Articles
<![CDATA[IMPLEMENTING CONCEPT MAPPING TECHNIQUE TO IMPROVE STUDENTSâ DESCRIPTIVE WRITING ABILITY ]]>
<![CDATA[Rubiyah, Rubiyah]]>;
<![CDATA[Ping, Maria Teodora]]>;
<![CDATA[Syamdianita, Syamdianita]]>
<![CDATA[ LLT Journal: A Journal on Language and Language Teaching Vol 21, No 1 (2018) ]]>
Publisher : <![CDATA[English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia ]]>
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<![CDATA[This Classroom Action Research aimed at investigating the implementation of Concept Mapping Technique to improve studentsâ descriptive writing ability. The research was conducted in two cycles at SMP Negeri 21 Samarinda, with 37 seventh grade students participating. In this research, there was one teacher- researcher who implemented the technique and there were two collaborators who did the observation. The data were collected both quantitatively and qualitatively by using writing assessment, interview guide, observation sheets and field notes. The findings showed that: 1) there was an improvement in the studentsâ descriptive writing average scores at the end of the second research cycle; 2) the implementation of the concept mapping technique was done properly by the teacher- researcher; 3) the concept mapping technique delivered through collaborative working improved the participation of the students in the teaching and learning process. Since all the criteria of success in this research were fulfilled by the end of the second cycle, it could be concluded that this classroom action research was successfully implemented and the technique proposed could very well improve the skills being targeted.DOI:Â doi.org/10.24071/llt.2018.210107]]>
<![CDATA[Pair Taping for Undergraduate EFL Students’ Speaking Fluency and Self Confidence ]]>
<![CDATA[Syamdianita, Syamdianita]]>;
<![CDATA[Ismail, Nurhijrah]]>;
<![CDATA[Nur, Dedi Rahman]]>
<![CDATA[ Script Journal: Journal of Linguistic and English Teaching Vol 3, No 2 (2018): October ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/sj.v3i2.203
<![CDATA[The need for speaking mastery in English has been dramatically increasing because of the confirmed position of English as a language for international communication. Unfortunately, most of students get less of appreciation in classroom speaking activities. Therefore, to establish a natural approach where students could develop L2 fluency more effectively than what has occurred inside the classroom, the researchers tried Pair Taping (PT) in their Speaking Class. A number of studies have indicated that using PT facilitate students’ fluency and confidence (Washburn & Christianson: 1996, Kubo: 2009, Kluge & Taylor: 2000, and Nguyen: 2012). This current study attempted at answering the questions related to: 1) the potential benefit of PT upon the students’ speaking fluency, 2) the students’ perspectives on their English speaking performance, and 3) the students’ attitudes toward PT. The findings revealed that pair taping could be conducive to promote students’ speaking fluency along with developing their knowledge of language. It also advances our understanding of how pair taping makes contribution to foreign language learning and provide useful insight to teachers, lecturers or course designers in designing speaking course. The implementation of this study was found to be helpful in building up students’ speaking skills by offering innovative learning experience to students.]]>
<![CDATA[EFL Students’ Responses on Teacher’s Online Written Feedback: Interaction, Revision, and Perception ]]>
<![CDATA[Suci, Dewi Nur]]>;
<![CDATA[Basthomi, Yazid]]>;
<![CDATA[Mukminatien, Nur]]>;
<![CDATA[Santihastuti, Asih]]>;
<![CDATA[Syamdianita, Syamdianita]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 11, No 2 (2021): Vol. 11, No. 2, September 2021 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v11i2.28549
<![CDATA[This study examines students’ interactions with the teacher’s feedback in an online course on paragraph writing at higher education in Indonesia. The instructional moves, interactional approach, and students’ perceived usefulness of the feedback were investigated. Through a discourse analysis framework, 355 comments on discussion posts from five students in four meetings were analyzed. The Learning Analytics (LA) data correlated with semi-structured interviews were employed to obtain the students’ perceived usefulness of teacher feedback for revision. The semi-structured interview was done with six students. The findings revealed that the teacher enacted fifteen moves to handle social interaction in online feedback from directive to dialogic categories. These moves are employed to create knowledge-building and solidarity for pedagogical and interactional goals, particularly. These are shown by the relation between LA and the students’ perceptions of the feedback for writing revision. Therefore, such ï¬ndings highlight the (de)merits of directive-dialogic interactions in online written feedback and LA data to improve teaching and learning.]]>
