Articles
<![CDATA[Early Speech Acts in Child Language ]]>
<![CDATA[Vintoni, Aridem]]>
<![CDATA[ ENGLISH FRANCA : Academic Journal of English Language and Education Vol 1, No 2 (2017) ]]>
Publisher : <![CDATA[Sekolah Tinggi Agama Islam Negeri (STAIN) Curup ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.29240/ef.v1i2.170
<![CDATA[Abstract
Each utterance is designed to serve a specific function. It may be meant to inform the listeners, warn them, order them to do something, question them about the fact, or thank them for a gift or act of kindness. All of these speech acts are called as the communicative functions of language or the functions of speech acts. Therefore, in communicating, people do not just âsay thingsâ, but also perform certain âactionsâ.In the process of language development in children, the development of the language functions or speech acts (i.e. illocutionary speech acts) occur simultaneously with the development of linguistics aspects of language (phonemes or sounds, morpheme, words, and sentences) in each stages of language development. The development began early from infants start to babble, produce single-word utterances, until they produced more complex sentences. However, how is the process of the evolution at the early stage of child language development? How do children use their language at the early stage of the development?In this short paper, the writer describes thesome forms of speech acts produced by children.]]>
<![CDATA[TEFL Students’ Language Learning Strategies: The Case of One State Islamic Institute in Indonesia ]]>
<![CDATA[Dairabi Kamil]]>;
<![CDATA[Suhaimi Suhaimi]]>;
<![CDATA[Rudi Hartono]]>;
<![CDATA[Aridem Vintoni]]>
<![CDATA[ Ta'dib: Jurnal Pendidikan Islam Vol 22 No 2 (2017): Ta'dib ]]>
Publisher : <![CDATA[Faculty of Tarbiyah and Teaching Sciences, Universitas Islam Negeri Raden Fatah Palembang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.19109/td.v22i2.1641
<![CDATA[The purpose of this quantitative study was to examine the language learning strategies of TEFL students at State Islamic Institute of Kerinci. The data were collected through a survey dengan mengunakan the Indonesian version Oxford’s (1990) Strategy Inventory for Language Learning and were analyzed through the Rasch Analysis. The results revealed that metacognitive strategy and social strategy were the most and the least frequently used strategy respectively. Considerable differences existed in the second most frequently used strategy across the variable of gender. For male respondents, it was the compensatory strategy, while for female respondents, it was the affective strategy. In addition, cognitive strategy, the third most frequently used strategy by male respondents, is the last for their female counterparts. The first three most frequently used strategies by male respondents were dominated by the direct type of strategies, while for female respondents these were dominated by the indirect ones. ]]>
<![CDATA[Grammatical Errors Made by Students in Writing English Descriptive Paragraph: A Study at English Department at Institut Agama Islam Negeri (IAIN) Kerinci ]]>
<![CDATA[Y. Sonafist]]>;
<![CDATA[Aridem Vintoni]]>
<![CDATA[ ELITE JOURNAL Vol 1 No 1 (2019): English Linguistics, Literature, and Education ]]>
Publisher : <![CDATA[ELITE Association Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (250.393 KB)
<![CDATA[This study aimed at describing the types of grammatical errors made by the in writing English descriptive text. The participants of the study consisted of 47 students of English department at Institut Agama Islam Negeri (IAIN) Kerinci. The data were collected from the students’ compositions. The data were analyzed by using Error Analysis (EA). The grammatical errors in the students’ compositions were identified and classified. Each grammatical error was counted and calculated into percentage for frequency. The results revealed that the grammatical errors made by the students fell into seven categories: errors in using verb tense, singular and plural form, articles, prepositions, pronouns, word order (disordering/inversion of subject and verb) and word choice. The number of the errors in each type was apparently different. The most dominant errors were the errors in the use of preposition. There were 23 errors related to the use of preposition (33.3 % of the total errors). Compared to the total errors made by the students, there was only 1 error (1.4 %) in the use of pronouns]]>
