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<![CDATA[STUDENTS ERROR IN CONSTRUCTING COMPLEX SENTENCES ]]>
<![CDATA[Faradiba, Aulia]]>;
<![CDATA[Hidayati, Istiqlaliah Nurul]]>;
<![CDATA[Sofyan, Deddy]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 1, No 1 (2019): Journal of English Teaching and Linguistics Studies (JET Li) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v1i1.1488
<![CDATA[ABSTRACT The paper entitled Students Error in Constructing Complex Sentences†is aimed to find out the error that students make in constructing complex sentences in interrogative form with the noun clause as dependent clause. In conducting this research, the writer applies descriptive method to describe the studentss error. The research was conducted in the fifth semester students of English Education Study Program, Faculty of Teacher Training and Educational Sciences, Pakuan University. The writer uses purposive sampling in conducting this research and takes the students who got score less than 70 in Text Based Structure. The data were gained from three instruments: documentation, questionnaire and interview. The documentation is taken from the students work, questionnaires are distributed to the 60 students who become the participants and the interview is done to the lecturer who taught Text Based Structure. The writer finds out there are four types of error that students made. Those errors are omission, addition, misformation and misordering. The result shows that the highest error made by students is misformation. The writer suggests that the students should learn more about the pattern of complex sentence so they will know the verb that should be used in the noun clause as dependent clause. Keywords : students error, complex sentence, noun clause]]>
<![CDATA[TEACHERS WAY OF COMMUNICATIONS WITH STUDENTS IN CONTENT AND LANGUAGE INTEGRATED LEARING (CLIL) CLASSES ]]>
<![CDATA[Zulfa, Wafa Dwi]]>;
<![CDATA[Rahmah, Mursidah]]>;
<![CDATA[Sofyan, Deddy]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 3, No 1 (2021): Journal of English Teaching and Linguistics Studies (JET Li) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v3i1.3417
<![CDATA[The fact of learning a language that is not our own, opens the mind. One of the most important language in the world is English. English has become the most used language of communication. Teacher as the facilitator need to support the learning environment in the classroom effectively. It has created the dire need to explore new teaching methodology that can increase learners command of foreign language. Content and Language Integrated Learning (CLIL) is a method that is used to develop the proficiency both target language and content, it can help students to be mastering their foreign language and content from other subjects beside English. This research is aimed to investigate teachers way for communication with students in CLIL classes. This research was conducted at SMP-SMA Cahaya Rancamaya Islamic Boarding School. There were 2 participants involved in this research, which were Physics and Biology teachers who used CLIL as the teaching and learning method. The writer used qualitative method and descriptive analysis in conducting this research. To gain the research data, she used three research instruments: documentation, interview and interview. Documentation instrument was used to analyze teachers CLIL lesson plans. Two interviews also conducted to confirm and avoid misunderstanding. Both interviews were conducted online because of the Covid-19 situation. This study reveals that teachers way for communication with students in CLIL classes happened in the three stages of classroom activities which are in pre-activity, while activity and post-activity. The communication aspect in the CLIL classroom used English as the medium in the interaction. Teachers ways of communication with students influenced by the classroom activities and questioning techniques which are Conceptual Checking Question (CCQ) and instructional Checking Question (ICQ) to make students participate to communicate which will affect the English communication in the CLIL classroom.]]>
<![CDATA[STUDENTS ERRORS IN CONSTRUCTING REPORTED SPEECH ]]>
<![CDATA[Gerhanawati, Maria Gabrielis]]>;
<![CDATA[Sofyan, Deddy]]>;
<![CDATA[Hidayati, Istiqlaliah Nurul]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 1, No 1 (2019): Journal of English Teaching and Linguistics Studies (JET Li) ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v1i1.1490
