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All Journal Diglossia Educate Journal of Research in Foreign Language Teaching
Afifa S. Zulfikar
Universitas Pesantren Tinggi Darul Ulum
Aerospace Engineering Decision Sciences, Operations Research & Management Education Health Professions Languange, Linguistic, Communication & Media Other

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IDENTIFYING NON-ENGLISH DEPARTMENT STUDENTS’ WEAKNESS POINTS ON COMMONLY FOUND EPT GRAMMAR PROBLEMS (A STUDENTS’ NEEDS ANALYSIS) Zulfikar, Afifa S.
Educate Vol 3, No 2 (2014)
Publisher : Educate

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1197.968 KB)

Abstract

Abstract The EPT test is a test that measures the academic English proficiency of a non-native speaker of English. This research is aimed at identifying the students‟ weakness points on commonly found grammar problems in EPT. The identification is then used as the basis for constructing a syllabus that meets the students‟ need. In general, the students‟ needs based on the analysis are as follows: 1. Incomplete sentences: conjunctions, comparisons, subject missing, adjective clauses, 2. Underlined words: count/non-count nouns, banana rule, adjectives, prepositions, noun-pronoun agreement, singular/plural nouns; 3. Reading Comprehension and Vocabulary: References, passage organization, exception, inferences, topics, main ideas. Keywords: EPT, students‟ needs, grammar problems Abstrak Tes EPT adalah sebuah tes standar bahasa Inggris yang mengukur kemampuan berbahasa Inggris akademik para petutur non bahasa Inggris. Penelitian ini bertujuan untuk mengidentifikasi kelemahan-kelemahan siswa pada masalah-masalah umum tata bahasa yang sering ditemukan di EPT. Identifikasi tersebut kemudian digunakan sebagai dasar untuk membangun sebuah silabus yang memenuhi kebutuhan siswa. Secara umum, kebutuhan siswa berdasarkan analisis yang telah dilakukan adalah sebagai berikut: 1. Incomplete sentences: conjunctions, comparisons, subject missing, adjective clauses, 2. Underlined words: count/non-count nouns, banana rule, adjectives, prepositions, noun- pronoun agreement, singular/plural nouns; 3. Reading Comprehension and Vocabulary: References, passage organization, exception, inferences, topics, main ideas. Kata kunci: EPT, kebutuhan siswa, masalah tata bahasa
IDENTIFYING NON-ENGLISH DEPARTMENT STUDENTS’ WEAKNESS POINTS ON COMMONLY FOUND EPT GRAMMAR PROBLEMS (A STUDENTS’ NEEDS ANALYSIS) Afifa S. Zulfikar
Educate Vol 3, No 2 (2014)
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang

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

Abstract

Abstract The EPT test is a test that measures the academic English proficiency of a non-native speaker of English. This research is aimed at identifying the students‟ weakness points on commonly found grammar problems in EPT. The identification is then used as the basis for constructing a syllabus that meets the students‟ need. In general, the students‟ needs based on the analysis are as follows: 1. Incomplete sentences: conjunctions, comparisons, subject missing, adjective clauses, 2. Underlined words: count/non-count nouns, banana rule, adjectives, prepositions, noun-pronoun agreement, singular/plural nouns; 3. Reading Comprehension and Vocabulary: References, passage organization, exception, inferences, topics, main ideas. Keywords: EPT, students‟ needs, grammar problems Abstrak Tes EPT adalah sebuah tes standar bahasa Inggris yang mengukur kemampuan berbahasa Inggris akademik para petutur non bahasa Inggris. Penelitian ini bertujuan untuk mengidentifikasi kelemahan-kelemahan siswa pada masalah-masalah umum tata bahasa yang sering ditemukan di EPT. Identifikasi tersebut kemudian digunakan sebagai dasar untuk membangun sebuah silabus yang memenuhi kebutuhan siswa. Secara umum, kebutuhan siswa berdasarkan analisis yang telah dilakukan adalah sebagai berikut: 1. Incomplete sentences: conjunctions, comparisons, subject missing, adjective clauses, 2. Underlined words: count/non-count nouns, banana rule, adjectives, prepositions, noun- pronoun agreement, singular/plural nouns; 3. Reading Comprehension and Vocabulary: References, passage organization, exception, inferences, topics, main ideas. Kata kunci: EPT, kebutuhan siswa, masalah tata bahasa
PENGGUNAAN VARIASI BAHASA JAWA OLEH PARA MAHASISWA UNIPDU JOMBANG (THE USE OF JAVANESE VARIATION BY THE STUDENTS OF UNIPDU JOMBANG) Afifa S. Zulfikar
Diglossia: Jurnal Kajian Ilmiah Kebahasaan dan Kesusastraan Vol. 6 No. 2 (2015): April
Publisher : Unipdu Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/diglossia.v6i2.389