<![CDATA[The EFL Rural Students’ Experiences in Coping with Online Learning During the Covid-19 Pandemic ]]>
<![CDATA[Toni Indrayadi]]>;
<![CDATA[Aridem Vintoni]]>;
<![CDATA[Usman Usman]]>
<![CDATA[ Jurnal Educative: Journal of Educational Studies Vol 7, No 1 (2022): June 2022 ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Bukittinggi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30983/educative.v7i1.5468
<![CDATA[This study aims to explore the learning experiences of the Indonesian rural students during the Covid-19 pandemic which had transitioned to online learning and solutions. A phenomenological approach was used as a research methodology using semi-structured interviews for the data collection. This study was conducted in one Islamic higher education with seven participants. The data were analyzed through thematic analysis by comparing each participant's interview result in the form of research themes. The five themes that emerged in this study are: adapting to online learning, internet access, learning environment, and learning autonomy. The findings of the study indicate that online learning is a problem for the participants who live in rural areas. These problems were caused by unfamiliarity with the online learning method, unstable internet connection, lack of parents’ support, and learning autonomy. However, all challenges can be solved by students. The findings of the study have implications for government and higher education stakeholders to provide enough facilities for online learning for rural students to participate in the learning process smoothlyPenelitian ini bertujuan untuk mengeksplorasi pengalaman belajar siswa daerah terpencil Indonesia selama Covid-19 yang berfokus pada tantangan dan solusi pembelajaran online dari siswa. Pendekatan fenomenologi digunakan sebagai metodologi penelitian dengan menggunakan wawancara semi terstruktur untuk pengumpulan data. Penelitian ini dilakukan di salah satu Perguruan Tinggi Islam dengan jumlah peserta tujuh orang. Data dianalisis menggunakan analisis tematik dengan membandingkan hasil wawancara masing-masing partisipan dalam bentuk tema penelitian. Lima tema yang muncul dalam penelitian ini adalah adaptasi pembelajaran online, akses internet, lingkungan belajar, dan kemandirian belajar. Temuan penelitian menunjukkan bahwa pembelajaran online merupakan masalah bagi peserta yang tinggal di daerah terpencil. Permasalahan tersebut disebabkan oleh ketidaktahuan terhadap metode pembelajaran online, koneksi internet yang tidak stabil, kurangnya dukungan orang tua, dan kemandirian belajar. Namun, semua tantangan dapat diselesaikan oleh siswa. Temuan penelitian ini berimplikasi kepada pemerintah dan pemangku kepentingan pendidikan tinggi untuk menyediakan fasilitas pembelajaran online yang cukup bagi siswa daerah terpencil untuk berpartisipasi dalam proses pembelajaran dengan lancar.]]>
<![CDATA[The EFL Rural Students’ Experiences in Coping with Online Learning During the Covid-19 Pandemic ]]>
<![CDATA[Toni Indrayadi]]>;
<![CDATA[Aridem Vintoni]]>;
<![CDATA[Usman Usman]]>
<![CDATA[ Jurnal Educative: Journal of Educational Studies Vol 7, No 1 (2022): June 2022 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (315.679 KB)
|
DOI: 10.30983/educative.v7i1.5468
<![CDATA[This study aims to explore the learning experiences of the Indonesian rural students during the Covid-19 pandemic which had transitioned to online learning and solutions. A phenomenological approach was used as a research methodology using semi-structured interviews for the data collection. This study was conducted in one Islamic higher education with seven participants. The data were analyzed through thematic analysis by comparing each participant's interview result in the form of research themes. The five themes that emerged in this study are: adapting to online learning, internet access, learning environment, and learning autonomy. The findings of the study indicate that online learning is a problem for the participants who live in rural areas. These problems were caused by unfamiliarity with the online