Garuda - Garba Rujukan Digital

AN ANALYSIS OF STUDENTS' ABILITY IN CONSTRUCTING CONDITIONAL SENTENCES (AT THE ELEVENTH GRADE STUDENTS OF SMA NEGERI 1 WARINGINKURUNG) Faisal, Khusnul Khotimah; Amalia, Ila; Suaidi, Afif
ETNOLINGUAL Vol. 7 No. 2 (2023): ETNOLINGUAL
Publisher : Department of Master of Linguistic, Universitas Airlangga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20473/etno.v7i2.48733

Today, many students struggle to construct proper English sentences, particularly in conditional sentences. The teaching methods teachers used failed to engage students. Also, some experts believe that the difficulties students face with conditionals arise from the interaction between meaning and form. So, understanding this relationship and how it frequently appears in conditional sentences is crucial. To address this issue, a study was conducted to assess the proficiency of eleventh-grade students at SMA Negeri 1 Waringinkurung in constructing conditional sentences. The research involved 32 students, and the methodology used was qualitative content analysis, which included tests and interviews. The students' sentences were coded and sorted using a method called summative content analysis. This method involves identifying and measuring specific words or material in the text to understand how they are used. The researcher used various categories like formula of conditional sentences, main and if clauses, modal verbs, verb tense, and word order for further analysis. This analysis helped the researcher evaluate the students' understanding and proficiency in constructing conditional sentences.The study found that students commonly made mistakes in verb tenses and the use of modal verbs. Interviews with the students also confirmed that verb tenses were the most challenging aspect for them. Overall, the research results showd that the students had a good ability to construct conditional sentences, with an average score of 71.75. The findings pinpointed specific areas where students encountered challenges, providing valuable insights for educators to effectively address these issues and enhance overall proficiency.

Kebutuhan Model Pembelajaran Kooperatif Menulis Akademik dengan Pendekatan Proses Amalia, Ila
Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 7 No. 2 (2023): Juli 2023
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jipp.v7i2.57969

Model kooperatif dalam pembelajaran menulis dengan pendekatan proses dapat digunakan sebagai strategi untuk meningkatkan kemampuan menulis mahasiswa. Penelitian ini bertujuan untuk menganalisis kebutuhan model pembelajaran kooperatif menulis akademik dengan pendekatan proses di Jurusan Tadris Bahasa Inggris. Penelitian menggunakan pendekatan kualitatif Subjek penelitian terdiri dari satu orang dosen pengampu mata kuliah Academic Writing serta dua puluh lima orang mahasiswa jurusan Tadris Bahasa Inggris (TBI). Data penelitian diperoleh melalui teknik wawancara dan penyebaran angket melaui Google Form. Data kemudian dianalisis dengan menggunakan pendekatan kualitatif dan kuantitatif. Hasil penelitian menunjukan bahwa pada saat ini belum terdapat model pembelajaran tertentu yang digunakan oleh dosen pada mata kuliah Essay Writing. Pendekatan pembelajaran menulis masih berbasis produk dan proses menulis belum sepenuhnya dilakukan oleh mahasiswa. Hasil penelitian juga menunjukan sebuah model pembelajaran menulis yang menekankan kepada aspek kerja sama dan tahapan-tahapan manulis sangat dibutuhkan dalam pembelajaran menulis akademik. Pendekatan pembelajaran menulis yang digunakan pada saat ini masih menitikberatkan kepada produk akhir, sehingga proses menulis yang sesungguhnya belum sepenuhnya dilakukan oleh mahasiswa. Penggabungan kedua aspek ke dalam sebuah model pembelajaran yang baru diyakini tidak hanya dapat meningkatkan kemampuan menulis juga keterampilan sosial mahasiswa.