<![CDATA[LOCAL AND TARGET CULTURE MATERIALS: INSIGHT INTO TEACHERS’ PERSPECTIVES ]]>
<![CDATA[Chris Asanti]]>;
<![CDATA[Syamdianita Syamdianita]]>
<![CDATA[ AICLL: ANNUAL INTERNATIONAL CONFERENCE ON LANGUAGE AND LITERATURE Vol 1, No 1: AICLL April 2018 ]]>
Publisher : <![CDATA[Universitas Islam Sumatera Utara (UISU) ]]>
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DOI: 10.30743/aicll.v1i1.33
<![CDATA[In this contemporary world, English is used to link the communication among people internationally for different universal purposes (Crystal, 2003; Jenkins, 2010; and Kirkpatrick, 2011), for instance, educational advancement, career development, technology, and international relation. It is obvious that the function of English during this period of time has made some countries generate policies to include English as one of the compulsory subjects being taught at schools. However, the materials which are used in school practices are likely to focus on the target culture materials. Due to this reason, it seems that the role of local and target cultures in teaching the language should be taken into consideration. Related to the status of English to the importance of culture in language learning, this research aims at investigating English teachers’ perspectives on the appropriateness of materials in English Language Teaching. In order to get broader pictures, questionnaires and interview were conducted to two English teachers in Samarinda. The results were interesting as both teachers preferred to expand the materials rather than used the readily materials provided by the school and/or the institution. This created them to become material developers and creators. Other results showed that the teachers were aware of the importance of the cultural content in the materials, thus culture functioned as ‘a filer and a connecting bridge’ in ELT.]]>
<![CDATA[Pair Taping for Undergraduate EFL Students’ Speaking Fluency and Self Confidence ]]>
<![CDATA[Syamdianita Syamdianita]]>;
<![CDATA[Nurhijrah Ismail]]>;
<![CDATA[Dedi Rahman Nur]]>
<![CDATA[ Script Journal: Journal of Linguistics and English Teaching Vol. 3 No. 2 (2018): October ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/sj.v3i2.203
<![CDATA[The need for speaking mastery in English has been dramatically increasing because of the confirmed position of English as a language for international communication. Unfortunately, most of students get less of appreciation in classroom speaking activities. Therefore, to establish a natural approach where students could develop L2 fluency more effectively than what has occurred inside the classroom, the researchers tried Pair Taping (PT) in their Speaking Class. A number of studies have indicated that using PT facilitate students’ fluency and confidence (Washburn & Christianson: 1996, Kubo: 2009, Kluge & Taylor: 2000, and Nguyen: 2012). This current study attempted at answering the questions related to: 1) the potential benefit of PT upon the students’ speaking fluency, 2) the students’ perspectives on their English speaking performance, and 3) the students’ attitudes toward PT. The findings revealed that pair taping could be conducive to promote students’ speaking fluency along with developing their knowledge of language. It also advances our understanding of how pair taping makes contribution to foreign language learning and provide useful insight to teachers, lecturers or course designers in designing speaking course. The implementation of this study was found to be helpful in building up students’ speaking skills by offering innovative learning experience to students.]]>
<![CDATA[Oral Communication Strategies Training: The Case of Pre-Service English Teachers in Indonesia ]]>
<![CDATA[Noor Rachmawaty]]>;
<![CDATA[Aridah Aridah]]>;
<![CDATA[Weningtyas Parama Iswari]]>;
<![CDATA[Syamdianita Syamdianita]]>
<![CDATA[ Script Journal: Journal of Linguistics and English Teaching Vol. 6 No. 2 (2021): October ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/sj.v6i2.799
