Articles
<![CDATA[EVALUATING THE ROLE OF L1 IN TEACHING RECEPTIVE SKILLS AND GRAMMAR IN EFL CLASSES ]]>
<![CDATA[Hidayati, Istiqlaliah Nurul]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 1, No 2 (2012): Volume 1 No. 2 January 2012 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v1i2.82
<![CDATA[Abstract: The debate over the use of Bahasa Indonesia and English has been an unsolved issue. Some teachers still lack confidence in using Bahasa Indonesia in their teaching to promote classroom interaction. Classroom interaction is important since the more engaged the students are, the more successful the material delivery will be. Hence this study was aimed at finding out whether or not teacher’s use of Bahasa Indonesia in teaching receptive skills of language and grammar contributes to classroom interaction and investigating the benefits of the use of Bahasa Indonesia in EFL classes as perceived by the teachers and the students. Six classes of different majors and six English lecturers from a polytechnic in Bandung participated in the study. The data were collected through questionnaires, interview, and classroom observation. The findings support the idea that teachers’ use of Bahasa Indonesia judiciously promotes classroom interaction. Both students and teachers found the benefits of the use of Bahasa Indonesia in the classroom only when it was needed. However, some teachers still overused Bahasa Indonesia in the EFL classrooms. Keywords: teachers and students’ perceptions, classroom interaction, English (L2), Bahasa Indonesia (L1), English as a Foreign Language Teaching]]>
<![CDATA[Integration or Segregation? (Teachers’ Perception on the Use of Whole Language Method) ]]>
<![CDATA[Istiqlaliah Nurul Hidayati]]>;
<![CDATA[Deddy Sofyan]]>
<![CDATA[ Journal of English Language Studies Vol 3, No 2 (2018): Available online in September 2018 ]]>
Publisher : <![CDATA[English Department - University of Sultan Ageng Tirtayasa ]]>
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DOI: 10.30870/jels.v3i2.3576
<![CDATA[The research is aimed at finding out the perception of English Education Study Program lecturers on the teaching and assessment of language skills whether they need to be taught in segregation or integration. The respondents of the research were 68 lecturers of English Education Study programs united at APSPBI, an association of English Education Study Program. The research employed descriptive method with the instruments of online questionnaires, interview, and documentation. The online questionnaires consisted of six questions and they were spread out through social media. The interview was conducted to five lecturers of different universities and the documents analyzed were books on speaking, reading, listening and writing skills used at the universities where the respondents teach. The result shows that 80% of the respondents still teach the English skills separately. However, 64% from the total number agree that the skill should be taught in integration. 50% of books used by the lecturers are integrated. Even though mostly the lecturers agree to the skills integration, in fact some of them still find themselves focusing on one skill to be emphasized in one meeting. Mostly the lecturers prefer the assessment to be conducted in integration yet most of the books still separate the assessment based on the skills.]]>
<![CDATA[Meaningful and Memorable Learning: Integrating TPR and Youtube Videos to teach Vocabulary ]]>
<![CDATA[Istiqlaliah Nurul Hidayati]]>
<![CDATA[ International Journal of Quantitative Research and Modeling Vol 1, No 2 (2020) ]]>
Publisher : <![CDATA[Research Collaboration Community (RCC) ]]>
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DOI: 10.46336/ijqrm.v1i2.37
<![CDATA[The teaching of vocabulary is very essential in teaching a particular language. In Indonesia, English is taught from kindergarten up to higher educations. Unfortunately not all of the teachers in those levels especially in kindergartens and primary schools major in English or at least have good English proficiency. That is why English Language Education Study Program, the Faculty of Teacher Trainings and Educational Sciences, Pakuan University always conducts community service to provide trainings to teachers from any part of the city. The first thing done before the community service was doing need analysis. In 2019, the result of the need analysis was the teaching of vocabulary which is fun and meaningful. 28 teachers were involved in this research. They were divided into two groups to conduct experiment. From the experiment, it is proven that the training given to the teachers increase their understanding about TPR and the teaching of vocabulary. The teachers were also given questionnaire to find out their perception on the use of TPR and YouTube and from the questionnaire the teachers think that their knowledge on the teaching using TPR increased their knowledge and they can find benefits in using TPR and YouTube in the classroom namely: the use of TPR itself can help them accommodate students’ different learning styles, teach vocabulary in context so that it is more meaningful, and the teaching learning situation becomes more fun. ]]>
<![CDATA[INTEGRATING THE TEACHING OF CULTURE BASED READING AND ESSAY WRITING TO BUILD STUDENTS CULTURAL AWARENESS ]]>
<![CDATA[Deddy Sofyan]]>;
<![CDATA[Istiqlaliah Nurul Hidayati]]>;
<![CDATA[Asih Wahyuni]]>
<![CDATA[ Pedagonal : Jurnal Ilmiah Pendidikan Vol 1, No 1 (2017): Pedagonal : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/pedagonal.v1i1.222