<![CDATA[ABSTRACTThe paper entitled Students Errors in Constructing Reported Speech†is aimed to find out students errors in constructing reported speech. In constructing the research, the writer applies descriptive method to analyze students errors in constructing reported speech. The research was conducted to the third semester students of English Language Education Study Program, Faculty of Teacher Training and Educational Sciences, Pakuan University. The writer uses purposive sampling in conducting this research and takes 15 from three classes who learn reported speech. The data were gained from three instruments: documentation, questionnaire and interview. The documentations were taken from students works, questionnaires were distributed to 15 students who became the participants of this research and interview was also done to the lecturer who teaches reported speech. The research finding shows that the students make errors in constructing reported speech. The writer finds out four types of error: they are omission, addition, misinformation and misordering. The result shows that most common error found in constructing reported speech in misinformation. The writer suggests that the students should do more exercises in constructing reported speech appropriately by paying attention more to the rules of sentence transformation, especially in tense changes.Keywords: Direct Speech, Reported Speech, Error, Error Analysis.]]>
<![CDATA[IMPLEMENTASI KURIKULUM MERDEKA DALAM PEMBELAJARAN BAHASA INDONESIA KELAS IV DI SDN SINDANGSARI ]]>
<![CDATA[Saputri, Novia]]>;
<![CDATA[Sofyan, Deddy]]>;
<![CDATA[Mulyawati, Yuli]]>
<![CDATA[ Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 9 No. 3 (2024): Volume 09 No. 03 September 2024. ]]>
Publisher : <![CDATA[Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan ]]>
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DOI: 10.23969/jp.v9i3.15107
<![CDATA[Learning Indonesian in the context of an independent curriculum invites educators and students to communicate with each other actively. This research uses a qualitative descriptive method which aims to find out how the independent curriculum is implemented in Indonesian language learning. The instruments used in the research show that the implementation of the independent curriculum in class IV Indonesian learnig at SDN Sindangsari has been carried out well. Based on the results of observations and questionnaires given to teachers, students with an average of 48,57%, and school principals/curriculum leaders at 97,7%. Keywords: Indonesian language learning, Implementation of the independent curriculum, pancasila student profile]]>
<![CDATA[DISCOVERING EFL LEARNERS PREFERENCES TOWARD PRONUNCIATION PRACTICE CLASS ]]>
<![CDATA[Rosyid, Abdul]]>;
<![CDATA[Sofyan, Deddy]]>
<![CDATA[ JHSS (JOURNAL OF HUMANITIES AND SOCIAL STUDIES) Vol 4, No 1 (2020): JHSS (Journal of Humanities and Social Studies) ]]>
Publisher : <![CDATA[UNIVERSITAS PAKUAN ]]>
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DOI: 10.33751/jhss.v4i1.1908
<![CDATA[This following study is an effort to discover students preferences toward pronunciation practice class. The method used was survey method. The sample of this research was the second semester students of English Education Study Program, Faculty of Teacher Training and Educational Sciences, Pakuan University. The data was gathered through questionnaire administered online. Having analyzed the questionnaire, there are three important findings. The first one dealing with students opinion related to the materials given in pronunciation classroom. It was discovered that almost all of the students are in the positive side dealing with the issue. The pronunciation materials that the students agree to be maintained are focusing on segmental and suprasegmental of pronunciation. The second findings related to the students opinion about pronunciation teaching and learning process. It was found out that the students prefer to learn pronunciation material through real practice activities; such as reading aloud, listening English songs, watching English videos and interacting with native speakers. The final point addressed students preferences toward pronunciation materials. The materials that have been discussed so far are the materials that they like and meet their need. The materials are related with vowels, consonants, diphthongs, lingking sounds, intonation, and stress. There is also interesting finding related to the materials that the students want to learn. English around the world, pronuncing English slang and online application for learning pronunciation are three novel materials that students want to study]]>
