Articles
<![CDATA[MOOD REALIZATION OF THE LEARNING ACTIVITIES IN THE GRADE VII ENGLISH TEXTBOOK PUBLISHED BY THE MINISTRY OF EDUCATION AND CULTURE ]]>
<![CDATA[Ruby Sugiarto, Bambang]]>;
<![CDATA[Sofwan, Ahmad]]>;
<![CDATA[Sutopo, Djoko]]>
<![CDATA[ English Education Journal Vol 5 No 1 (2015) ]]>
Publisher : <![CDATA[English Education Journal ]]>
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<![CDATA[This present study is aimed at explaining the mood realization of the learning activities in the grade VII English textbook published by the Ministry of Education and Culture. It is designed within the framework of qualitative research and the method is discourse analysis. The result shows that the learning activities give more imperative mood than the others. Afterwards, speaking skill is included more than the other skills.To achieve communicative activity, the good balance between indicative and imperative mood should be realized in the process of teaching and learning English. Although teacher has a powerful authority and that is natural since teacher is the leader in the classroom, the process of giving and demanding information between teacher and students could be realised to achieve communicative activity. Subsequently, despite the percentage of speaking is the highest, listening has the least percentage in this textbook. Listening is importance in our class since English is the studentsâ foreign language. Therefore, it is essential that listening activities should be included in a balanced portion with speaking activities in order to understand spoken discourse.]]>
<![CDATA[AN ANALYSIS OF IRF (INITIATION-RESPONSE-FEEDBACK) ON CLASSROOM INTERACTION IN EFL SPEAKING CLASS ]]>
<![CDATA[Andi Rustandi]]>
<![CDATA[ EduLite: Journal of English Education, Literature and Culture Vol 2, No 1 (2017): February 2017 ]]>
Publisher : <![CDATA[Universitas Islam Sultan Agung ]]>
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DOI: 10.30659/e.2.1.239-250
<![CDATA[This study aims at analyzing the reflection of IRF (Initiation-Response-Feedback) in speaking class and investigating the dominant sequence among I, R and F. IRF is a pattern of classroom interaction found by Sinclair and Coulthard in 1975 that stands for teacher initiation, students’ response and feedback by teacher. Initiation is the movement in which teacher initiates an interaction to get the response of the students, then teacher gives feedback to the students’ response. To obtain the data, the researcher conducted classroom observation in speaking class in one university in West Java. The result showed that student response becomes the dominant sequence of IRF in speaking class. Furthermore, it is recommended that the teachers should maintain the effectiveness of classroom interaction and give much opportunity to the students to take role in classroom verbal interaction through reflecting the IRF pattern in teaching learning process particularly in speaking classroom.Keywords: IRF, classroom interaction, speaking class]]>
<![CDATA[Whatsapp Voice Note in Speaking Class ]]>
<![CDATA[Hega Nurazizah]]>;
<![CDATA[Lilies Youlia Friatin]]>;
<![CDATA[Bambang Ruby Sugiarto]]>
<![CDATA[ Journal of English Education and Teaching Vol 3, No 3 (2019) ]]>
Publisher : <![CDATA[Universitas Bengkulu ]]>
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DOI: 10.33369/jeet.3.3.343-360
<![CDATA[This study deals with the use of WhatsApp voice note in speaking class. This study aimed at figuring out the teacher’s way in implementing WhatsApp voice note in teaching speaking on narrative text and investigating the perspective on WhatsApp voice note to improve speaking skill on narrative text. In conducting this study, the researcher used qualitative approach. Case study was applied as a research design in this study. This study involved 35 students of the tenth grade (X MIPA 1) and one English teacher. Instruments used in this study were classroom observation, interview, and questionnaire. The results of this study showed that nine steps were used by the teacher in the teaching and learning process through WhatsApp voice note in speaking class on narrative text. Meanwhile, most of the students gave their positive response toward the teaching and learning process. The teacher argued that WhatsApp voice note is a useful tool to provide the students opportunities to speak especially on narrative text and the students can share information easily. It also allows the students asking for help using English. Based on the findings, it can be concluded that learning to speak English using WhatsApp voice note is an attractive learning activity, positive activity, and WhatsApp voice note is easy to use. Finally, this study suggests other researchers to involve the objective data, to enrich the instrumentation, to add more sample of the study and to employ other methods and design in order to enrich the data.]]>
<![CDATA[THE REALIZATION OF INTERPERSONAL MEANING ON MALE AND FEMALE STUDENTS’ PERSONAL LETTER ]]>
<![CDATA[Dewi Nasita]]>;
<![CDATA[Bambang Ruby Sugiarto]]>;