<![CDATA[The title of the research is integrating the teaching of culture based reading and essay writing to build students cultural awareness. Two main aims were conveyed in the research. First, it was aimed at supporting students to write an essay based on what they had read (to give them background knowledge and to build their reading habit) and the second was building students cultural awareness and helping them realize that their nation actually has fabulous local wisdoms. By realizing that the nation has deeply meaningful local wisdoms, they will love and protect the nation with their body and soul. The researchers integrated this teaching of local wisdoms by asking the students to firstly read a cultural based text and discussed what they understand about the text with their friends. The text contained a description about different cultures in several countries. The titles of the texts were for example: Maintaining Eye Contact in Some Cultures, Innocent Gestures that Mean Rude Abroad, The Ethics of Gift Giving all over the World, etc. After being read, the text was then discussed in the classroom. The students gave their opinion as well as their experience related to the topic. The last activity was writing an essay with the same topic yet the culture being discussed in the writing had to be about the students own culture. The method that was employed in the research was mixed method. The qualitative data was gained from classroom observation and the portfolio of students writings while the quantitative data was gained from questionnaires distributed to the students. The results were first the students found out how to write an essay and second, they realized that their culture has high values to be appreciated. Thus the love to the nation was well established.Key Words: Reading-Writing Integration, Cultural Awareness, Essay Writing.]]>
<![CDATA[Assimilating Critical Discourse Analysis and Debating Technique to Familiarize Students with the Use of HOTS in the Classroom ]]>
<![CDATA[Istiqlaliah Nurul Hidayati]]>;
<![CDATA[Abdul Rosyid]]>;
<![CDATA[Entis Sutisna]]>
<![CDATA[ Pedagonal : Jurnal Ilmiah Pendidikan Vol 5, No 2 (2021): Pedagonal : Jurnal Ilmiah Pendidikan ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/pedagonal.v5i2.4009
<![CDATA[Higher Order Thinking Skills (HOTS) are not only criteria of making test items for students, they also have to be implemented in daily basis especially in the teaching and learning process. Students can use the skills when they are familiar with them. In order to make the students familiar with the use of HOTS in the classroom, the researcher assimilates critical discourse analysis (CDA) and debating technique to foster the students’ ability in using their HOT skills. The use of the skills is seen from the activities of analyzing, evaluating, and creating that are done through the implementation of CDA and debate technique. Technology is also used here since the students have to enrich their knowledge on the motion debated by searching some relevant issues online. The sample of the research is 32 students of the fourth semester who are studying speaking skill in the English Education Study Program of Pakuan University. The research shows that the assimilation of CDA and debate technique can make the students familiar with the use of higher order thinking skills which are analyzing, evaluating, and creating. This paper suggests that teachers should use the assimilation to foster students’ use of HOTS.]]>
<![CDATA[WRITING STYLE COMPARISON BETWEEN MALE AND FEMALE STUDENTS IN WRITING ARGUMENTATIVE ESSAY ]]>
<![CDATA[Amalia Salsabila]]>;
<![CDATA[Atti Herawati]]>;
<![CDATA[Istiqlaliah Nurul Hidayati]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 3, No 1 (2021): Volume 3 Number 1 Tahun 2021 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v3i1.3415
<![CDATA[Male and female students have different and similar writing styles. These differences and similarities make them have their own characteristics in writing. The differences that occur can be seen in terms of lexical and grammatical features. This research aimed to compare writing style between male and female students in writing argumentative essay. This research was conducted at English Language Education Study Program, Faculty of Teacher Training and Educational Sciences, Pakuan University. There were four male and four female students from 4A in this research as the participants. To gain the research data, the researcher used three research instruments: documentation, questionnaire, and interview. Documentation instrument was used to analyze students’ work. Questionnaire instrument was distributed two times for each student. Interview was conducted once for each student. According to the data analysis, it was found that there are two similarities and three differences between male and female students in writing argumentative essay. The similarities are the use of psychological processes and the use of sentence structure, punctuation, and capitalization. The differences are the way to express the opinion, the use of words, and the use of certain possessive pronouns more frequently]]>
<![CDATA[STUDENTS’ ERROR IN CONSTRUCTING COMPLEX SENTENCES ]]>
<![CDATA[Aulia Faradiba]]>;
<![CDATA[Istiqlaliah Nurul Hidayati]]>;
<![CDATA[Deddy Sofyan]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 1, No 1 (2019): Volume 1 Number 1 Tahun 2019 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v1i1.1488
<![CDATA[ABSTRACT The paper entitled “Students’ Error in Constructing Complex Sentences” is aimed to find out the error that students make in constructing complex sentences in interrogative form with the noun clause as dependent clause. In conducting this research, the writer applies descriptive method to describe the students’s error. The research was conducted in the fifth semester students of English Education Study Program, Faculty of Teacher Training and Educational Sciences, Pakuan University. The writer uses purposive sampling in conducting this research and takes the students who got score less than 70 in Text Based Structure. The data were gained from three instruments: documentation, questionnaire and interview. The documentation is taken from the students’ work, questionnaires are distributed to the 60 students who become the participants and the interview is done to the lecturer who taught Text Based Structure. The writer finds out there are four types of error that students made. Those errors are omission, addition, misformation and misordering. The result shows that the highest error made by students is misformation. The writer suggests that the students should learn more about the pattern of complex sentence so they will know the verb that should be used in the noun clause as dependent clause. Keywords : students’ error, complex sentence, noun clause]]>