<![CDATA[Digital Scrapbook Development To Improve Literacy In Primary School Students ]]>
<![CDATA[Iklimah, Siti Ema]]>;
<![CDATA[Sofyan, Deddy]]>;
<![CDATA[Yani, Indri]]>
<![CDATA[ Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) Vol 7, No 3 (2024): Jurnal Pendidikan dan Pengajaran Guru Sekolah Dasar (JPPGuseda) ]]>
Publisher : <![CDATA[Universitas Pakuan ]]>
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DOI: 10.55215/jppguseda.v7i3.10421
<![CDATA[The aim of this research is to determine the increase in elementary school students' literacy through the development of Digital Scrapbook teaching media in B.Indonesia lessons with Explanatory Text material. This research is based on the finding of a problem in elementary school that there is still a lack of use of technology in preparing media amidst increasingly rapid technological developments. The type of research used is Research and Development with the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) development model. The research subjects were fifth grade elementary school students. The feasibility of this teaching material is based on the results of validation tests by material experts, media experts, language experts, and student responses. And N-gain to calculate the effectiveness of reading literacy. The results of this research are the percentage of validation test scores by material experts with a score of 94% in the very feasible category, 91% for media experts in the very feasible category, and 90% for language experts in the very appropriate category. And based on the results of N gain, it was declared effective in increasing the reading literacy of elementary school students. Based on the results, it can be stated that the development of Digital Scrapbook learning media is valid and feasible and effective for increasing the reading literacy of students in elementary schools.]]>
<![CDATA[Students’ Mathematical Literacy Skills Through Contextual Teaching and Learning and Problem-Based Learning Models ]]>
<![CDATA[Sofyan, Deddy]]>;
<![CDATA[Puspitasari, Nitta]]>;
<![CDATA[Maryani, Siti]]>
<![CDATA[ Plusminus: Jurnal Pendidikan Matematika Vol. 5 No. 1 (2025): March ]]>
Publisher : <![CDATA[Department of Mathematics Education Program IPI Garut ]]>
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DOI: 10.31980/plusminus.v5i1.2619
<![CDATA[Kemampuan literasi matematis siswa merupakan salah satu kemampuan kognitif yang penting untuk dikuasai oleh siswa. Berdasarkan PISA 2022 menunjukkan Indonesia masih tergolong rendah. Tujuan penelitian untuk mengetahui apakah ada perbedaan kemampuan literasi matematis siswa antara siswa yang mendapatkan model Contextual Teaching and Learning (CTL) dan Problem Based Learning (PBL). Metode yang digunakan dalam penelitian ini adalah kuasi eksperimen dengan populasi yaitu siswa SMP kelas VIII pada salah satu sekolah di kabupaten Garut. Teknik pengambilan sampel pada penelitian ini adalah purposive sampling. Teknik pengumpulan data yang digunakan yaitu tes dan observasi. Teknik analisis data menggunakan uji t dan gain ternormalisasi. Hasil penelitian ini yaitu: Terdapat perbedaan kemampuan literasi matematis siswa antara yang mendapatkan model CTL dan PBL; Kualitas peningkatan kemampuan literasi matematis siswa kelas CTL termasuk pada kategori sedang; Kualitas peningkatan kemampuan literasi matematis siswa kelas PBL pada materi termasuk pada kategori sedang. Students' mathematical literacy skills is one of the important cognitive skills that students need to master. According to PISA 2022, Indonesia is still categorized as having a low level of performance. The purpose of this study is to determine whether there is a difference in students' mathematical literacy abilities between those who received the Contextual Teaching and Learning (CTL) model and those who received the Problem-Based Learning (PBL) model. The method used in this study is a quasi-experiment with the population being 8th-grade junior high school students at a school in Garut Regency. The sampling technique used in this study is purposive sampling. The data collection techniques used are tests and observations. Data analysis techniques include the t-test and normalized gain. The results of this study are: There is a difference in students' mathematical literacy skills between those who received the CTL model and those who received the PBL model; The improvement in mathematical literacy skills of students in the CTL class is in the medium category; The improvement in mathematical literacy skills of students in the PBL class is also in the medium category.]]>
