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All Journal LITE: Jurnal Bahasa, Sastra, dan Budaya Jurnal Hukum Novelty Journal of Languages and Language Teaching Journal of Language and Literature Ethical Lingua: Journal of Language Teaching and Literature Jurnal Pengabdian UNDIKMA JOLLT Journal of Languages and Language Teaching Jurnal Pengabdian Masyarakat Indonesia Lingua Susastra Sadharananikarana: Jurnal Ilmiah Komunikasi Hindu ADMA: Jurnal Pengabdian dan Pemberdayaan Masyarakat Jurnal Abdi Masyarakat Indonesia Literasi: Jurnal Pengabdian Masyarakat dan Inovasi Jurnal Ilmu Sosial dan Humaniora Jurnal Ilmiah Pengabdian dan Inovasi Jurnal Bahasa dan Sastra
Muhammad Zaki Pahrul Hadi
Universitas Bumigora
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

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Journal : JOLLT Journal of Languages and Language Teaching

 1 
Synthesis Interference of Indonesian Language in the Right of German Agus Syahid; Muhammad Zaki Pahrul Hadi
Journal of Languages and Language Teaching Vol 6, No 2 (2018)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v6i2.1257

Abstract

Interference is a symptom of irregularities in language rules. It’s can be happend to someone who is learning a foreign language such as students of  STIBA Bumigora grade 2015 who learn German as the second foreign language. Language Interference consists of phonological, lexical, morphological, and syntactic interference. In this study, the authors limit his research only to syntactic interference. Syntactic interference consists of two things, they are inter-language interference and intra-language interference. The method of  this study is descriptive analysis. The results of the study show us there are several factors that cause errors in syntactic interference on students german essays  STIBA Bumigora Mataram. They are; (1) Errors caused by inter-language interference, it's because of the influence of Indonesian language into the German sentence structure. such as; misplaced words and omission of auxilary verb (to be). (2) Errors caused by intra-language interference, it’s because lack of understanding German grammar rules to german essays. Such as; case errors (nominativ, akkusativ, dativ) and verb conjugation errors.
Self-Regulated Learning Strategy in the Learning Instructions of Interpretive Reading Courses Ratih Laily Nurjanah; Muhammad Zaki Pahrul Hadi; Janou Willems
Journal of Languages and Language Teaching Vol 12, No 2 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.9538

Abstract

The integration of the SRL strategy into instructional practices is motivated by the desire to nurture students' autonomy in learning, a trait that is increasingly emphasized in contemporary educational discourse. This study investigates the integration of the Self-Regulated Learning (SRL) strategy into the instructional framework of an Interpretive Reading course. Given the emphasis on fostering students' learning independence inherent in the SRL strategy, it becomes crucial to ensure that instructional practices align with this objective, particularly within the context of a course designed for first-semester university students. The study adopts a case study approach within an Interpretive Reading class at a private university in Indonesia. Here, the focus is on evaluating the instructional strategies vis-à-vis the criteria delineated in each phase of the SRL strategy: Forethought and Planning, Monitoring of Performance, and Reflection on Performance. The findings reveal that the instructional interventions implemented by the lecturer predominantly meet the criteria established for each phase of the SRL strategy. These instructions serve as scaffolding mechanisms, guiding students towards developing their autonomy in learning processes. Furthermore, the study underscores the effectiveness of these instructions in enhancing students' interpretive reading skills. Consequently, the outcomes of this study hold implications for the integration of digital texts within the instructional context, suggesting their potential to further support and enhance student learning experiences in Interpretive Reading classrooms.
Self-Regulated Learning Strategy in the Learning Instructions of Interpretive Reading Courses Nurjanah, Ratih Laily; Hadi, Muhammad Zaki Pahrul; Willems, Janou
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.9538

Abstract

The integration of the SRL strategy into instructional practices is motivated by the desire to nurture students' autonomy in learning, a trait that is increasingly emphasized in contemporary educational discourse. This study investigates the integration of the Self-Regulated Learning (SRL) strategy into the instructional framework of an Interpretive Reading course. Given the emphasis on fostering students' learning independence inherent in the SRL strategy, it becomes crucial to ensure that instructional practices align with this objective, particularly within the context of a course designed for first-semester university students. The study adopts a case study approach within an Interpretive Reading class at a private university in Indonesia. Here, the focus is on evaluating the instructional strategies vis-à-vis the criteria delineated in each phase of the SRL strategy: Forethought and Planning, Monitoring of Performance, and Reflection on Performance. The findings reveal that the instructional interventions implemented by the lecturer predominantly meet the criteria established for each phase of the SRL strategy. These instructions serve as scaffolding mechanisms, guiding students towards developing their autonomy in learning processes. Furthermore, the study underscores the effectiveness of these instructions in enhancing students' interpretive reading skills. Consequently, the outcomes of this study hold implications for the integration of digital texts within the instructional context, suggesting their potential to further support and enhance student learning experiences in Interpretive Reading classrooms.
Co-Authors Agung Dwi Nurcahyo Agus Syahid Ahmad Yardi Andi Adisaturrahimi Anthony Anggrawan Baiq Andriani Ulfa Bambang Purwanto Dea, Dea Dedi Febrianto Dewi, Ni Putu Sinta Diah Supatmiwati Erwin Suhendra Erwin, Melisa Gde Wetan Pragena Anggara Hartono, Rudi Issy Yuliasri Janou Willems Jonathan, Errick Kumara, Kusuma Arum Diana Lingga, Calvin Mardedi, Lalu Zazuli Azhar Ma’sumah, Fithriyatul Miswaty, Titik Ceriyani Muhamad Yani, Muhamad Muhammad Fathoni, Muhammad Muhammad Rifqi Muhammad Romzi Nahdoh, Wardhatun Ni Nyoman Widani Pryla Rochmahwati Puspita Dewi, Puspita Ratih Laily Nurjanah Rauzi, Fathur Rozi , Fahrur Salsabila, Karina Syamsurijjal Syamsurijjal Syamsurrijal Syamsurrijal Syamsurrijal Syamsurrijal Syamsurrijal Syamsurrijal, Syamsurrijal Taufik Suadiyatno Wijaya, I Nengah Adi Willems, Janou Wiya Suktiningsih