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All Journal English Review: Journal of English Education ETERNAL: English Teaching Journal IJIE (Indonesian Journal of Informatics Education) Diglosia Indonesian EFL Journal UICELL Conference Proceeding JELL (Journal of English Language Learning) Linguists: Journal of Linguistics and Language Teaching ELT in Focus BERNAS: Jurnal Pengabdian Kepada Masyarakat CONCEPT IJPD (International Journal Of Public Devotion) Jurnal Cakrawala Pendas JELL (Journal of English Language Learning Journal of Language Education (JoLE) International Journal of Contemporary Studies in Education English Education and Applied Linguistics Journal (EEAL Journal) Journal of Literature Language and Academic Studies (J-LLANS) Journal of Language Intelligence and Culture Research on Applied Linguistics and Literature NaCoLET SANISKALA: Jurnal Pengabdian Masyarakat Papanda Journal of English Education LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Syarifah, Eva Fitriani
Universitas Majalengka
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Dentistry Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Neuroscience Nursing Public Health Social Sciences Veterinary Other

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PROJECT-BASED LEARNING TO DEVELOP STUDENTS' ABILITY AND CREATIVITY IN WRITING NARRATIVE STORY Eva Fitriani Syarifah; Raynesa Noor Emiliasari
Indonesian EFL Journal Vol 5, No 1 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v5i1.1627

Abstract

In English language teaching, project-based learning is not only able to optimize language skills but also other skills such as critical and creative thinking. This study tries to investigate the use of project-based learning to develop students’ abilities and creativity in writing narrative text and the students’ perception towards the implementation of project-based learning in writing course. This study employed a qualitative approach by involving second semester students who take writing course. The results of this study indicated that project-based learning can help the students to develop their ability and creativity in writing narrative text in several point including their understanding of the topic, their knowledge about narrative genre namely social function, structure of text, and language feature. In addition, the students also showed their creativity through creating their story line and designing the illustration of the story. Furthermore, the students gave positive views toward the implementation of project-based learning. They mentioned that they learned networking, collaborative learning, and team work through PBL. Thus, project-based learning can be one of alternative ways to teach writing in higher education.Keywords: narrative text; project based learning; student creativity; teaching writing; writing skills.
Scaffolding in the Teaching of Writing Discussion Texts Based on SFL Genre-based Approach Eva Fitriani Syarifah; Wawan Gunawan
English Review: Journal of English Education Vol 4, No 1 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v4i1.306

Abstract

Writing in a second or foreign language seems to be the most difficult language skill for language learners to acquire (Laksmi, 2006; Lestari, 2008; Negari, 2011). Some scholars proposed the implementation of SFL – genre based approach in teaching writing (Derewianka, 1990; Rothery, 1996). However, SFL genre based approach seems to be product or teaching outcomes oriented (Ahn, 2012; Emilia, 2011). Therefore, the concept of scaffolding in which possible supports the process of students‟ individual development is important to be emerged in the teaching stages of SFL – GBA (Bodrova Leong, 1998; Mulatsih, 2011). As a result, This study focuses on the issue of scaffoldings in the teaching of writing discussion texts based on SFL – Genre Based Approach. It particularly aims to investigate how scaffolding processes are implemented in the teaching of writing discussion texts based on SFL-GBA and how they improve the students‟ writing performance. The data rely on teaching and learning process in a classroom with six students in a tertiary level as the focus participants. The method used in the data analysis adopted a qualitative design with reference especially to the theory of the scaffolding and SFL-GBA. The results of analysis show that scaffolding processes are implemented in terms of macro and micro scaffoldings and able to improve the students‟ writing performance specifically in terms of social function, schematic structures, and language features of discussion genre. It is recommended that future related research should be conducted in more diverse of educational settings to see how scaffoldings are implemented in a variety of teaching practices.Keywords: scaffolding, discussion texts, SFL, genre-based approach.
Kemampuan Berpikir Kritis Mahasiswa dalam Menyelesaikan Soal-soal High Order Thinking Skill (HOTS) Yeni Rostikawati; Yesi Maylani Kartiwi; Eva Fitriani Syarifah
Diglosia : Jurnal Pendidikan, Kebahasaan, dan Kesusastraan Indonesia Vol 5, No 1 (2021): Februari
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1160.731 KB)