REPRESENTASI PRAKTEK PERBUDAKAN DAN PENINDASAN DALAM PUISI "˜NEGRO' KARYA LANGSTON HUGHES: SEBUAH KAJIAN POSKOLONIAL Amalia, Ila
Diksi Vol. 29 No. 1: DIKSI MARET 2021
Publisher : Fakultas Bahasa, Seni, dan Budaya, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/diksi.v29i1.33250

(Title: Representation of Slavery and Oppression Practices in 'Negro' Poetry by Langston Hughes: A Postcolonial Study). This study aims to describe the forms of oppression and slavery practices caused by racial discrimination and colonialism practices. With a background of slavery experienced by blacks in this case the African nation, the analysis of this poem aims to see how: (1) The form of slavery and oppression carried out by the colonials against the colonized people depicted in the poem "Negro" by Langston Hughes, (2) Forms of struggle and response carried out by colonized nations towards the practice of oppression illustrated in the poem "Negro" by Langston Hughes. The postcolonial theory approach is used as a foundation in the analysis of the poetry. The data source is taken from a poem by Langston Hughes with the theme of discrimination and racial subordination of African-Americans entitled "Negro" written in 1922. The results show that black people have experienced oppression in the form of slavery, forced/hard workers, victims of cruelty, and art workers who express their stories and historical experiences through their songs. One of the efforts made by colonized nations to fight against colonial practices is through civil movements, including through literary works. Later this civil movement led to the discourse of the abolition of slavery throughout the world.Keywords: postcolinial, colonialism, oppression, slavery, Africa

Word equivalence of the bilingual storybook translation Amalia, Ila
Diksi Vol. 30 No. 1: DIKSI MARET 2022
Publisher : Fakultas Bahasa, Seni, dan Budaya, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/diksi.v30i1.43448

Equivalence is a very important factor and an inseparable part of a series of translation activities. Equivalence occurs when the linguistic units in the source language have the same meaning when it is transferred into the target language. This study aimed to describe (1) the translation difficulties in achieving word-level equivalence, and (2) the strategies in achieving word-level equivalence. The data sources were excerpts of words, phrases, and sentences from the bilingual storybook with the title Qonita dan Peternak Ayam - Qonita and The Chicken Breeder written by Setiawan G. Sasongko. Document observation was used as the data collection technique, meanwhile content analysis was used as the data analysis technique. The analysis of strategies and difficulties in translation were based on the theory of Baker (2011) and Newmark (1991). The results of the study indicated that the translation of bilingual storybook mostly used a word-by-word and free translation strategy to achieve word-level equivalence. The results of the analysis also revealed several types of difficulties in achieving the word-level equivalence. Those were differences in word forms, differences in the purpose and level of use of certain forms, cultural special concepts, and the absence of subordinate elements in the source language. Meanwhile, the strategies to overcome the difficulties found in achieving word-level equivalence were to eliminate certain words and to utilize more general words. Keywords: translation process, word equivalence, translation strategy, word translation, free translation

Technological-Based Application in Writing Instruction: A Model of Project-Based Learning Amalia, Ila; Marzuki, Abdul Gafur; Anita, Anita; Rahmawati, Eulis; Ulfah, Ulfah
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 4 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i4.4526

This study aimed to describe the implementation of technologically based applications for teaching writing. We used Storyjumper, a digital writing tool, as a technological application to complete a writing assignment. We used a case study method to understand the students' involvement in utilizing digital tools for writing assignments within a project-based learning framework. This study also aimed to describe the students’ perceptions of using the digital writing tool Storyjumper in writing activities. We collected the data using a 5-point Likert scale questionnaire and an observation technique, adhering to Stoller's (2006) project-based learning steps. The findings revealed that we could categorize the project-based model for teaching writing using a technological application into three stages: the planning stage, the implementation stage, and the reporting stage. We then expanded these steps into more specific stages. Meanwhile, the results of the questionnaire data analysis showed that students had positive attitudes toward using Storyjumper in writing activities. Storyjumper proved to be an engaging tool for writing activities, effectively enhancing students' writing efficiency and performance while fostering flexibility in terms of time and place to write.