learning method, unstable internet connection, lack of parents’ support, and learning autonomy. However, all challenges can be solved by students. The findings of the study have implications for government and higher education stakeholders to provide enough facilities for online learning for rural students to participate in the learning process smoothlyPenelitian ini bertujuan untuk mengeksplorasi pengalaman belajar siswa daerah terpencil Indonesia selama Covid-19 yang berfokus pada tantangan dan solusi pembelajaran online dari siswa. Pendekatan fenomenologi digunakan sebagai metodologi penelitian dengan menggunakan wawancara semi terstruktur untuk pengumpulan data. Penelitian ini dilakukan di salah satu Perguruan Tinggi Islam dengan jumlah peserta tujuh orang. Data dianalisis menggunakan analisis tematik dengan membandingkan hasil wawancara masing-masing partisipan dalam bentuk tema penelitian. Lima tema yang muncul dalam penelitian ini adalah adaptasi pembelajaran online, akses internet, lingkungan belajar, dan kemandirian belajar. Temuan penelitian menunjukkan bahwa pembelajaran online merupakan masalah bagi peserta yang tinggal di daerah terpencil. Permasalahan tersebut disebabkan oleh ketidaktahuan terhadap metode pembelajaran online, koneksi internet yang tidak stabil, kurangnya dukungan orang tua, dan kemandirian belajar. Namun, semua tantangan dapat diselesaikan oleh siswa. Temuan penelitian ini berimplikasi kepada pemerintah dan pemangku kepentingan pendidikan tinggi untuk menyediakan fasilitas pembelajaran online yang cukup bagi siswa daerah terpencil untuk berpartisipasi dalam proses pembelajaran dengan lancar.]]>
<![CDATA[The EFL Rural Students’ Experiences in Coping with Online Learning During the Covid-19 Pandemic ]]>
<![CDATA[Toni Indrayadi]]>;
<![CDATA[Aridem Vintoni]]>;
<![CDATA[Usman Usman]]>
<![CDATA[ Jurnal Educative: Journal of Educational Studies Vol. 7 No. 1 (2022): June 2022 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30983/educative.v7i1.5468
<![CDATA[This study aims to explore the learning experiences of the Indonesian rural students during the Covid-19 pandemic which had transitioned to online learning and solutions. A phenomenological approach was used as a research methodology using semi-structured interviews for the data collection. This study was conducted in one Islamic higher education with seven participants. The data were analyzed through thematic analysis by comparing each participant's interview result in the form of research themes. The five themes that emerged in this study are: adapting to online learning, internet access, learning environment, and learning autonomy. The findings of the study indicate that online learning is a problem for the participants who live in rural areas. These problems were caused by unfamiliarity with the online learning method, unstable internet connection, lack of parents’ support, and learning autonomy. However, all challenges can be solved by students. The findings of the study have implications for government and higher education stakeholders to provide enough facilities for online learning for rural students to participate in the learning process smoothlyPenelitian ini bertujuan untuk mengeksplorasi pengalaman belajar siswa daerah terpencil Indonesia selama Covid-19 yang berfokus pada tantangan dan solusi pembelajaran online dari siswa. Pendekatan fenomenologi digunakan sebagai metodologi penelitian dengan menggunakan wawancara semi terstruktur untuk pengumpulan data. Penelitian ini dilakukan di salah satu Perguruan Tinggi Islam dengan jumlah peserta tujuh orang. Data dianalisis menggunakan analisis tematik dengan membandingkan hasil wawancara masing-masing partisipan dalam bentuk tema penelitian. Lima tema yang muncul dalam penelitian ini adalah adaptasi pembelajaran online, akses internet, lingkungan belajar, dan kemandirian belajar. Temuan penelitian menunjukkan bahwa pembelajaran online merupakan masalah bagi peserta yang tinggal di daerah terpencil. Permasalahan tersebut disebabkan oleh ketidaktahuan terhadap metode pembelajaran online, koneksi internet yang tidak stabil, kurangnya dukungan orang tua, dan kemandirian belajar. Namun, semua tantangan dapat diselesaikan oleh siswa. Temuan penelitian ini berimplikasi kepada pemerintah dan pemangku kepentingan pendidikan tinggi untuk menyediakan fasilitas pembelajaran online yang cukup bagi siswa daerah terpencil untuk berpartisipasi dalam proses pembelajaran dengan lancar.]]>