Abstract

Abstrak Bahasa Jawa memiliki beberapa tingkatan: krama, madya dan ngoko dengan fungsi-fungsi khasnya sendiri. Penelitian ini bertujuan untuk memahami bagaimana responden menggunakan tingkatan bahasa Jawa dalam berkomunikasi dengan orang-orang di sekitar mereka. Berdasarkan survei yang dilakukan, dapat diketahui bahwa responden cenderung menggunakan tipe T dalam berkomunikasi dengan keluarga termasuk dengan orang tua mereka, dan juga teman-teman mereka. Namun tingkatan bahasa Jawa
The Analysis of Types And Voices of The Sentences In Lembar Kerja Siswa (Students’Worksheet) For Grade 8 Afifa Sulam Zulfikar; Sirotul Mila; Trikaloka Handayani Putri
Journal of Research in Foreign Language Teaching (JRFLT) Vol. 2 No. 2 (2021)
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang (Unipdu)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jrflt.v2i2.2756

Abstract

In supporting student teaching and learning activities at school, there are several tools used, one of which is the students’ worksheet (LKS). This kind of tool is commonly chosen because it is considered more practical and more affordable in terms of price. Because of its wide usage, it is necessary to analyze the suitability of the worksheet for thelearning process. This research aims to find out the types and voices of the sentences in the students' worksheet (LKS) Interactive English, Workbook for Junior High School Year VIII first semester 2013 Curriculum Revised Edition, and its relevance with the characteristics of emergent readers. This current study applied descriptive qualitativewith content analysis. The data were the sentences in reading and dialogue texts collected from the English worksheet especially declarative and interrogative sentences, Interactive English Workbook for Junior High School Year VIII first semester 2013 Curriculum Revised Edition. The result showed that most of the sentences were simple sentences and the voices of the sentence were active voices. The dominance of simple sentences and active voice were relevant to the characteristics of emergent readers. Therefore it is suggested that the LKS be used in the learning process for the students in grade 8 of Junior High School.
ANALYSIS OF STUDENT'S VOCABULARY DIFFICULTY IN NARRATIVE TEXTS Achmad Fanani; Mohammad Bakhtiar Arifianto; Afifa S. Zulfikar; Aizun Najih
Journal of Research in Foreign Language Teaching (JRFLT) Vol. 3 No. 1 (2022)
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang (Unipdu)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jrflt.v3i1.3228

Abstract

This research aims to analyze learners' vocabulary mastery skills in narrative text. For example, in what kind of word class do the learner have difficulties, how it manifests, and how do the difficulties occur. This research uses only three-word classes: Verb, Noun, and Adjective. To analyze the data, the researcher used the descriptive qualitative method. The participants of this study consist of 4 students at tenth graders of MA Umar Zahid Perak with a score below minimum competency in the final semester test. The data were collected by giving respondents a test on narrative text. This research gives information about students' vocabulary mastery in narrative text. There are four problems encountered by students, namely: Incorrect active/passive voice, diction selection errors, incorrect word order, and incorrect word class. Most errors occur in the Verb word class, and the most frequent error is incorrect active/passive voice. Based on the results of this study, the teacher should anticipate identified errors in the categories of the verb, noun, and adjective.
Co-Authors Achmad Fanani Aizun Najih Mohammad Bakhtiar Arifianto Sirotul Mila Trikaloka Handayani Putri