English Writing Instructional Material for Secondary School Students: A Needs Analysis Bahjatul Lailah; Amalia, Ila
ELITE JOURNAL Vol 7 No 2 (2025): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education
Publisher : Perkumpulan Dosen dan Pengajar Bahasa Inggris Se-Indonesia (ELITE Association Indonesia)

Show Abstract | Download Original | Original Source | Check in Google Scholar

This descriptive qualitative study explores the English teaching writing materials needs analysis for secondary students in Indonesia. This study aimed to: (1) analyze the writing teaching materials currently used, (2) identify the specific needs for teaching writing materials, and (3) suggest recommendations for teaching writing materials. The study included 152 secondary school students and one English teacher as the research participants. A questionnaire, interview, and documentation were used as research instruments to collect the data. Findings revealed that the writing teaching materials currently used had met various important aspects of writing skills. The teaching materials were also in accordance with the government curriculum (Merdeka Curriculum) and basic competencies, so that they could help students achieve the expected learning objectives. Furthermore, although the materials used generally aligned with the curriculum and were considered effective, several issues persisted, including limited vocabulary mastery and disparities in students’ writing abilities. The study also revealed that the students required instructional materials that could foster creativity, such as storytelling and article-writing exercises. Based on these findings, some recommendations were proposed, such as providing clearer instructions, incorporating contextualized examples, and developing structured yet creative writing exercises to support student learning.

Improving Students' Reading Comprehension Through Project Based Learning Hujaemah, Emah; Tarihoran, Naf’an; Amalia, Ila
At-Tathbīq: Journal of Education and Learning Vol. 1 No. 1 (2025): At-Tathbīq: Journal of Education and Learning
Publisher : CV. Kayaswara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65097/jel.v1i1.54

This study aims to improving student's reading comprehension through project based learning a collaborative classroom action research at the third grade of MTs Sirajul Afidah Serang Banten. This type of research is a collaborative Classroom Action Research (CAR). The model in this research use Kemmis and Mc Taggart model. The subjects of this study were third grade students of MTs Sirajul Afidah Banten Serang consisting of 10 male students and 20 female students. The data collection technique in this study uses tests, and observations. Qualitative data collection instruments use observation sheets and quantitatively use reading comprehension tests. Data analysis technique used is quantitative and qualitative data descriptive analysis. This study shows that the use of method project based learnig and flip chart media project can improve reading comprehension on narrative text of eighth grade students of MTs Sirojul Afidah-Gunungsari. Improved reading comprehension is evidenced by the grade point average of 61.3 rising to 77.7 and 85.8. The percentage of achievement of the average score of reading skill has increased on pre-action 36%, in cycle I 66%, and in cycle II is 93%. The result of reading comprehension test after the implementation of learning comprehension reading by method project based learning flip chart media project continue to increase and show effectiveness in learning to improve reading comprehension ability in students of Class IX B MTs Sirojul Afidah Gunungsari. The increase is implied by the success indicators of the process and the product in each cycle.

Investigating teachers’ pedagogical adaptations for effective technology integration in EFL classrooms Marzuki, Abdul Gafur; Nur Aisiyiah, Vemmy Maidita; erizar, Erizar; Amalia, Ila; Huriyah, Huriyah; Triassanti, Risa; Kencanawati, Dewi
Al-Lisan: Jurnal Bahasa Vol 11 No 1 (2026): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v11i1.6828

Background: The rapid integration of digital technologies in secondary education has transformed English as a Foreign Language instruction, yet effective implementation remains uneven and highly contextual. While prior studies often focus on access or technological competence, less attention has been given to how teachers adapt pedagogically within real classroom conditions, particularly in regional Indonesian contexts. Aims: This study investigates how EFL teachers adapt their instructional practices in technology integrated classrooms, examining forms of implementation, contextual factors influencing adaptation, and teachers’ perceptions of instructional effectiveness. Methods: A qualitative multiple site case study was conducted at SMA Negeri 1 Palu and SMA Alkhairaat Palu in Central Sulawesi, Indonesia. Ten EFL teachers were selected through purposeful sampling. Data were collected through semi structured interviews and classroom observations between March and May 2025. The data were analyzed using thematic analysis following Braun and Clarke’s six phase framework, integrating inductive coding with theoretically informed interpretation. Results: The findings indicate that technology integration operates as a dynamic process of pedagogical negotiation rather than linear adoption. Teachers reorganized lesson structures, modified digital tasks in response to classroom contingencies, and recalibrated instructional decisions when facing infrastructural limitations. Professional experience influenced adaptive flexibility, with more experienced teachers demonstrating greater capacity for instructional redesign. Although digital tools enhanced student engagement, their effectiveness depended on deliberate scaffolding and pedagogical orchestration. Implications: This study advances a process-oriented understanding of pedagogical adaptation in technology-mediated EFL classrooms. The findings underscore the centrality of teacher agency and reflective judgment in sustaining meaningful digital learning environments. Professional development initiatives should therefore prioritize adaptive expertise and pedagogical reasoning rather than technical skill acquisition alone.