<![CDATA[Pragmatism and Its Contribution to English Language Teaching and Education ]]>
<![CDATA[Vintoni, Aridem]]>;
<![CDATA[Hadiyanto, Hadiyanto]]>;
<![CDATA[Sulistiyo, Urip]]>;
<![CDATA[Abrar, Mukhlas]]>;
<![CDATA[Kuntarto, Eko]]>
<![CDATA[ PPSDP International Journal of Education Vol. 2 No. 2 (2023): PPSDP International Journal of Education (Special Issue) ]]>
Publisher : <![CDATA[Perkumpulan Program Studi Doktor Pendidikan (PPSDP) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.59175/pijed.v2i2.108
<![CDATA[In the context of English language teaching and education, the philosophical foundation needs to be a concern and mastered by teachers or educators. The philosophical foundation of teaching and education is a set of assumptions that come from philosophy which is used as a starting point in teaching and education. This study aims to describe the concept of Pragmatism and its contribution to English language teaching and education. This study uses a qualitative approach with a library research method. The data were obtained from various scientific works related to the problem discussed in this study. The data were analyzed by using ‘content analysis’ technique. The findings showed that the philosophy of Pragmatism has given many contributions to English teaching and education; in terms of understanding the nature of learners or students, the goals of teaching and education, curriculum and teaching methods. According to the philosophical rationale of Pragmatism, curriculum and teaching methods can be developed in accordance with the learning objectives to be achieved.]]>
<![CDATA[Early Speech Acts in Child Language ]]>
<![CDATA[Vintoni, Aridem]]>
<![CDATA[ ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 1 No. 2 December (2017): ENGLISH FRANCA : Academic Journal of English Language and Education pr ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Curup ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.29240/ef.v1i2.170
<![CDATA[Abstract Each utterance is designed to serve a specific function. It may be meant to inform the listeners, warn them, order them to do something, question them about the fact, or thank them for a gift or act of kindness. All of these speech acts are called as the communicative functions of language or the functions of speech acts. Therefore, in communicating, people do not just “say thingsâ€, but also perform certain “actionsâ€.In the process of language development in children, the development of the language functions or speech acts (i.e. illocutionary speech acts) occur simultaneously with the development of linguistics aspects of language (phonemes or sounds, morpheme, words, and sentences) in each stages of language development. The development began early from infants start to babble, produce single-word utterances, until they produced more complex sentences. However, how is the process of the evolution at the early stage of child language development? How do children use their language at the early stage of the development?In this short paper, the writer describes thesome forms of speech acts produced by children.]]>
<![CDATA[The EFL Rural Students Experiences in Coping with Online Learning During the Covid-19 Pandemic ]]>
<![CDATA[Indrayadi, Toni]]>;
<![CDATA[Vintoni, Aridem]]>;
<![CDATA[Usman, Usman]]>
<![CDATA[ Jurnal Educative: Journal of Educational Studies Vol. 7 No. 1 (2022): June 2022 ]]>
Publisher : <![CDATA[Universitas Islam Negeri Sjech M. Djamil Djambek Bukittinggi ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.30983/educative.v7i1.5468