<![CDATA[Background: Many researches on pre-service English teachers have been carried out in various aspects, from teaching techniques to psychology. However, research on oral communication strategies of pre-service English teachers is still little done. This study delved into the effect of oral communication strategies training on pre-service English teachers’ speaking performance. In addition, it revealed the relationship between gender and types of oral communication strategies. Methodology: This study involved 27 students who joined in Speaking 3 course. The OCSI as the instrument in this study consisted of eight categories of strategies for coping with speaking problems and seven types for dealing with listening problems Findings: Results from descriptive statistics showed that before the training, message reduction mainly was used while social affective and attempt to think in English was the least often employed strategy for resolving speaking difficulties. Meanwhile, after the training, a Non-verbal strategy while speaking was frequently used by the students. Message abandonment became the least used strategy after training was implemented. In dealing with listening problems, before the training, Non-Verbal strategies while listening was mostly used while the least used strategy was getting the gist. After the training, Word oriented became the most often employed technique Meanwhile, strategies for preserving fluency were the least frequently adopted. Conclusion: The MANOVA results of data analysis revealed that female students significantly performed better in speaking English than male students. However, there was no significant difference in Oral Communication Strategy used between male and female students.]]>
<![CDATA[Dialogic Reading to Promote the Underprivileged Pre-School Children's Expressive Language Ability ]]>
<![CDATA[Andi Asrifan]]>;
<![CDATA[Iwan Setiawan]]>;
<![CDATA[Maria Teodora Ping]]>;
<![CDATA[Syamdianita Syamdianita]]>;
<![CDATA[Nur Fadillah Nurchalis]]>
<![CDATA[ Script Journal: Journal of Linguistics and English Teaching Vol. 7 No. 2 (2022): October ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/sj.v7i2.1096
<![CDATA[Background: Children from low socioeconomic backgrounds in Indonesia have been facing challenges in terms of their literacy and language development. One of the possible reasons is that they are not used to receiving meaningful early reading interventions such as shared reading during their pre-school attendance. This phenomenon has brought to light the urgency of having an early intervention, which can accommodate the very diverse linguistic and cultural context of Indonesia- a multilingual and multicultural country. Methodology: This study employed an explanatory sequential mixed-method research design. The first phase was conducted in a quantitative one-group pre-experiment with pre-and post-test design. The second phase of this research was carried out in a qualitative case study through classroom observation and informal interviews with the teacher and the children. Findings: The findings of MLU calculation showed that for the pre-test, the mean score was 2.35, the median was 2.20 and the standard deviation was 0.53. Meanwhile, for the post-test, the mean score was 3.72, the median was 3.18 and the standard deviation was 1.38. The qualitative phase explored two main aspects, namely the implementation of dialogic reading activity by the teacher and the teacher as well as children’s opinions regarding the dialogic reading activity. Conclusion: This current study has offered an insight that dialogic reading activity could be well implemented by the teacher in a typical Indonesian pre-school setting. The dialogic reading activity was also found to contribute significantly to the development of children’s expressive language ability. Originality: The findings of this study have indicated dialogic reading potentials in terms of promoting children’s language development and just as importantly, sparking children’s joy of reading since their early years of formal education. Therefore, it is suggested that early childhood educators and parents work hand in hand to incorporate dialogic reading activity into their daily literacy practices at schools as well as at home.]]>
<![CDATA[The EFL pre-service teachers' experiences and challenges in designing teaching materials using TPACK framework ]]>
<![CDATA[Syamdianita Syamdianita]]>;
<![CDATA[Bambang Yudi Cahyono]]>
<![CDATA[ Studies in English Language and Education Vol 8, No 2 (2021) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v8i2.19202
