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All Journal NaCoLET Papanda Journal of English Education
Rama Dwika Herdiawan
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Education Languange, Linguistic, Communication & Media Other

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Textbook Elucidation: An Analysis of Thematic Structure and Progression on the Ministry of Education and Culture Grade X English Textbook Revision Edition Thauransyah Ghofur Ismail; Agus Rofi'i; Rama Dwika Herdiawan
National Conference on Language, Education, and Technology Proceeding Vol. 1 No. 1 (2021): December 2021
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/nacolet.v1i1.2685

Abstract

An instructional material becomes one of the most crucial factors in determining the success of learning process. Textbook as one of the kind of instructional materials poses its vital role in assisting teachers in the learning process. Acting as a cohesive device in discourse analysis, thematic structure and progression pattern analysis have been popularly used in analyzing texts’ theme-rheme structure and its deployment pattern. This study centered on analyzing the theme rheme structure and progression patterns on some specific reading texts. A grade X english textbook endorsed by Ministry of Education and Culture has been chosen to be the object of analysis. Out of 17 existing passages within the textbook, author has purposively selected three reading texts with different genre to be the data of the research. To begin the investigation, each of the selected text was broke down into clauses and then analyzed the theme and rheme within each clause. Progression patterns analysis was done by analyzing the deployment pattern of themes and rhemes within the texts. The investigation uncovered unmarked themes on single clause level became the most dominating theme among others. The themes showed up 61 times and occupied 44.53% of all themes occurrences. At the bottom two rarest theme occurrences are marked and interpersonal themes with a percentage of 2.94% and 0.74%. Ultimately, concerning the cohesiveness of the text, all four progression patterns occurred within the text and 166 items of cohesive devices indicating reference & repetition were found well-distributed in all three texts.
ANALYSIS OF THEME AND RHEME ON UNIVERSITY STUDENTS’ WRITING wafda raudhatul hilyah; Rama Dwika Herdiawan; Raynesa Noor Emiliasari
National Conference on Language, Education, and Technology Proceeding Vol. 2 No. 1 (2022): December 2022
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/nacolet.v2i1.3449

Abstract

The purpose of this study was to investigate the types of themes and describe the most dominant themes used in students' writing. The data used were from 5 students who wrote on the subject of writing introductory paragraphs and the data were analyzed based on Halliday & Matthiessen's MA K Theory (2014). This research was conducted using a discourse analysis. Data collection is done by observation and document study. Data was collected from the writings of the first semester at Majalengka University. The research found various themes: topical, textual, interpersonal, marked and unsigned themes. And the most dominant type of theme is characterized by topical themes and themes. Patterns of theme realization were found in students writing texts namely topical themes, textual-topical themes and interpersonal-topical themes. Meanwhile, only a few topical-textual interpersonal. The students use most of the topic clauses as themes starting with a word or phrase that functions as a subject and addition. All types of themes are used in writing student texts, except interpersonal themes (addition of vocative, addition of modals and limited verbal operators) and some textual themes (addition continues and continues). Therefore, in the Theme-Rheme structure of a text clause by clause, to gain insight into its texture and how the writer clarifies the nature of the fixing that completes it.
Learning Assessment in Kurikulum Merdeka: Practice and Challanges in EFL Classroom Fathan Ghotafani; Rama Dwika Herdiawan; Eva Fitriani Syarifah; Azman, Mohamed Nor Azhari
Papanda Journal of English Education Vol. 2 No. 2 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjee.v2i2.879

Abstract

Assessment is considered important for improving students’ performance and contributing to better teaching and more efficient learning. This research aims to explore how EFL teacher implement the learning assessment in the class, and the challenges faced by teacher in conducting the assessment. Thus, this research was conducted at one of vocational schools in Majalengka. This research employs a narrative inquiry as the research design. This research use observation, document analysis and interview as the data collection method. The observation was conducted two times at eleventh-grade class and the interview was delivered to an English teacher. The researcher analyzed the teacher document, to determine whether they comply with the guidelines of the Kurikulum Merdeka. The research reveals that the teacher effectively implements formative and summative assessments in line with government guidelines. Formative assessments occur during group discussions with ongoing feedback, while summative assessments involve group presentations at the end of a unit to evaluate students' comprehension of report texts. These assessments incorporate Profil Pelajar Pancasila values, namely collaboration and creativity. The assessments adhere to principles of language assessment, including practicality, reliability, validity, authenticity, and positive washback. Practicality is seen in manageable tasks, reliability in clear scoring rubrics, validity in content alignment with learning objectives, authenticity in real-world language use, and washback in motivating students and boosting their confidence. The limited class time poses a challenge, making it difficult for the teacher to provide detailed feedback.
Utilizing AI-based speech recognition technology in learning English pronounciation marwah jaenudin, marwah jaenudin; Rama Dwika Herdiawan
Papanda Journal of English Education Vol. 2 No. 2 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjee.v2i2.883