Abstract

Dalam proses pembelajaran Mata Kuliah umum bahasa Indonesia, peneliti menemukan masih banyak mahasiswa yang memeroleh nilai rendah. Nilai rendah diperoleh ketika mereka tidak mampu memahami soal tes pada tingkat kesulitan tinggi, baik itu bentuk soal pilihan ganda maupun uraian. Kemampuan berpikir kritis merupakan kemampuan berpikir tingkat tinggi. Mahasiswa sudah ada pada level manusia yang memiliki kemampuan berpikir kritis. Oleh karena itu, penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis mahasiswa melalui soal-soal High Order Thingking Skill (HOTS). Penelitian dilaksanakan di IKIP Siliwangi pada mahasiswa Program Studi Pendidikan Matematika angkatan tahun 2019. Materi yang diberikan adalah materi Kuliah Umum bahasa Indonesia yaitu kalimat dan paragraf. Hasil tes terhadap 30 orang sampel mahasiswa menghasilkan data berupa nilai dengan angka tertinggi 96 dan terendah 10. Adapun hasil analisis terhadap kemampuan berpikir kritis mahasiswa, ada 60% mahasiswa yang memperoleh nilai tinggi (rentang 70 – 100) dan 40% mahasiswa memperoleh nilai rendah (0 – 69). Secara umum, kemampuan berpikir kritis yang dimiliki oleh 60% mahasiswa masih belum memenuhi kriteria, yaitu belum mampu mengenal asumsi dan nilai-nilai yang dinyatakan secara implisit serta masih berkendala dalam mengungkapkan tulisan menggunakan Bahasa yang efektif dan memiliki ciri khas. Adapun manfaat dari hasil penelitian ini yaitu dapat dilakukan penelitian lanjutan dengan cara menerapkan suatu metode pembelajaran untuk meningkatkan kemampuan berpikir kritis mahasiswa.Kata kunci: berpikir kritis, High Order Thingking Skill (HOTS) In the process of learning general Indonesian courses, researchers found that there were still many students who received low scores. Low scores are obtained when they are unable to understand test questions at a high level of difficulty, both in the form of multiple-choice questions and in essays. Critical thinking skills are higher-order thinking skills. Students are already at the human level who have critical thinking skills. Therefore, this study aims to describe students' critical thinking skills through the High Order Thinking Skill (HOTS) questions. The research was carried out at IKIP Siliwangi for students of the Mathematics Education Study Program class of 2019. The material provided was Indonesian General Lecture, namely sentences and paragraphs. The test results of 30 student samples produced data in the form of scores with the highest score of 96 and the lowest of 10. As for the results of the analysis of students' critical thinking skills, there were 60% of students obtained high scores (range 70-100), and 40% of students obtained low scores (0 - 69). In general, the critical thinking skills possessed by 60% of students still do not meet the criteria, namely not being able to recognize the assumptions and values that are stated implicitly and still have problems in expressing writing using language that is effective and has distinctive characteristics. The benefits of the results of this study are that further research can be carried out by applying a learning method to improve students' critical thinking skills.Keywords: critical thinking, High Order Thingking Skill (HOTS)
PERAN PEREMPUAN DAN LINGKUNGAN DALAM NOVEL DUNIA ANNA KARYA JOSTEIN GAARDER Eka Nurhasanah; Eva Fitriani Syarifah
Diglosia : Jurnal Pendidikan, Kebahasaan, dan Kesusastraan Indonesia Vol 3, No 1 (2019): Februari
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (323.911 KB)

