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All Journal Jurnal Celtic English Review: Journal of English Education Room of Civil Society Development NaCoLET EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics
Nasori Efendi
Universitas Wiralodra
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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REPRESENTATION OF STUDENTS’ CRITICAL THINKING IN WRITING: A CRITICAL LITERACY PERSPECTIVE Nasori Efendi; Aceng Rahmat; Ninuk Lustyantie
English Review: Journal of English Education Vol 11 No 1 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i1.5896

Abstract

The goal of this study is to investigate university students’ representation on their critical thinking in academic writing from a critical literacy perspective, in which text is bias and it possesses ideological perspective of writer in expressing social critics, inequality, and power relations. Researchers analyzed 91 argumentative texts writing from Indonesian undergraduate English education students, which were qualitatively assessed using Facione’s HCTSR and LaGuardia’ s CLR rubrics, as well as NVivo 12 Plus software and an integrated theme meaning approach to qualitative content analysis. Researchers discovered that students’ critical thinking skills varied in demonstrating their logical arguments, systematic thinking in reasoning, analysis and evaluation, decision-making, and problem-solving strategies in their academic writing in higher education.
AN INVESTIGATION OF UNDERGRADUATE SUDENTS’ FILLER TYPE IN ACADEMIC SPEAKING PRESENTATION Dahlia; Nasori Efendi; Natalia Anggrarini
National Conference on Language, Education, and Technology Proceeding Vol. 3 No. 1 (2023): December 2023
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/nacolet.v3i1.5007

Abstract

This study aims to investigate the types of fillers used by students during academic speakingpresentations. This qualitative descriptive study used a case study research design to twenty-onestudents of Fourth Semester from English Education Department Wiralodra University whopresented journal topics in academic speaking courses. The instruments used in this study wereobservation and interviews. The data shows that the filler used by students is 7 Lexicalized Fillers(well, and then, like, you know, I think, so and ok) 3 Unlexicalized Fillers (uhh, uhm, and a).Lexicalized fillers are more often used by students during academic speaking presentations,appearing 152 times or 39.07% in 3 unlexicalized fillers, while unlexicalized fillers appear 237 timesor 60.93%. Observations are used to find out what types of filler often appear during studentpresentations. From the students' observations, it is found that many participants used fillers duringpauses and thought of the next word to say, so that fillers could appear. In addition, the researcherfound that the participants often used blank pauses in the middle of the presentation because theydiverted the meaning from the presentation. This study suggested the investigation of the fillerfunction in academic speaking presentation for further research.
"Fun English" sebagai Kegiatan dalam Pengajaran Bahasa Inggris untuk Anak Sekolah Dasar di Indramayu Larasaty, Gina; Anggrarini, Natalia; Efendi, Nasori
Room of Civil Society Development Vol. 1 No. 4 (2022): Room of Civil Society Development
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (476.777 KB) | DOI: 10.59110/rcsd.35

Abstract

Saat ini, penguasaan bahasa Inggris adalah suatu keharusan. Globalisasi dalam segala aspek kehidupan menuntut penguasaan bahasa Inggris sebagai landasan dalam pendidikan. Untuk membangun fondasi penguasaan bahasa Inggris yang baik, pembelajaran dini dianggap sebagai pilihan terbaik. Pembelajaran dini akan membantu siswa untuk mendapatkan pemahaman yang kuat tentang bahasa Inggris. Namun, di Indonesia, pembelajaran bahasa Inggris tidak disarankan untuk diperkenalkan pada tahap awal pendidikan. Dengan kebijakan ini, siswa kurang mendapatkan paparan bahasa Inggris dalam proses pembelajaran awal mereka, dalam hal ini di taman kanak-kanak dan sekolah dasar. Menyikapi situasi tersebut, mahasiswa Jurusan Pendidikan Bahasa Inggris Universitas Wiralodra menggagas kegiatan Fun Learning sebagai salah satu kegiatan pengabdian kepada masyarakat. Kegiatan ini bertujuan untuk memberikan para pelajar muda dalam hal ini siswa SD untuk mendapatkan pengalaman dan meningkatkan motivasi mereka untuk belajar bahasa Inggris dengan cara yang menyenangkan. Kegiatan ini dilakukan kepada siswa SD kelas 1 sampai 6 di SDN 1 Tegalurung. Artikel ini melaporkan bahwa para siswa termotivasi dan tertarik untuk belajar bahasa Inggris. Kosakata bahasa Inggris mereka juga meningkat setelah kegiatan ini dilakukan. Para siswa sangat antusias belajar bahasa Inggris dan berharap agar dapat lebih aktif dalam belajar bahasa Inggris. Pihak sekolah SDN 1 Tegalurung juga mengharapkan kegiatan ini terjadwal secara rutin. Mereka mengharapkan Jurusan Pendidikan Bahasa Inggris Universitas Wiralodra melakukan kegiatan rutin di sekolah tersebut. Artikel ini menyiratkan perlunya Pembelajaran Bahasa Inggris di Sekolah Dasar sebagai kegiatan wajib karena pentingnya dalam pendidikan siswa.
Undergraduate Students’ English Pronunciation Anxiety (EPA) In Pronunciation Class at English Education Department Wiralodra University Wati, Atikah; Efendi, Nasori; Anggrarini, Natalia; Fauziah, Ade fitri
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 9 No. 1 (2025): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v9i1.2757

