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Syifa Khuriyatuz Zahro
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Edulitics (Education, Literature, and Linguistics) Journal
Published by Universitas Islam Darul Ulum
ISSN : 24602167     EISSN : 25798960     DOI : https://doi.org/10.52166/edulitics
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
Edulitics (Education, Literature, and Linguistics) Journal is published twice a year, June and October, by Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum (UNISDA) Lamongan, East Java, Indonesia. Edulitics (Education, Literature, and Linguistics) Journal accepts research-based and conceptual articles on English language education, linguistics, and literature which have not been previously published, nor is it under review or consideration for book chapter or journal publication elsewhere.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 6 Documents
 1 
Search results for , issue "Vol 3 No 1 (2018): June, 2018" : 6 Documents clear
GRAMMARLY AS A TOOL TO IMPROVE STUDENTS’ WRITING QUALITY Nisrin Adelyna Darayani; Laksnoria Laksnoria Karyuatry; Muhammad Dhika Arif Rizqan
Edulitics (Education, Literature, and Linguistics) Journal Vol 3 No 1 (2018): June, 2018
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v3i1.692

Abstract

This study aims at finding out whether the use of Grammarly could improve the students' writing quality related to writing descriptive. This study is conducted based on the lecturer's observation which implied that students had a problem with grammar and diction. From the interview, the lecturer said that the students felt bored and uninterested in writing. Moreover, most of the students thought that writing in English is so difficult. In order to overcome the problems, the researchers collaborated with the lecturer conducted an action research which involved 40 students. The research data were collected by three instruments, i.e. interview, students’ essays, and questionnaires. Then, the findings show that when Grammarly is used in teaching descriptive, there are 32 (82%) out of 40 students passed the passing grade. The researchers concluded that Grammarly can be used as an appropriate tool to minimize errors and improve students’ writing quality.
TEACHER TALK REALIZATION IN OBSERVING STAGE OF SCIENTIFIC APPROACH Ai Setialis; Iwa Lukmana
Edulitics (Education, Literature, and Linguistics) Journal Vol 3 No 1 (2018): June, 2018
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (366.397 KB) | DOI: 10.52166/edulitics.v3i1.852

Abstract

Observing stage is the first stage in scientific approach where students are allowed to begin the learning activities in the classroom. However, English teachers may not realize if their language use is difficult to understand by learners. To lead the successful teaching-learning activities, it is important to consider the way teachers communicate through their talk. One of the ways to analyze the teacher talk is through classroom discourse analysis. The model of classroom discourse in the present study is based on the framework of Systemic Functional Linguistics key concepts. Through the observation in four sessions and the audio-video recording, it has been found that there are 307 speech functions produced by teacher in his talk during the observing stage. Those speech functions are realized in 59 statements, 108 questions, 77 commands, and 63 acknowledgements. The data shows that teacher used those speech functions to give information and explanation to students, to get students’ attention, and to control the classroom activities by giving several directions to students. The result indicates that teacher still has the domination in the teaching-learning process, especially in observing stage. It is also shown that the teacher and students have an unequal power in the classroom.
COMPARING PROBLEM SOLVING BETWEEN HIGH AND LOW ACHIEVERS TEST TAKERS TO OVERCOME TEST ANXIETY IN TOEFL Sa'adah Ramadhiyah; Didi Sukyadi
Edulitics (Education, Literature, and Linguistics) Journal Vol 3 No 1 (2018): June, 2018
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (293.12 KB) | DOI: 10.52166/edulitics.v3i1.853

Abstract

Test anxieties cannot be denied by the test takers in TOEFL test. Sometimes, anxieties bring to negative and positive effects to the test takers. Each test taker has the way to solve their problems to overcome their anxieties. However, every problem solving may bring the test takers to successful and unsuccessful. This present study wanted to compare the problem solving between high achievers and low achievers test takers in TOEFL test performance to overcome their anxiety. The quantitative survey research design was used in this study to investigate the difference between both test takers. The researcher used the online questionnaire to collect data from the participants. Moreover, 30 participants were selected purposively by the researcher. The results show that the high achiever test takers are better in solving their problem toward test anxiety. The difference occurs in planning, cognitive, self-efficacy and self-checking problem solving.
STUDENTS' PERCEPTIONS OF THE IMPLEMENTATION OF BLENDED LEARNING IN A LARGE ENGLISH CLASS Fachri Ali; Eros Meilina Sofa
Edulitics (Education, Literature, and Linguistics) Journal Vol 3 No 1 (2018): June, 2018
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (394.875 KB) | DOI: 10.52166/edulitics.v3i1.878