<![CDATA[This study aims to explore the learning experiences of the Indonesian rural students during the Covid-19 pandemic which had transitioned to online learning and solutions. A phenomenological approach was used as a research methodology using semi-structured interviews for the data collection. This study was conducted in one Islamic higher education with seven participants. The data were analyzed through thematic analysis by comparing each participant's interview result in the form of research themes. The five themes that emerged in this study are: adapting to online learning, internet access, learning environment, and learning autonomy. The findings of the study indicate that online learning is a problem for the participants who live in rural areas. These problems were caused by unfamiliarity with the online learning method, unstable internet connection, lack of parents’ support, and learning autonomy. However, all challenges can be solved by students. The findings of the study have implications for government and higher education stakeholders to provide enough facilities for online learning for rural students to participate in the learning process smoothlyPenelitian ini bertujuan untuk mengeksplorasi pengalaman belajar siswa daerah terpencil Indonesia selama Covid-19 yang berfokus pada tantangan dan solusi pembelajaran online dari siswa. Pendekatan fenomenologi digunakan sebagai metodologi penelitian dengan menggunakan wawancara semi terstruktur untuk pengumpulan data. Penelitian ini dilakukan di salah satu Perguruan Tinggi Islam dengan jumlah peserta tujuh orang. Data dianalisis menggunakan analisis tematik dengan membandingkan hasil wawancara masing-masing partisipan dalam bentuk tema penelitian. Lima tema yang muncul dalam penelitian ini adalah adaptasi pembelajaran online, akses internet, lingkungan belajar, dan kemandirian belajar. Temuan penelitian menunjukkan bahwa pembelajaran online merupakan masalah bagi peserta yang tinggal di daerah terpencil. Permasalahan tersebut disebabkan oleh ketidaktahuan terhadap metode pembelajaran online, koneksi internet yang tidak stabil, kurangnya dukungan orang tua, dan kemandirian belajar. Namun, semua tantangan dapat diselesaikan oleh siswa. Temuan penelitian ini berimplikasi kepada pemerintah dan pemangku kepentingan pendidikan tinggi untuk menyediakan fasilitas pembelajaran online yang cukup bagi siswa daerah terpencil untuk berpartisipasi dalam proses pembelajaran dengan lancar.]]>
<![CDATA[Metacognitive Reading Strategies and Their Impact on Comprehension: Insights from Rural EFL Learners ]]>
<![CDATA[Pahrizal, Novri]]>;
<![CDATA[Vintoni, Aridem]]>;
<![CDATA[Sotlikova, Rimajon]]>;
<![CDATA[Ya'akub, Hajah Zurinah Haji]]>
<![CDATA[ Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 7, No. 1, January 2025 ]]>
Publisher : <![CDATA[Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.23917/ijolae.v7i1.23908
<![CDATA[The need for more understanding and implementation regarding the importance of metacognitive reading strategies has constrained reading skills learning among EFL learners. While these strategies improve reading comprehension, learners must still utilize them effectively, reducing their performance in reading texts critically and independently. This study examines the influence of metacognitive awareness reading strategies on reading comprehension among rural EFL learners. This study exploited cross-sectional design, one of two major designs of survey methods. This study employed 114 EFL learners of the English Department in Indonesia. This study employed two instruments, namely a questionnaire to measure EFL learners’ metacognitive awareness reading strategies from MARSI-R by Mokhtari et al. (2018) and documentation obtained from the scores of the reading courses in the third semester. This study used quantitative statistical analysis, descriptive statistics to analyze the ability level of EFL learners to read comprehension, and inferential statistics to determine the influence of metacognitive awareness reading strategies on reading comprehension among EFL learners. The result of this study revealed that reading comprehension among EFL learners is at a moderate level. EFL learners are highly aware of metacognitive reading strategies, especially problem-solving strategies. These subscales also strongly correlate with each other and metacognitive awareness reading strategies for improving readers’ metacognitive ability to understand texts. Then, metacognitive reading strategies have a significant relationship but a weak impact on reading comprehension, explaining only slight variability. Regularly employing metacognitive strategies can improve reading performance and effectiveness, making learners more strategic and skilled in planning, monitoring, and evaluating their reading comprehension.]]>