Investigating teachers’ pedagogical adaptations for effective technology integration in EFL classrooms Marzuki, Abdul Gafur; Nur Aisiyiah, Vemmy Maidita; erizar, Erizar; Amalia, Ila; Huriyah, Huriyah; Triassanti, Risa; Kencanawati, Dewi
Al-Lisan: Jurnal Bahasa Vol 11 No 1 (2026): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v11i1.6828

Background: The rapid integration of digital technologies in secondary education has transformed English as a Foreign Language instruction, yet effective implementation remains uneven and highly contextual. While prior studies often focus on access or technological competence, less attention has been given to how teachers adapt pedagogically within real classroom conditions, particularly in regional Indonesian contexts. Aims: This study investigates how EFL teachers adapt their instructional practices in technology integrated classrooms, examining forms of implementation, contextual factors influencing adaptation, and teachers’ perceptions of instructional effectiveness. Methods: A qualitative multiple site case study was conducted at SMA Negeri 1 Palu and SMA Alkhairaat Palu in Central Sulawesi, Indonesia. Ten EFL teachers were selected through purposeful sampling. Data were collected through semi structured interviews and classroom observations between March and May 2025. The data were analyzed using thematic analysis following Braun and Clarke’s six phase framework, integrating inductive coding with theoretically informed interpretation. Results: The findings indicate that technology integration operates as a dynamic process of pedagogical negotiation rather than linear adoption. Teachers reorganized lesson structures, modified digital tasks in response to classroom contingencies, and recalibrated instructional decisions when facing infrastructural limitations. Professional experience influenced adaptive flexibility, with more experienced teachers demonstrating greater capacity for instructional redesign. Although digital tools enhanced student engagement, their effectiveness depended on deliberate scaffolding and pedagogical orchestration. Implications: This study advances a process-oriented understanding of pedagogical adaptation in technology-mediated EFL classrooms. The findings underscore the centrality of teacher agency and reflective judgment in sustaining meaningful digital learning environments. Professional development initiatives should therefore prioritize adaptive expertise and pedagogical reasoning rather than technical skill acquisition alone.

The Implementation of Bilingual Class Program in Islamic Elementary School Amalia, Ila; Marzuki, Abdul Gafur
AT-TA'LIM Vol 30, No 1 (2023)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v30i1.738

For several decades, the expanding usage of English as an international language has resulted in a growth in its users all over the world, including in Indonesia. As a result, the bilingual education program becomes a medium for promoting English in society. This case study investigated the implementation of a bilingual class program at an Islamic elementary school in Indonesia, namely in Banten province. The participants of the study included a bilingual teacher, the school principal, the vice-principal for student affairs, and the vice-principal for curriculum division. Interviews, classroom observations, and documentation were utilized to collect the data. Meanwhile, the Miles and Huberman data analysis technique was employed to analyze the data, which consisted of data reduction, data display, and conclusion. The results elaborated on some aspects related to the practice of bilingual class programs in this school namely: the aspect of school administration, the aspect of human resources, the aspect of teaching and learning activities, and the aspect of program evaluation. The findings also revealed that the school adopted partial immersion as the bilingual program model.

Title Search

Found 10 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 10 Documents
Search