Abstract

This present study aims to explore Institut Agama Islam Negeri Pekalongan students’ perceptions regarding the implementation of combining the features of face-to-face instruction and online learning via Edmodo learning management system (LMS) called blended learning (BL) in their large English class. This research was conducted in the class consisted of 46 students who took English III course at the university. The participants completed three types of open-ended questionnaires. The findings reveal that the implementation of BL had a positive effect on perceived quality and student satisfaction in the teaching and learning processes. Most of the students commented that the implementation of BL helped make the course and activities interesting because of the technology integration in their large class. BL, likewise, encouraged them to enhance their language skills, particularly reading and writing. These results illustrate that the language skills could be also improved by incorporating the tremendous advancement of technology as a part of language instruction. Meanwhile, another finding reports that BL might have a better impact on the students’ level of engagement since most of the research participants rated themselves as more engaged in this blended course. Keywords: Blended Learning, Perceptions, Engagement, Large English Class
LEARNING DESIGN OF ENGLISH FOR BROADCAST THROUGH COMMUNICATIVE LANGUAGE TEACHING (CLT) APPROACH Heru Saputra
Edulitics (Education, Literature, and Linguistics) Journal Vol 3 No 1 (2018): June, 2018
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (480.833 KB) | DOI: 10.52166/edulitics.v3i1.899

Abstract

English broadcast should be conducted in a communicative language to maintain the existence and quality of campus radio. Based on the facts found, the broadcasters of IAIN Salatiga campus radio do not come from the Department of English Education, which then make them difficult in doing English broadcast and it needs solution. Empowerment is done on qualitative research; with the subjects are twenty (20) broadcasters on IAIN Salatiga campus radio. The data collection is done in three ways, namely: observation, questionnaire and Focus Group Discussion (FGD). From the data obtained, there are facts that 100% of the broadcasters have never experienced English language training for Broadcast, 80% get difficulties in doing communicative English broadcasts, and 100% are very often to find certain things to broadcast. The design of English learning for Broadcast is as follows: viewing factual conditions, learning by approach of Communicative Language Teaching (CLT), and output (implementation of communicative English in broadcasting) Keywords: Design, English Broadcast, ESP, CLT, Empowerment
WILLINGNESS TO COMMUNICATE IN TASK-BASED INSTRUCTION: ANALYSIS OF FLUCTUATION IN DYNAMIC SYSTEM Yohanes Kurniawan; Eka Fadilah; Nopita Trihastutie
Edulitics (Education, Literature, and Linguistics) Journal Vol 3 No 1 (2018): June, 2018
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (228.814 KB) | DOI: 10.52166/edulitics.v3i1.907

Abstract

The present study aims at investigating the fluctuation of learners’ willingness to communicate in three communicative tasks: Dictogloss, Jigsaw-Game, and problem solving. We focus on learners’ L2 WTC in the classroom context seen from dynamic system theory. Six Indonesian undergraduate learners of English Department comprising linguistic features proficiency and motivational levels were elected as participants by encountering them in a three-subsequent-task performances. Concurrent assesment and Stimulated recall, and in-depth interview were used to investigate learners’ WTC during the task performances in the classroom interaction. The former used WTC-metric by asking the participants to provide scores on five-minute-interval of total 60 minutes task performances, while the two latters used video-taped as stimulus to confirm learners’ interaction in the classroom. The results reveal that learners’ WTC fluctuate during three task performances in conjunction with variables that interplay and interconnect one to another. Additionally, some factors provoking either learners’ willingness or unwillingness to communicate are discussed further.

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