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All Journal QIJIS (Qudus International Journal Of Islamic Studies) Indonesian Journal of Integrated English Language Teaching Ahmad Dahlan Journal of English Studies AL ISHLAH Jurnal Pendidikan English and Literature Journal ENGLISH FRANCA : Academic Journal of English Language and Education BELAJEA: Jurnal Pendidikan Islam Journal of English Education and Teaching (JEET) ENGLISH FRANCA : Academic Journal of English Language and Education
Leffi Noviyenty, Leffi
Insititut Agama Islam Negeri Curup
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Understanding Pragmatics as a Way to Practice Natural Communication Skills in Various Contexts of Interactions Leffi Noviyenti; Khairul Anwar
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i1.3243

Abstract

Students’ problems in using English to communicate need to be handled seriously. Teaching English is no more teaching the knowledge of English only but also the use of context. This library research elaborates on the importance of pragmatics for EFL students to improve their communication skills in various contexts of interaction and to strengthen the importance of pragmatic competence for non-native English teachers in teaching natural English communication. Documentation is the collecting technique using a checklist and fieldnote instruments. The primary sources are theories about pragmatics and teaching communication from books and published journals. In order to obtain correct and precise results in analyzing data, a content analysis technique is used. The data analysis procedure covers determining the design, which is linkage analysis, finding main data, and theories about pragmatics from books, then finding contextual knowledge from published research related to pragmatics and teaching English communication, and finally, writing and interpreting the linkage to describe the results. The findings show that pragmatics should not limitedly act as classroom instructions but as competence to be constantly developed and practised for students or teachers. Pragmatics should be seen from its whole aspect in order to communicate naturally and contextually. It can also be concluded that opportunities for pragmatic practice should be provided to achieve the goal of teaching English, that is, the ability to use English in various contexts of interaction.
Non-Native EFL Lecturers’ Strategies in Building Their Pragmatics Competence Leffi Noviyenty
Journal of English Education and Teaching Vol. 7 No. 2 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.2.376-395

Abstract

This is a qualitative case study that focused on elaborating the strategies used by EFL lecturers in building their pragmatic competence, the benefit they got after using those strategies, and how the lecturers built up students’ pragmatic competence in the classroom. Interviews, observation, and document analysis were the techniques of collecting data. 7 English lecturers were selected as the subject of the research. The findings showed that the English lecturers used several strategies to build their pragmatic competence, namely watching western films, reading English novels, building communication with native speakers, and joining international friendship community. Those strategies enriched their vocabulary or choice of words and idioms and trained them to speak natural English in a variety of communication contexts. Students’ pragmatic competence was built by using films, top-down approach on pronunciation teaching, pair work speaking and small group discussion, using authentic language in meaningful context, providing corrective feedback, introducing fillers, conversation maintenance cues, and implementing responsive activities. Pragmatic competence should be a leading goal for all those who teach ESL/EFL language, which simultaneously represents a challenging task as well. Keywords: communication skills; English teachers; pragmatics competence
An Analysis of Classroom Activities Pursuant to Effective Techniques Teaching English in Integrated Vocational Schools Agustin, Heli; Noviyenty, Leffi; Utami, Henny Septia
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 3 No. 2 November (2019): ENGLISH FRANCA : Academic Journal of English Language and Education pr
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v3i02.1112

Abstract

The objective of this research are to describe classroom activities pursuant to effective techniques teaching English in integrated vocational schools, and to investigate  classroom activities pursuant to effective techniques teaching English in integrated vocational schools at Islamic integrated Rabbi Radhiyyahand vocational high school Islamic integrated  KhoiruUmmah in CurupRejangLebong. The design of this research is descriptive qualitative. The subject of this research were two teachers who teach English in Islamic integrated vocational schools. In collecting the date, the researcher used the following techniques: checklist observation and interview. There are some instruments which the researcher used forcollecting the data, consist of: notes and interview guidance. The notes was used to find the techniques the teachers used, the classroom activities the teacher used, and identify the classroom activities that pursuant to techniques suit the elements of effective teaching, and the interview guidelines was used to find the technique the teachers used based on the theory of elements of effective teaching. In analyzing the data,the steps were data managing, description, and interpreting. Theresult from notes and interview showed that the techniques and classroom activities the teacher used and all techniques and classroom activities pursuant with element of effective teaching. The elements of effective teaching consisted of academic learning time, use of positive reinforcement, cues and feedback, cooperative learning activities, classroom atmosphere, high order questioning, direct instruction, and indirect teaching.
An Analysis of Marking System Used by Speaking Lecturers of STAIN Curup in Testing Students’ Speaking Ability Noviyenty, Leffi
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 1 No. 1 June (2017): ENGLISH FRANCA : Academic Journal of English Language and Education provid
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v1i1.156