<![CDATA[STUDENTS ERRORS IN CONSTRUCTING REPORTED SPEECH ]]>
<![CDATA[Maria Gabrielis Gerhanawati]]>;
<![CDATA[Deddy Sofyan]]>;
<![CDATA[Istiqlaliah Nurul Hidayati]]>
<![CDATA[ Journal of English Teaching and Linguistics Studies (JET Li) Vol 1, No 1 (2019): Volume 1 Number 1 Tahun 2019 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan Universitas Pakuan ]]>
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DOI: 10.55215/jetli.v1i1.1490
<![CDATA[ABSTRACTThe paper entitled “Students’ Errors in Constructing Reported Speech” is aimed to find out students’ errors in constructing reported speech. In constructing the research, the writer applies descriptive method to analyze students’ errors in constructing reported speech. The research was conducted to the third semester students of English Language Education Study Program, Faculty of Teacher Training and Educational Sciences, Pakuan University. The writer uses purposive sampling in conducting this research and takes 15 from three classes who learn reported speech. The data were gained from three instruments: documentation, questionnaire and interview. The documentations were taken from students’ works, questionnaires were distributed to 15 students who became the participants of this research and interview was also done to the lecturer who teaches reported speech. The research finding shows that the students make errors in constructing reported speech. The writer finds out four types of error: they are omission, addition, misinformation and misordering. The result shows that most common error found in constructing reported speech in misinformation. The writer suggests that the students should do more exercises in constructing reported speech appropriately by paying attention more to the rules of sentence transformation, especially in tense’ changes.Keywords: Direct Speech, Reported Speech, Error, Error Analysis.]]>
<![CDATA[TWOFER: USING CDA IN THE CLASSROOM FOR ENHANCING STUDENTS LANGUAGE SKILLS AND CRITICAL THINKING ]]>
<![CDATA[Istiqlaliah Nurul Hidayati]]>
<![CDATA[ Bahtera: Jurnal Pendidikan Bahasa dan Sastra Vol 18 No 1 (2019): Bahtera: Jurnal Pendidikan Bahasa dan Sastra, Volume 18 Nomor 1 Januari 2019 ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Program Pascasarjana Universitas Negeri Jakarta ]]>
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DOI: 10.21009/BAHTERA.181.04
<![CDATA[ABSTRACT Nowadays, through technology, information spreads very rapidly. When something happens in one place, in a second it can be known by other people in other faraway places. Unfortunately the information is not always true. Many irresponsible people create misleading information and spread it massively which is known as hoax. This misleading information can provoke many bad effects even sometimes it is dangerous. The hoax can contain hatred, false health information, untrue disaster warning, and so on. This phenomena cannot be ignored. There have been many victims. To protect people from hoax can be done by training their critical thinking ability. One of the ways to make people able to think critically is through the implementation of critical discourse analysis (CDA). This research is aimed at building students’ critical thinking and also improving their English skills through the use of CDA. The method employed in this study was action research which was also completed by a focused group discussion. The research result shows that the students could improve their English skills and became more critical in writing a response to a text given by the lecturer by analyzing the text using the principles of CDA, not merely relying on their own opinion. Keywords: Critical Discourse Analysis; Critical Thinking Ability; English Language Skills]]>
<![CDATA[TODDLER ENGLISH CLUB: Pembelajaran Bahasa Inggris Anak Usia Dini di Kampung Sindang Sari, Bogor ]]>
<![CDATA[Istiqlaliah Nurul Hidayati]]>;
<![CDATA[Aqh Mazia Al-Islami]]>;
<![CDATA[Siti Meri Andiani]]>;
<![CDATA[Yasinta Listiani]]>;
<![CDATA[Irfan Maulana]]>
<![CDATA[ DEVOSI Vol 3 No 2 (2022): Devosi Jurnal Pengabdian Masyarakat ]]>
Publisher : <![CDATA[LPPM Universitas Islam 45 Bekasi ]]>
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DOI: 10.33558/devosi.v3i2.4586
<![CDATA[Toddler English Club is a community service program carried out in the context of the academic community's concern for the development of early childhood intelligence. In Education, Early Childhood is a child who is in a golden age with a level of potential development. Ability in language encourages children to be more adaptive, more intellectually, linguistically, socially, and academically. Sindang Sari Village, which is located in Bojongrangkas Village, Ciampea District, Bogor Regency, is the location for the Pakuan University Real Work Lecture. he partner in this service is PAUD Kania which has provided special support in the implementation of the Toddler English Club program with training methods for its students. The Toddler English Club training is carried out very dynamically, this is evidenced by the activeness and responsiveness of the students, this is due to the excavation and disclosure of information from PAUD Facilitator Teachers as well as their involvement in this training..]]>