<![CDATA[This study aimed to explore the EFL (English as a Foreign Language) pre-service teachers’ experiences in designing and implementing teaching materials by using the Technological Pedagogical Content Knowledge (TPACK) framework through the Learning by Design (LBD) approach. It also identified the challenges faced by the pre-service teachers in designing and implementing the teaching materials. This study involved EFL pre-service teachers in the Province of East Kalimantan, Indonesia. Semi-structured interviews and document analysis were used to gather data needed to accomplish the research objectives. The results of the study showed that the LBD approach was found to be beneficial for the pre-service teachers in designing and implementing teaching materials by using the TPACK framework. The LBD approach helped the pre-service teachers in combining the technological tools and applications with teaching. The EFL pre-service teachers believed that the process that they experienced, enabled them to have a positive change in designing the teaching materials. However, some challenges were still faced by the EFL pre-service teachers in designing and implementing the teaching materials. These included the EFL pre-service teachers’ low level of computer skill, their lack of proficiency in content knowledge, and the availability of media. Moreover, the challenges they faced did not make them afraid of having more experience in LBD activities to promote their abilities in designing teaching materials and in teaching using the materials. ]]>
<![CDATA[Students’ Perception Toward The Use Of Process Approach In Writing Course of English Department in Mulawarman University ]]>
<![CDATA[Nira Miranda]]>;
<![CDATA[Aridah Aridah]]>;
<![CDATA[Syamdianita]]>
<![CDATA[ E3L: Journal of English Teaching, Linguistic, and Literature Vol 4 No 1 (2021): March ]]>
Publisher : <![CDATA[English Department, Faculty of Teacher Training and Education, Mulawarman University ]]>
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DOI: 10.30872/e3l.v4i1.1904
<![CDATA[This study was aimed (1) to find out how the process approach is implemented in writing course and (2) to know the students’ perceptions toward the use of process approach in writing course. The design of this study was a descriptive qualitative design. The data were collected by using interview guide. The 64 students from class B 2018 and C 2019 were selected as the subject from the results of final score in writing 3 course. While, the six students were selected as the interviewee since they had the highest, middle, and lowest score in writing class. The result of this study found that the lecturer used the same five steps of process approach based on Hyland (2003) which involved pre-writing, drafting, revising, editing and publishing. Furthermore, the students’ perception toward the use of process approach in writing course was totally positive. It was explicitly described under the five aspects that were attitudes, motives, interests, experience, and expectation. Mostly, the students showed positive perception toward the use of process approach in writing course. Moreover, the implementation of process approach was very helpful and also motivated them in writing their future essay]]>
<![CDATA[Online Class Interaction In Teaching And Learning Process At Third Grade Students Of Sekolah Dasar Islam Terpadu Samarinda ]]>
<![CDATA[Ahyu Ningtyas]]>;
<![CDATA[Rahmat Soe'oed]]>;
<![CDATA[Syamdianita]]>
<![CDATA[ E3L: Journal of English Teaching, Linguistic, and Literature Vol 4 No 2 (2021): September ]]>
Publisher : <![CDATA[English Department, Faculty of Teacher Training and Education, Mulawarman University ]]>
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DOI: 10.30872/e3l.v4i2.1908
<![CDATA[The purpose of the study is to know the types of classroom interaction and the teachers interact to students in English lesson. This research was conducted in SD IT Insan Karim Samarinda Seberang. This study focused on types of classroom interaction such as : (1) Teacher – student, (2) Student – teacher and (3) Student – student. The design of this study was qualitative study which to illustrate the types used in classroom interaction. Research subject was chosen through purposive sampling resulting one subject to be analyzed.The subject was an English teacher and her students from SD IT Insan Karim Samarinda Seberang who has more than one a half years teaching experiences. There were two research instruments used in this study. They are observation and interview. The data were taken from 2 English teaching video which were transcribed. The collected data were classified into three types of classroom interaction. Afterward the researcher triangulated the data by crosschecking the data related to data she acquired from interview. The result of the study showed the English teacher and her students in third grade students of SD IT Insan Karim Samarinda Seberang used three types of classroom interaction : Teacher – student , student - teacher and student – student. While the data from interview showed that the teacher help the student to do interaction related the topic. But, the result from observation and interview were not same because English teacher only said about teacher centered and student centered in interview.]]>