<![CDATA[Luthfiyatun Thoyyibah]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 4, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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<![CDATA[Interpersonal meaning is important since it reveals someone’s adjustment into another participant, it is created and maintained the social relations (Gerrot and Wignell, 1994). The present study proposed to elaborate the similarity or the difference between the realization of interpersonal meaning on male and female students’ letters, especially personal letters and to investigate which one between male and female students is more emotionally expressive in writing a personal letter. The present study implemented discourse analysis in the qualitative descriptive design. Three couples of male and female students in the eleventh grade at one of Senior High School in Ciamis, Indonesia were engaged in this study. Six personal letters then analyzed by means of Systemic Functional Linguistics. It was found that both male and female students created a sense of politeness in a different way. Thus, the majority of declarative clauses evinced that both male and female students comprehended well the purpose of the letter-writing which is to give information. In terms of modality, female students presented lower modalization which is suggested that they preferred to present the information as what it has. Moreover, female students found dominated all the characteristics of emotional markers. It significantly proofed that female students are more emotionally expressive rather than male students.Keywords: Interpersonal Meaning, Gender Differences, Emotional Expression, Personal Letter]]>
<![CDATA[INTERCULTURAL COMMUNICATION SENSITIVITY IN GLOBAL ACADEMIC NETWORKING: EFL TEACHER TRAINEES’ PERCEPTIONS ]]>
<![CDATA[Andi Rustandi]]>;
<![CDATA[Iskhak Said]]>;
<![CDATA[Jonathan Rante Carreon]]>;
<![CDATA[Sazuliana Binti Sanif]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 4, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v4i1.3040
<![CDATA[The present study is aimed at uncovering EFL teacher trainees’ perceptions of intercultural communication sensitivity, required as their ways of facing global networking. Using intercultural sensitivity scale (ISS) proposed by Chen and Stratosta (2000), this survey involved the third grade of EFL teacher trainees (N=50) of a private teacher education college in Ciamis, West Java, Indonesia who had taken advanced language skill courses, pedagogical basics, teaching methodology, and cross-cultural understanding subject. The closed-ended questionnaires were administered to get their responses towards the options ranging from 1 to 5, the least and the most sensitive level. The percentage calculation of frequencies of the number of trainees’ responses revealed the trainees’ tendencies. The findings indicated that the trainees had positive perceptions of the necessity of having cultural sensitivity under three categories: engagement, enjoyment, and confidence. The finding suggests a high possibility for the Department to foster the trainees’ cultural competence for their own pedagogical considerations for their future teaching practices.Keywords: Intercultural Communication Sensitivity, Global Academic Networking, Cultural Competence.]]>
<![CDATA[A TRANSITIVITY ANALYSIS OF MALE AND FEMALE STUDENTS’ FINAL DRAFT OF CRITICAL RESPONSES PARAGRAPH TO LITERATURE ]]>
<![CDATA[Nia Siti Hadiyati]]>;
<![CDATA[Iskhak Said]]>;
<![CDATA[Bambang Ruby Sugiarto]]>
<![CDATA[ JALL (Journal of Applied Linguistics and Literacy) Vol 2, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/jall.v2i2.2195
<![CDATA[This study aims at investigating the realization of transitivity particularly process, participant and circumstance types realized in male and female students’ final draft of critical response paragraph to literature. A descriptive qualitative method was employed in analyzing and interpreting the whole data. Furthermore, eight students’ final draft of critical response paragraph to literature which were categorized into male and female students’ critical response paragraph. The findings showed that (1) most of the male and female students were able to realize the transitivity in which the transitivity was realized through the clauses that construct meaning of every single text. (2) Most dominant process realized in eight texts were material process, while actor and goal became the most dominant participants realized and circumstance of location became the most dominant circumstance realized in every single text. However, male students were tend to use the material process in their texts. This study concludes that even though the text were categorized into male and female students’ text, most of the text had realized correctly transitivity while both male and female students’ final draft of critical response paragraph to literature, material process dominantly emerged in the text. Finally, this study suggests English teachers and lecturers to refer the transitivity as a method which can be applied to check whether the students had correctly written critical response or not. Keywords: transitivity, critical response, literature]]>
<![CDATA[MENINGKATKAN KEMAMPUAN BAHASA INGGRIS ANAK DAN REMAJA PRA-SEJAHTERA UNTUK MENDUKUNG KEGIATAN PARIWISATA SITU LENGKONG PANJALU ]]>
<![CDATA[R. Bunga Febriani]]>;
<![CDATA[Andi Rustandi]]>;
<![CDATA[Bambang Ruby Sugiarto]]>
<![CDATA[ Abdimas Galuh Vol 1, No 1 (2019): September 2019 ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/ag.v1i1.2919