Abstract

Abstrak : Penelitian ini adalah penelitian deskriptif yang akan dipresentasikan secara kualitatif (naratif). Peneliti akan mengumpulkan informasi secara mendalam tentang klasifikasi penilaian keahlian berbicara (speaking) mahasiswa Pendidikan Bahasa Inggris STAIN Curup, skema nilai yang digunakan serta alasan pengggunaan klasifikasi dan sistem nilai tersebut. Adapun subjek penelitian ini adalah dosen-dosen Speaking II dan Speaking IV Tahun akademik berjalan Program Studi Pendidikan Bahasa Inggris STAIN Curup. Sebuah checklist dan pedoman wawancara digunakan untuk menggali informasi tentang klasikasi penilaian dan sistem nilai dari subjek penelitian secara langsung. Catatan lapangan (fieldnotes) juga dimaksudkan untuk memperoleh data yang tidak tampak pada performansi di kelas dan untuk kepentingan trianggulasi data yang diperoleh secara keseluruhan nantinya. Adapun observasi, analisis dokumen dan wawancara adalah teknik dalam pengumpulan data. Temuan penelitian ini menunjukkan bahwa dosen-dosen speaking memiliki klasifikasi penilaian yang beberapa komponennya telah sesuai dengan teori menilai keahlian berbicara, seperti Fluency, Grammatical accuracy, Comprehension/content, and pronunciation. Sementara sistem nilai dan penentuan skor untuk tiap elemen klasifikasi penilaian tersebut belum cukup jelas. Efisiensi dan efektivitas pemberian tes berbicara (speaking) menjadi alasan utama yang melatarbelakangi kriteria yang mereka pilih serta sistem penentuan skor yang mereka berlakukan. Sangatlah perlu bagi para dosen speaking untuk mempedomani teori tentang kriteria penilaian serta penentuan skor untuk tiap kriteria dalam melakukan penilaian keahlian berbicara mahasiswa. Hal ini akan meningkatkan objektivitas penilaian dan meminimalisir subjektivitas. Walaupun klasifikasi penilaian harus tetap merujuk pada aturan yang dibuat institusi (STAIN), diharapkan para dosen juga mempertimbangkan tujuan pengajaran speaking itu sendiri. Keywords : Marking system, criteria of marking dan scoring scheme
Strategies in Learning and Techniques in Teaching English Speaking Noviyenty, Leffi
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 2 No. 1 June (2018): ENGLISH FRANCA : Academic Journal of English Language and Education provid
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v2i1.454

Abstract

Learning how to speak English fluently and accurately is always a grand task for foreign students. Strategies in learning to speak as one of important factors of speaking skill should be considered not only by foreign students but also the teachers. Students’ strategies in learning to speak English should be in balance with teachers’ techniques in teaching students to speak English. Both affect the improvement of students’ ability in speaking English. This research is descriptive which tries to describe and elaborate the students of SMAN 1 Curup’s strategies in learning to speak English and their English techniques in teaching them to speak. There were 47 third year students selected as the sample from 8 classes and 7 English teachers. The instruments used in this study were questionnaire which were given both to the students and teachers with different items and also interview guidance. The findings showed that the strategies used by SMAN 1 Curup’s students in learning to speak English were classified into metacognitive strategies, cognitive strategies, social strategies, and affective strategies. The English teacher techniques in teaching student were roleplay, group presentation, group discussion, speech competition, dialogues, direct correction, speaking in group, debate competition, games, and listening song. Keyword : Students’ Strategies, Speaking, Teachers’ Techniques
Co-Authors Agustin, Heli Khairul Anwar Khoiri Khoiri Sarwo Edy Utami, Henny Septia