Abstract

This research explores the potential of AI-based speech recognition technology to enhance English pronunciation learning. Through qualitative methods, including classroom observations and student interviews, the study investigates the impact of this technology on students' pronunciation accuracy, confidence, and overall learning experience. The findings demonstrate that AI-based speech recognition offers significant benefits, providing real-time feedback, personalized learning paths, and improved engagement, ultimately leading to more effective pronunciation acquisition. However, challenges such as the need for clear pronunciation and occasional misapplications by the technology were also identified. This research highlights the promise of AI in language learning and emphasizes the need for further development to optimize its effectiveness. Keywords: AI-based speech recognition, Technology in ELT, Pronunciation Learning
English Teacher's Experience in Implementing Gamification-Based Learning Kiki Saputri; Rama Dwika Herdiawan; Nurhidayat, Eka
Papanda Journal of English Education Vol. 2 No. 2 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjee.v2i2.886

Abstract

This study aims to reveal the English teacher's experience implementing gamification-based learning and the types of gamification applications or platforms teachers use in their teaching practice. This research uses a qualitative method with a narrative inquiry design. The participant of this research is a teacher who teaches English in one of the high schools in Majalengka. The results indicate that the English teacher is sufficiently experienced in implementing gamification, as they have utilized two types of gamification applications or platforms: Wordwall and Quizizz. The English teacher also expressed the benefits of gamification in the classroom, such as more effective learning outcomes that lead to increased student enthusiasm and motivation. Despite challenges such as limited resources and technical constraints, the English teacher has managed to overcome them, allowing gamified learning to thrive. This study also enables other researchers to explore new aspects related to gamified English language learning, and it is recommended that future studies involve more participants and extend over a longer period.
The Effect of Text-to-Speech (TTS) as Language Exposure Towards Students' Reading Comprehension Falwa Dzikri Ekaputra; Rama Dwika Herdiawan; Eka Nurhidayat
Papanda Journal of English Education Vol. 2 No. 2 (2023)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/pjee.v2i2.887

Abstract

The role of language exposure on improving learner’s language skills is a known fact, it is proven with many research supported the claim that language exposure is indeed important. It is obvious for EFL learners to have enough reading comprehension skills to help them learn the language such as reading and understanding learning materials, understanding questions in a test, understanding instruction written in their assignment, etc. The problem lies on how EFL learners in Majalengka are conditioned to not have any English language exposure outside English class at school. The aims of this study is to find how English exposure affect the English reading comprehension of EFL learners who live in multilingual environtment with lots of non-English language exposure. The researcher use one group pre-test post-test design. The researcher find that the text-to-speech treatment was indeed showing an effect towards students’ reading comprehension. Text-to-Speech as Language Exposure is indeed has an effect towards Students’ Reading Comprehension. Unfortunately the effect is negative as the mean score between pre-test and post-test decreased by 12 or 26,5%. The researcher believe that language exposure should not affect students negatively at any way therefore the researcher suggest for the next research, students’ motivation, students’ attention span, students’ will, and students’ seriousness should be take acountable, increased, and kept high during the test in which it is crucial to the final results of the research.
Co-Authors Agus Rofi'i Azman, Mohamed Nor Azhari Eka Nurhidayat Falwa Dzikri Ekaputra Fathan Ghotafani Kiki Saputri marwah jaenudin, marwah jaenudin Nurhidayat, Eka Raynesa Noor Emiliasari Syarifah, Eva Fitriani Thauransyah Ghofur Ismail wafda raudhatul hilyah