Abstract

One of the difficulties faced by non-native speakers when learning English is pronouncing sounds or words. In this case, there are many kinds of factors or problems. One of them is the feeling of anxiety when speaking English. One of them is English pronunciation anxiety. The purpose of this study is to determine the level of English Pronunciation Anxiety (EPA) of undergraduate students. The second is to determine the indicators of English Pronunciation Anxiety (EPA) of undergraduate students in pronunciation classes. This study used qualitative method and case study as a research design. The participation of this study of second-semester students in the 2022/2023 academic year, with 18 students. Overall, The researcher examined students' anxiety levels in English pronunciation, identifying two levels: "mild" and "moderate." Eight students experienced "mild" anxiety, while ten experienced "moderate" anxiety. The moderate level of anxiety indicated significant anxiety and self-consciousness. The higher scores indicated a higher level of concern about their pronunciation, reflecting a more substantial anxiety and respect for their ability. The study found that undergraduate students at Wiralodra University experienced moderate to high levels of English pronunciation anxiety. This anxiety was attributed to self-consciousness and concern about their pronunciation abilities. The research suggests that educators can use relaxation techniques, constructive feedback, and language-focused activities to manage anxiety. Curriculum developers should incorporate pronunciation-focused activities and improve teacher training programs. Further research is needed to explore the impact of cultural, linguistic, and educational backgrounds on pronunciation anxiety.
FILLER TYPES IN STUDENT’S ACADEMIC SPEAKING PRESENTATION: THE USE AND FUNCTION Anggrarini, Natalia; Efendi, Nasori; Dahlia, Dahlia
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 11 No. 2 (2024): December 2024
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v11i2.33360

Abstract

This study aims to investigate undergraduate students' filler types in academic speaking presentations and how they use filler functions. This qualitative research used observation to analyze the type of fillers used by the students during the presentation and interview to analyze the function of the fillers they used. The participants were 21 undergraduate students of the English Education Department from Universitas Wiralodra. This study reported that the students used lexicalized and unlexicalized fillers during the presentation. Lexicalized fillers are found mostly used by the students with 60,93%. While unlexicalized filler appeared 39.07%. Those fillers functioned to hesitate, empathize, mitigate, edit terms, and create time. Filler is used and functioned by the students to show politeness and create time to plan what to say next. This study implies that the students need various strategies to use fillers properly and understand positive and negative fillers so they can develop their communicative competency. This study suggests further investigation in terms of the use of filler in written language.
Investigating Undergraduate Students' Strategies in Reading Comprehension (A Case Study of the English Education Department at Wiralodra University) wati, Atikah; Efendi, Nasori; Anggrarini, Natalia; Nurhayati, Titin
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 8 No. 1 (2024): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v8i1.2632

Abstract

As one of the language skills, students tend to have difficulties in reading as one of the language skills, especially difficulties in comprehending the text. Because of that, this research aims to investigate undergraduate students' strategies in reading comprehension, which focus on global reading strategy (GLOB), problem-solving strategy (PROB), and support reading strategy (SUP) adapted from Mokhtari & Sheorey (2002). This research was conducted using qualitative research with a case study design. A close-ended questionnaire and semi-structured interview were used as the instruments of this research to gain information about students' reading strategies in reading comprehension, especially in academic reading subjects. Twenty students from the fourth semester of one University in Indramayu participated in this research. The finding shows that the students use PROB with 80,62%, followed by GLOB at 77,38%, and SUP at 73,11%. Students stated in the interview that PROB was helpful and made them focus on understanding information from difficult text. In GLOB, the students usually guess the text content and check whether their guessing related to the text is correct or incorrect. While in SUP, the students circled the text and went back and forth to find the relationship among ideas in the text. Eventually, the findings can be useful for those who wish to conduct a study on students' reading strategies. The further researcher can provide tests to determine the student's ability in reading comprehension to obtain the complete data.
Co-Authors Aceng Rahmat Anggrarini, Natalia Atikah Wati, Atikah Dahlia Dahlia Dahlia Fauziah, Ade Fitri Larasaty, Gina Ninuk Lustyantie Titin Nurhayati Ma’mun