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All Journal Diglosia TLEMC (Teaching and Learning English in Multicultural Contexts) Jurnal Pendidikan dan Konseling Journal of English Language and Culture JEE (Journal of English Education) International Journal of English and Applied Linguistics (IJEAL)
Juliansyah
Universitas Darma Persada
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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TEACHING MODEL WITH THEME AND RHEME IN SPEAKING SKILL FOR JUNIOR HIGH SCHOOL STUDENTS Ian, Juliansyah; Yuniar, Eka
Diglosia Vol 2, No 1 (2018): Diglosia: Jurnal Pendidikan, Kebahasaan, dan Kesusastraan Indonesia - Februari
Publisher : Diglosia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This research is the development of the learning model or models of learning. The learning model developed in this study is the Speech Learning Model in English for Junior High School Students. The purpose of this study was to show that the teaching of English for speaking skill need revising with new model of teaching and learning.  The study was conducted by using a qualitative research approach and the application of the methodology of research and development consisting of stages, namely: 1) A preliminary study, 2) Preparation of Model, 3) The First Test of the Model , 4) Revise and Improve the Model, 5) The Second Test of the Model, and 6) Final Model. The study involved students, principals, and teachers of English in some Junior High Schools. Related teaching practices in this study lasted for seven meetings, including the implementation of the test. The result of this study is a model or English language teaching materials focused on increasing the ability to speak or speaking skills. Modules or teaching material resulted from this study contains simple dialogue as well as simple monologue packed in instructions or commands that facilitate learners to speak, starting from the ability to speak in the simplest form of the pronunciation of a word appropriately, submission of ideas in a sentence with proper intonation, responding to a dialogue, conveying a simple description smoothly. This model of learning speaking skills was developed based on the concept of Theme and Rheme.
Sentence Errors in Descriptive Text: A Study on How Students Understand English Sentence Patterns Juliansyah Juliansyah; Yessy Harun
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 1 (2021): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v5i1.3148

Abstract

This research is addressed to discover the mistakes carried out by the students in writing simple sentences and complex sentences of descriptive text in the form of description paragraph. The research participants are undergraduate students of the first semester. The research objective is identifying kinds of sentence errors in simple sentences and complex sentences conducted by the students in writing a descriptive paragraph. The research data were obtained from the results of the questionnaires. The data tells that, firstly,  96% of total students did not come from a language major when they were in high school y are  and tests given; secondly, 63% of students learn English in one week more than once (generally 2x80 minutes), and thirdly, only 29% of students admit to having studied very ‘complex’ sentences.  Furthermore, the study identifies three types of students’ mistakes related to writing simple sentences. Those mistakes are: 1) mistakes in using the verb form from the review of the English structure and of conformity to the subject of the sentence, 2) the use of types of words in the subject and or subject complement, and 3) the incompleteness of elements in simple sentences (no subject, or verbs, and or subject complement). In relation to the ability of writing complex sentences, there were four types of common mistakes related to complex sentences. They are: 1) mistakes in placing complementary clauses according to the type of clause, 2) incomplete sentence elements, both in the main clause and in complementary clauses, 3) mistakes in using types of words in certain parts, both in the main and complementary clauses, and 4) mistakes in using conjunctions. Based on the research results, the researcher concludes that the ability to write complex sentences should be of greater concern both students and lecturers for better writing ability. 
The Students' Acceptance on Provided and Students' Own Dialogue on The Students' Speaking Improvement Juliansyah; Bambang Trisno Adi; Yessy Harun
JEE (Journal of English Education) Vol. 7 No. 2 (2021): JEE (Journal of English Education)
Publisher : English Study Program University of Pasir Pengaraian

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30606/jee.v7i2.1102

Abstract

This study is about how 55 university students perceive the learning system on communication skill through virtual class by using provided dialogue and students’ own dialogue. Provided dialogue means text of conversation taken from the book, and the lecturer brings it in the virtual class for the students to discuss, learn, and practice. Meanwhile, the students’ own dialogue refers to the assignment the lecturer gives to students in which students create dialogue within 5-6 days and the dialogue must fulfil several requirements. The instrument for collecting data is questionnaire. There are 21 items of questions in questionnaire given to students at the end of semester. The study proves that the usage of provided dialogue and plus the students’ own dialogue makes the zoom class more interesting. Other findings are the students are able to use specific expressions in communication using dialogue, in good intonation and pronunciation, in good spelling and grammar, and appropriate gestures and full confidence. Furthermore, the questionnaire also shows good point on the students’ improvements after the students have learned communication skill using both provided dialogue and the students’ own dialogue.
Some Methods of Teaching English via Online Learning System Used by Lecturers; A Descriptive Study Juliansyah Juliansyah
International Journal of English and Applied Linguistics (IJEAL) Vol. 1 No. 2 (2021): Volume 1 Number 2 August 2021
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v1i2.999

