asia. A systematic review was conducted using the PRISMA methodology to analyze studies published between 2014 to 2024. The screening process found seven relevant studies selected to be reviewed. The data were synthesized to explore the importance and challenges of digital literacy in English language teaching for young learners. The results revealed that using digital tools like digital storytelling, digital pictures, and video-based instruction enhances students’ engagement and students’ skills. However, unequal access to technology and teachers limited digital literacy were identified as challenges. The findings pointed the need of training programs for teachers to enhance digital literacy skills. Policymakers and schools should collaborate to provide the technology and make sure the internet can be accessed equally. Overall, this study highlighted that in teaching English, the use of technology and traditional method should be balance.

Authorial Voice in Islamic College English Department Students’ Argumentative Writing Afifi, Nur
JEELS (Journal of English Education and Linguistics Studies) Vol. 1 No. 1 (2014): JEELS November 2014
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v1i1.40

While considered elusive and abstract, authorial voice is paramount in English writing. Unfortunately, many of Indonesian EFL learners found it is highly challeging to show their voice in their writing. The importance of voice is even exaggerated in argumentative writing, since this kind of writing needs obvious stance of the writer. This study investigates the authorial voice students made in their argumentative writing. The purpose of this study is to gain the picture of students' writing ability especially in authorial voice to map the road in guiding the next writing classes. The object of the study is the argumentative writing made by English department students' at one Indonesian State College of Islamic Studies in their writing III course. Using Hyland's interactional model of voice (2008) the data analysis results the authorial presence in the essays is in position 2 at 0 ² 4 scale which means the reader feels somehow weak presence of the authorial voice in the essay. This result confirms the findings of some previous studies that EFL learners especially from 'interdependent' cultural background tend to find this authorial voice difficult in writing English essay.

Promoting Self-Directed Learning through Netflix as a Learnng Aid of Listening and Speaking: An Investigation toward EFL Studentsâ€™ Voices Maharani, Raulina Suci; Afifi, Nur
Journal of Languages and Language Teaching Vol. 12 No. 1 (2024): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i1.8377

The advance of mobile technology combined with aggregating customers viewing habits have increased the growth of subcription vidio on demand (SVoD) services. Although this SVoD services potentially offer some benefits in L2 learning. Little has known about the benefit of SVoD in term of L2 learning. Therefore, this study aimed to find out EFL studentsâ€™ perception in UIN Maulana Malik Ibrahim Malang about the effect of watching English movies and series in Netflix as digital L2 learning aid on their listening and speaking skills. The study used mixed-method approach focusing on sequential explanatory research design. Â Questionnaire and interview were used in collecting the data. The respondents for questionnaires were fifteen students of English Education Department of UIN Maulana Malik Ibrahim Malang, and the informants for the interview were five students. Then they were analyzed and interpreted through percentage and qualitative procedures. The findings indicated that English Education Department students have positive perception about Netflix as digital L2 learning aid. It showed that Netflix has direct influence in comprehending English Education Department Studentsâ€™ listening and speaking skills.

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