Abstract

Perempuan dengan alam memang merupakan hal yang sangat berkaitan. Karena jiwa kasih sayang yang dimilikinyalah mereka mampu untuk merawat, menjaga dan melestarikan alam serta menikmatinya dengan sebaik mungkin. Sedangakan, kerusakan alam kerap terjadi dibelahan Bumi ini. Pengarang dapat menggambarkan perempuan sebagai tokoh pada sebuah karya fiksi untuk memberi kemudahan kepada pembaca guna mengambil manfaat/pesan yang ingin disampaikan dari keseluruhan cerita yang disampaikan. novel “Dunia Anna” karya Jostein Gaarder menyuguhkan sebuah cerita yang mengajak kita untuk berkaca dengan apa yang kita perbuat. Ia juga menyuguhkan cerita yang ringan namun sarat akan makna. Dan mengajak pembaca untuk merenungkan eksistensi manusia dan alam. Pendekatan ekofeminisme dirasa cocok untuk mengkaji novel Dunia Anna tersebut. Di mana ekofeminisme ini merupakan sebuah pengkajian yang menghubungkan antara perempuan secara kultural dapat dikaitkan dengan alam. Ekofeminisme juga memahami hubungan bukan saja manusia hanya dengan manusia lainnya, tetapi juga dengan dunia bukan manusia, yaitu dunia binatang, bahkan juga tumbuhan.Kata Kunci: perempuan, lingkungan, novel, ekofeminismeWomen and nature are very closely related. Because of their compassionate spirit they are able to care for, protect and preserve nature and enjoy it as best they can. Meanwhile, natural damage often occurs in this part of the Earth. The author can describe women as characters in a work of fiction to make it easy for readers to take advantage / messages to be conveyed from the whole story that is told. The novel "Dunia Anna" by Jostein Gaarder presents a story that invites us to reflect on what we do. He also presents a story that is light but full of meaning. And invites readers to reflect on the existence of humans and nature. Ecofeminism approach is considered suitable for studying the novel Anna's World. Where eco-feminism is an assessment that connects women culturally can be associated with nature. Ecofeminism also understands the relationship not only to humans only with other humans, but also to the non-human world, namely the animal world, and even plants.Keywords: women, environment, novel, ecofeminism 
AN ATTITUDINAL SYSTEM ANALYSIS OF TEACHER’S TALK IN EFL CLASSROOM INTERACTION Evi Septiani Rahayu; Rama Dwika Herdiawan; Eva Fitriani Syarifah
ETERNAL (English Teaching Journal) Vol 11, No 2 (2020): August
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v11i2.7558

Abstract

This present study is intended to analyze the dominant type of attitudinal system that expressed by the teacher. This study utilized qualitative method with Critical Discourse Analysis (CDA) as research design. As for research sampling, this study involved an English teacher and one science class of eleventh grade students in one of secondary school in Majalengka. In order to collect the data, the researcher utilized the instrument of observation. Then, this data were analyzed by using Appraisal Theory that proposed by Martin and Rose (2007). As for the results, this research found that the dominant type of attitudinal system that expressed by the teacher is Affect category. It indicated that both the teacher frequently expressed his opinion, feeling and emotion through their talk. Furthermore, these talks mostly expressed in positive way. It indicated that the teacher always tried to build a positive atmosphere by saying positive talks in order to stimulate the students to become active in the classroom. Therefore, it can be said that it is very important for the teachers to pay more attention in managing their talk since it can affect students’ interaction in the classroom.
Problem-based Learning: Developing Students' Critical Thinking Raynesa Noor Emiliasari; Eka Prasetyo; Eva Fitriani Syarifah
Linguists : Journal Of Linguistics and Language Teaching Vol 5, No 1 (2019)
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (416.576 KB) | DOI: 10.29300/ling.v5i1.1962

Abstract

The Problem-based Learning model is one of the learning models that can develop students’ critical thinking because it uses real-life problems foundation of learning activity. This research aims to describe the implementation of PBL in English language learning in developing students’ critical thinking, teacher’s role in PBL, teacher’s barriers and the impact of PBL toward students’ critical thinking. This research took place in one of the senior high school in Majalengka. The observation was conducted three times in the class of eleventh grade and then the interview was delivered to one English teacher. The result of the research reveals 1) PBL in English language learning begins with the teacher delivered the problem to the students as the foundation of learning activity and the problem was ill-structured and need deep analysis to formulate the solution; 2) teacher’s role is only as facilitator and co-investigator by providing situation to the students and help them in analysis; 3) time allocation, teacher’s capability and students’ speaking ability are the barriers in implementing PBL in English language learning; and 4) PBL develops students’ critical thinking skill, it can be seen through students characteristic which are elementary clarification, basic support, inference, advanced clarification and strategy and tactic.
THE IMPLEMENTATION OF PROJECT BASED LEARNING TO PROMOTE STUDENTS’ MOTIVATION IN EFL WRITING CLASS Eva Fitriani Syarifah
ELT in Focus Vol. 1 No. 1 (2018): ELT in Focus
Publisher : ENGLISH EDUCATION DEPARTMENT - UNIVERSITAS SINGAPERBANGSA KARAWANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (722.503 KB) | DOI: 10.35706/eltinfc.v1i1.1318