Abstract

Firstly, the research aims to know what lecturers use methods of teaching English via an Online Learning System. Secondly, the activities both the lecturers and students have during the learning process. This research is limited to what methods the lecturers apply in teaching English for English department students via an online learning system to build students' enthusiasm for learning. The process of research used is qualitative research. In collecting data, the researcher used observation. There are 8 respondents in this research. They are all lecturers teaching in English Department. The result shows that the lecturers use applications in teaching English, namely Google Classroom, Google Meet, Zoom, and the Learning Management System (LMS) of Darma Persada University, namely portal.unsada.ac.id. The latest application is an official site that lecturers and students use to proceed with the teaching-learning process. The research also finds that lecturers do several activities in the learning process. They fill in the blank, read aloud, answer questions, picture describing, drilling, and presentation techniques. The research shows that those all activities are the most suitable with learning system using online. Meanwhile, in terms of teaching techniques, most of the lecturers use communicative language teaching, grammar-translation, and audio-lingual method.
GRAMMATICAL ERRORS IN STUDENTS’ WRITING: DESCRIPTIVE STUDY ON GRADE 7 STUDENTS Indri Ayu Lestari; Juliansyah - Juliansyah; Yoga Pratama
Journal of English Language and Culture Vol 11, No 1 (2020): Journal of English Language and Culture
Publisher : Universitas Bunda Mulia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30813/jelc.v11i1.2265

Abstract

Grammatical error is difficult to be avoided by every learner. Grade 7 students in class observed are smart enough. Yet, they frequently make grammatical errors in the sentences when they write essay. Because of that, analyzing the errors in writing is one of appropriate ways to know student’s ability. In this research, the researchers ask the students to make descriptive text or essay. There are 7 titles of essay that each student can choose. There are only 7 texts that the researchers analyze in which each text represents different title of text. To analyze the texts, the researchers use Corder’s theory which focuses on 4 types of error, namely: (1) Error of Omission, (2) Error of Selection, (3) Error of Addition, and (4) Error of Ordering. The highest percentage of error is Error of omission that takes 45.28%. Error of Selection, Error of Addition, and Error or Ordering follow with 33.96%, 18.87%, and 1.88%. Based on the analysis, the reasons of why the students make errors are: (1) the students do not master grammar in detail, (2) the students forget the grammar rules though they have learnt it, and (3) the students have limited vocabularies. Further studies need to be conducted for more detail findings.
Integrasi Kegiatan Menggunakan Media Massa untuk Pembelajaran Mata Kuliah ESP for Mass Media di Perguruan Tinggi Bambang Trisno Adi; Juliansyah Juliansyah
Jurnal Pendidikan dan Konseling (JPDK) Vol. 4 No. 6 (2022): Jurnal Pendidikan dan Konseling
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jpdk.v4i6.8146

Abstract

Penelitian ini adalah penelitian deskripsi sekaligus eksperimen yang dihasilkan dari pengalaman sesungguhnya. Penelitian ini juga dapat dikatakan sebagai penelitian pustaka karena sebagian besar data bersumber dari dokumen atau pustaka. Permasalahan penelitian difokuskan tentang mata kuliah ESP for Mass Media secara umum dan bagaimana kurikulum mata kuliah ESP for Mass Media diterapkan dalam setiap pertemuan secara khusus. Berdasarkan hal tersebut, tujuan penelitian ini adalah untuk menguraikan bagaimana kurikulum ESP for Mass Media dan bagaimana kurikulum tersebut diterapkan dalam kegiatan belajar di setiap pertemuan. Penerapan kurikulum dituangkan dalam kegiatan yang bersifat integrasi antara semua topik pembahasan terkait dengan Mass Media dan keterampilan berbahasa, yaitu: berbicara, menulis, membaca, dan mendengar. Sumber data adalah dokumen resmi terkait dengan kurikulum dan mata kuliah ESP for Mass Media. Selain menggunakan dokumen yang sudah ada, data penelitian ini juga bersumber dari rekaman langsung pelaksanaan pembelajaran mata kuliah ESP for Mass Media selama 1 semester. Hasil penelitian adalah RPS mata kuliah untuk 1 semester, 14 modul pembelajaran, dan seperangkat tes untuk tengah dan akhir semester. Hasil penelitian ini diharapkan dapat menjadi acuan untuk kegiatan pembelajaran di semester-semester yang akan datang. Kata Kunci: kurikulum, mass media, integrasi, pembelajaran, materi belajar.
Co-Authors Bambang Trisno Adi Indri Ayu Lestari Yessy Harun Yoga Pratama Yuniar, Eka