<![CDATA[Workshop on Improving Teacher Skills in Designing Project-Based Mathematics Learning to Develop Students' Critical Thinking Skills ]]>
<![CDATA[Sofyan, Deddy]]>;
<![CDATA[Rosada, Cucu]]>;
<![CDATA[Rosadi, Dadang]]>;
<![CDATA[Gandara, Endang]]>;
<![CDATA[Aryani, Rindu]]>;
<![CDATA[Yulianti, Yanti]]>;
<![CDATA[Koswara, Undang]]>;
<![CDATA[Supiantini, Eulis]]>;
<![CDATA[Sugandi, Sugandi]]>;
<![CDATA[Ramdona, Eri Muhammad]]>;
<![CDATA[Cahyati, Lilis Sri]]>;
<![CDATA[Ramli, Lili Jaenudin]]>
<![CDATA[ Indonesian Journal of Community Empowerment (IJCE) Vol 4 No 04 (2023): Indonesian Journal of Community Empowerment (November) ]]>
Publisher : <![CDATA[Fakultas Kewirausahaan Universitas Garut ]]>
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DOI: 10.35899/ijce.v4i4.1011
<![CDATA[This community service aimed to enhance mathematics teachers' skills in designing Project-Based Learning (PjBL)to foster students' critical thinking. The workshop, held on October 14, 2023, at SMAN 11 Garut, targeted high school (SMA/SMK) mathematics teachers. Activities included theoretical presentations, hands-on project design, and assessment development. Results showed a significant positive impact on teachers' understanding of PjBL and its link to critical thinking (evidenced by increased pre-test/post-test scores). Teachers also demonstrated improved practical skills in designing relevant math projects and authentic assessments, alongside a heightened awareness of critical thinking's importance. While recognizing potentials and challenges in PjBL implementation, the workshop boosted teacher confidence and motivation. This is a crucial step toward more meaningful math education and developing future-ready critical thinkers, with continued mentoring recommended for sustained impact.]]>
<![CDATA[Workshop and Implementation of Adaptive Mathematics Learning Using the Interactive Mathway Application for Students with Learning Difficulties ]]>
<![CDATA[Sofyan, Deddy]]>;
<![CDATA[Putri, Kamelia Tri Nur]]>;
<![CDATA[Pratiwi, Listiana Ayu]]>;
<![CDATA[Apriliani, Yosi Khosilma]]>
<![CDATA[ Indonesian Journal of Community Empowerment (IJCE) Vol 5 No 4 (2024): Indonesian Journal of Community Empowerment (November) ]]>
Publisher : <![CDATA[Fakultas Kewirausahaan Universitas Garut ]]>
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DOI: 10.35899/ijce.v5i4.1060
<![CDATA[This community service activity aims to enhance teachers’ ability to design and implement adaptive mathematics learning for students with learning difficulties through the use of the interactive Mathway application. The descriptive method was applied, including workshops, guidance, and hands-on practice using the application in planning and conducting learning activities. Observations indicate that teachers were able to adjust content, methods, and assessments according to students’ needs, making learning more engaging, interactive, and supportive of deeper understanding of mathematical concepts. This program is expected to strengthen teachers’ competencies in addressing diverse student abilities and to improve students’ motivation and mathematics learning outcomes, particularly for those experiencing learning difficulties.]]>
<![CDATA[Pembelajaran Berbasis Masalah Untuk Meningkatkan Kemampuan Komunikasi Matematik Siswa Sekolah Menengah Pertama ]]>
<![CDATA[Sofyan, Deddy]]>
<![CDATA[ Mosharafa: Jurnal Pendidikan Matematika Vol. 1 No. 1 (2012): Mei ]]>
Publisher : <![CDATA[Department of Mathematics Education Program IPI Garut ]]>
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DOI: 10.31980/mosharafa.v1i1.231
<![CDATA[Tujuan penelitian ini adalah untuk menelaah model pembelajaran yang lebih baik dalam meningkatkan kemampuan komunikasi matematik pada kelompok siswa yang mengikuti pembelajaran berbasis masalah terbuka, pembelajaran berbasis masalah terstruktur, dan pembelajaran konvensional. Penelitian ini merupakan studi eksperimen berbentuk kelompok kontrol pretes-postes. Populasi Penelitian ini adalah Siswa SMP Negeri di kabupaten Garut yang termasuk kategori sekolah kelompok tinggi. Sampel penelitian ini adalah siswa kelas VIII salah satu SMP Negeri di kabupaten Garut. Hasil yang diperoleh adalah kemampuan komunikasi matematik siswa yang mengikuti pembelajaran berbasis masalah terbuka sama baiknya dengan siswa yang mengikuti pembelajaran konvensional. Kemampuan komunikasi matematik siswa yang mengikuti pembelajaran berbasis masalah terbuka dan pembelajaran konvensional lebih baik daripada siswa yang mengikuti pembelajaran berbasis masalah terstruktur.]]>