Abstract

One of the problems in writing class is less of students’ motivation. To promote students’ motivation in writing, the researcher tries to implement Project Based Learning (PBL). This research focus on the implementation of PBL, steps by steps in writing class, as well as if it affects students’ motivation in writing. This research employed case study research design. The data were gathered through teaching program and interview. The results show that there are three main parts in implementing PBL which consist of planning, creating, and processing. Moreover, the students felt motivated in writing through PBL. 
STUDENTS’ PERCEPTION TOWARDS THE USE OF GOOGLE CLASSROOM IN WRITING SUBJECT Eva Fitriani Syarifah
Journal of English Language Learning Vol 5, No 2 (2021)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v5i2.3457

Abstract

Google Classroom is one of features from Google that mostly used by the educators recently. It helps them to submit and organize the students’ assignments. The main purpose of this study is to investigate students’ perception towards the use of Google Classroom in writing subject. The study is carried out through a qualitative research design. The study involved the students of higher education who have used Google Classroom in writing subject for at least one semester. The data obtained through questionnaire and interview. The data obtained were analyzed by using thematic analysis. Finding revealed that students perceive it as a tool that helps them to submit the assignment easily. They assumed that it assist them in managing the assignment better. Thus, it can be concluded that Google Classroom is useful for both lecturer and student in writing subject. Keywords: Google Classroom, writing, technology integration, technology in ELT
Pre Service English Teachers’ Strategies in Translating Spoof Texts Eva Fitriani Syarifah
Journal of English Language Learning Vol 1, No 1 (2017)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (393.281 KB) | DOI: 10.31949/jell.v1i1.829

Abstract

AbstractIn recent year, Curriculum in Indonesia specifically in English curriculum, it has been influenced by Genre Based Approach. It can be seen from the content of English language textbook both in senior and junior high school which consist of texts from several of genre such as procedure, narrative, descriptive, discussion, news item, report, spoof, recount and others. In comprehending all of those types of text, the students need to understand the content of the text. However, in some parts of the text the students find that it is not easy to understand the meaning of some words. This situation happens because they have difficulties to process the words from the source language into their target language. Thus, this study tries to investigate pre service English teachers’ strategies in translating spoof texts. The data were obtained through observation and interview. The results show that there are some strategies used by pre service teachers in translating spoof text which include word for word translation, literal translation, adaptation, and free translation. It can be concluded that translation cannot be separated from English language teaching. Thus, it is important for the teachers need to comprehend strategies in translation.  Keywords: Pre Service Teachers, Strategies in Translation, Spoof Text 
THE USE OF ICT N EFL CLASSROOM Ozah Faoziah; Ida siti Jubaedah; Abdul Kodir; Eva Fitriani Syarifah
Journal of English Language Learning Vol 3, No 1 (2019)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (185.994 KB) | DOI: 10.31949/jell.v3i1.1396

Abstract

The aim of this paper was to explore the types of ICT that teacher implemented in EFL classroom at senior high school in Majalengka regency. Besides, the problem might arise on the use of ICT in ELT. In addition, the researcher investigated the trouble towards the use of ICT in EFL classroom. This study used the descriptive method to reveal the research problems. The interview and observation is used to collect the data. The study showed that (1) The types of ICTs that teachers use in EFL Classroom are set of computer (language lab), PowerPoint (PPT), and some applications such as Edmodo, the group of WA (Whatsapp), YouTube apps, Padlet and Kahoot; (2) The obstacles that teachers faced in using ICTs is less participation -  not all students have the smartphone, technical-based problem had biggest obstacle which lack of facilities from the school.
Co-Authors Abdul Kodir Afief Fakhruddin Afief Fakhruddin Afief Fakhruddin Afief Fakhruddin, Afief Agus Rofi’i Aji Septiaji Astri Wahyu Dini Eka Nurhasanah Eka Nurhidayat Eka Nurhidayat Eka Prasetyo Elfa Madani Emiliasari, Raynesa Noor Erlia Rahman, Sabrina Evi Septiani Rahayu Fathan Ghotafani Fitriani, Yesi Elsa Furqon, Ijan Saeful Gunawan, Wawan Ida siti Jubaedah Lestari, Fidya Rahayu Apriyani madani, el Ozah Faoziah Prasetyo, Eka Rama Dwika Herdiawan Rama Dwika Herdiawan Raynesa Noor Emilia Sari Raynesa Noor Emiliasari Reza Octaviana Pratama Rian Muhamad Apriandi Suherli Kusmana Titin Kustini Yeni Rostikawati Yesi Elsa Fitriani Yesi Maylani Kartiwi Yoyoh Rohayati