<![CDATA[Penelitian ini bertujuan untuk meningkatkan kemampuan bahasa Inggris anak dan remaja pra-sejahtera untuk mendukung kegiatan pariwisata Situ Lengkong Panjalu melalui pelatihan bahasa Inggris untuk pariwisata. Kegiatan ini dilaksanakan sebanyak 6 sesi dalam waktu 3 bulan dengan metode praktik secara langsung, demonstrasi, simulasi, dan bermain peran secara berkelompok. Sebanyak 8 materi disajikan mengenai beberapa ungkapan, informasi, dan praktik komunikasi dalam Bahasa Inggris yang umum dan lazim digunakan di bidang pariwisata. Secara keseluruhan, kegiatan ini berjalan dengan baik. Peserta mampu mengikuti dan menampilkan demonstrasi secara langsung terkait materi yang diberikan. Walaupun masih terjadi kesalahan dalam hal pengucapan (pronunciation) dan peserta kegiatan masih perlu dorongan untuk lebih percaya diri dalam berbahasa Inggris. Di akhir kegiatan, diharapkan para peserta mendapatkan pengalaman belajar yang dapat menjadi salah satu modal bagi mereka untuk ikut bersaing di era industri 4.0 yang secara global menuntut kecakapan berkomunikasi dalam bahasa Inggris.]]>
<![CDATA[PEMBERDAYAAN IBU-IBU PKK MELALUI PELATIHAN ENGLISH FOR BUSINESS DAN ENGLISH FOR TOURISM DI DESA SUKARESIK KECAMATAN SINDANGKASIH KABUPATEN CIAMIS ]]>
<![CDATA[Andi Rustandi]]>;
<![CDATA[R. Bunga Febriani]]>;
<![CDATA[Bambang Ruby Sugiarto]]>
<![CDATA[ Abdimas Galuh Vol 1, No 1 (2019): September 2019 ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/ag.v1i1.2880
<![CDATA[Pelatihan ini bertujuan untuk memberdayakan ibu-ibu PKK Desa Sukaresik melalui pelatihan English for Business dan English for Tourism untuk mengembangkan pemasaran produk kerajinan sebagai salah satu cara untuk meingkatkan kesejahteraan keluarga miskin di kabupaten Ciamis. Sasaran dari pelatihan ini adalah ibu-ibu PKK Desa Sukaresik, Kecamatan Sindangaksih, Kabupaten Ciamis. Dengan harapan, mereka mempunyai kemampuan dasar berkomunikasi bahasa Inggris yang baik dan benar untuk memasarkan kerajinannya. Metode yang digunakan tim pengabdian adalah mentransfer ilmu komunikasi English for Business dan English for Tourism pada ibu-ibu PKK melalui pelatihan. Pelatihan mencakup 1) memberikan materi dasar English for Business dan English for Tourism, dan 2) Melakukan praktek komunikasi bahasa Inggris untuk bisnis]]>
<![CDATA[MODALITY REALIZED ON HORTATORY EXPOSITION TEXTS USED IN SENIOR HIGH SCHOOL GRADE XI TEXTBOOK ]]>
<![CDATA[Hani Suciati]]>;
<![CDATA[Bambang Ruby Sugiarto]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 8, No 1 (2021): Journal of English Education Program ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v8i1.5212
<![CDATA[This research is aimed at analyzing types of modality and the interpersonal meaning through modality system realized in hortatory exposition texts that is used by senior high school grade XI textbook. This study employed Systemic Functional Grammar (SFG) based on Halliday and and Matthiessen’s framework since it can seek and identify the level of language structure which makes kinds of meaning. There are five hortatory exposition texts that were analyzed based on modality system and interpersonal meaning. The first finding showed that there was modality system in all of clauses indicating author’s interpersonal meaning with the use of language value that is different in the texts. The second finding showed that different types of language value and polarity also indicated the author’s interpersonal meaning in the texts. The types of modality which were found in the five texts were dominated by modalization with positive polarity and median value. In addition, this analysis concluded that five texts comprised several modalization and modulation types which occurred in different ranks. This study suggested that further researchers investigate various texts and other aspects of mood and modality. Keywords: hortatory exposition text, interpersonal meaning, modality, textbook]]>
<![CDATA[INVESTIGATING TEACHER’S PREFERENCES ON ONLINE TEACHING APPLICATIONS IN ESP SPEAKING CLASSES DURING COVID 19 PANDEMIC ]]>
<![CDATA[Gunawan Tri Ramdani]]>;
<![CDATA[Bambang Ruby Sugiarto]]>
<![CDATA[ Journal of English Education Program (JEEP) Vol 9, No 1 (2022): Journal of English Education Program (JEEP) ]]>
Publisher : <![CDATA[Universitas Galuh ]]>
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DOI: 10.25157/(jeep).v9i1.7573
<![CDATA[This research investigated teachers’ preferences on online teaching applications in ESP speaking classes during COVID-19 pandemic. A case study methodology was used in this research, and data were collected through transcribing and coding with observation and interviews with English teachers. It is analyzed by transcribing and coding with results from observations and interviews with English teachers in one of the Vocational High Schools in Pangandaran. The findings revealed that learning using ESP Speaking class is very important in student activity; so that English teachers must prepare and understand the teaching materials from English teachers that will be carried out. This did not made the students just silent and the gains achieved are stinging because of the lack of readiness of students in active learning in class. The application of ESP speaking classes should emphasize the teacher’s preferences on online teaching applications in ESP speaking classes during COVID-19 pandemic by motivating students.]]>
