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Imas Wahyu Agustina
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Stairs: English Language Education Journal
Published by Universitas Negeri Jakarta
ISSN : -     EISSN : 28078594     DOI : https://doi.org/10.21009/stairs
Core Subject : Humanities, Education, Art, Social,
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences
Focus and Scope STAIRS: English Language Education Journal is a biannual open-access publication issued in May and November. STAIRS aims to provide the international audience with original studies encompassing a variety of topics in English language education, including English Teaching and Learning, Second Language Acquisition, English for Specific Purposes, ICT in English Language Education, Material and Curriculum Development, Translation, and other related topics. All manuscripts have undergone editorial screening and peer-review process. STAIRS is published by the Research and Community Service Institution of the State University of Jakarta, Indonesia, and managed by the English Language Education Study Program.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 6 Documents
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Search results for , issue "Vol 2 No 2 (2021): STAIRS: English Language Education Journal" : 6 Documents clear
Digital Scrapbook for Learning Recount Text in Junior High School Audy Salsabillah; Ilza Mayuni
Stairs Vol 2 No 2 (2021): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.2.2.5

Abstract

This study aimed to see the relevance of the contents of digital scrapbooks published by Kate Hadfield Designs with the Curriculum 2013 to learn recount text in Junior High School. The research data were the sentences which were stated in twenty digital scrapbooks from the Kate Hadfield Designs website katehadfielddesigns.com and Pinterest of Kate Hadfield Designs. The generic structure analysis proved that all the elements implemented in the text are well structured. The majority of the texts of digital scrapbooks have been written in the form of a language feature of recount text stated by experts. Nevertheless, the researcher still found several language features missing from some of the texts. For the social function, all the digital scrapbooks were in line with the Curriculum 2013. Furthermore, it could be concluded that the digital scrapbooks analyzed in this research accomplished the necessity of adequate recount text and was relevant with the Curriculum 2013.
The Incorporation of Citizenship Competency in EFL Learning Materials for Senior High School Students Fanisa Salma Maida; Ratna Dewanti
Stairs Vol 2 No 2 (2021): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.2.2.3

Abstract

This study aims at analysing the extent to which citizenship competency was incorporated and describing ways citizenship competency was incorporated in EFL learning materials for senior high school students. A content analysis was used to analyse 53 EFL learning materials from four public senior high school teachers in East Jakarta. The findings show that citizenship competency is incorporated in most learning materials. Three learning materials did not incorporate citizenship competency, indicated from the none fulfilment of the indicators. However, the indicators were fulfilled in other learning materials. All factors of citizenship competency are incorporated with skills as the highest in incorporation (34.2%), followed by citizenship knowledge (33.6%), attitudes and values (32.2%). Citizenship competency is incorporated through the incorporation of the significant topics, opportunities to apply and develop citizenship skills, and opportunities related to citizenship attitudes and values. Since the types and forms of learning materials are varied, citizenship competency is incorporated in varied ways. These findings are expected to aid teachers in choosing and incorporating citizenship competency in their learning materials.
The Alignment between Learning Outcomes and Assessment Tasks in Writing: A BRT Analysis Fauziana Ulfie; Sudarya Permana
Stairs Vol 2 No 2 (2021): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.2.2.6

Abstract

This study was aimed at obtaining the profile of alignment between learning outcomes and assessment tasks on ‘writing’ skills development in “Pathway to English Grade X” textbook with regards to Bloom’s Revised Taxonomy. The data of the study were 32 statements of learning outcomes and 49 items of assessment tasks of 10 chapters. This study used Bloom’s Revised Taxonomy table (Anderson & Krathwohl, 2001) as the framework of reference in conducting data collection and interpretation. The results showed that the LOs and ATs distributed over several levels. 34.38% of overall LOs of this textbook are described in level B4 (Analyze, Conceptual Knowledge), and 22.45% of overall ATs are described in level B2 (Understand, Conceptual Knowledge). In the textbook, it was found that 69.39% of the overall ATs match with the LOs in the textbook. 20.41% of the overall ATs partially match with the LOs, and 10.20% of the overall ATs do not match with the LOs in the textbook. The results showed that the alignment between the learning outcomes and assessment tasks on ‘writing’ skills development in this textbook is strong or the percentage is more than 50%.
An Analysis of Translation Error that Occurs among English Foreign Language Students Siti Magfiroh; Kheryadi
Stairs Vol 2 No 2 (2021): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.2.2.1

Abstract

The quality of translation can affect the quality of information conveyed. However, errors often occur. It is evidenced by the various errors that can be found in this study. The objectives of this study are: 1) To check types of translation errors in Indonesian to English translation. 2) To find the possible explanations for the sources of errors made by the students in translation. The researcher hopes that it can help students to enrich their knowledge about learning translation. The methodology of this study was qualitative in case study design. The data was obtained from student tests. Researchers also conducted interviews to find out the source of the translation error. It analyzed the data and calculated each error with frequency and percentage. The respondents of this study were English Foreign Language students of Class TBI-E 2016 of UIN SMH Banten. They made some errors when they translated text from Indonesian into English. The researcher found that each error was a syntax error (68.13%), then a semantic error (31.87%). Researchers also found sources of translation errors: lack of linguistic understanding, translation procedures, unconfident, and inattention. The recommendation from the researcher is to inform students about the correct translation procedure. Moreover, more tasks about vocabulary and structure hope to be able to increase their English skill
The Incipits of Semi-Popular Articles about Language Learning Yolanda Puteri Madani; I Wayan Darya
Stairs Vol 2 No 2 (2021): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.2.2.4

Abstract

This study aims to identify the type of organization incipit used and analyze the language features of organization incipit in semi-popular science article. This research was conducted by using qualitative methods and employs a corpus-driven analysis approach. The approaches are conducted by adopting Hyland’s framework of proximity, specifically the organization facet of incipits position. After analyzing the data, the study found incipits in the semi-popular article can be broadly categorized into 5 categories and the most used category is ‘research finding’, followed by ‘establishment of a common ground’, then ‘contextualization of the article’, after that is ‘research problem’ category, and the least identified category is ‘benefit of the finding’. This study also found language feature of each category, like word frequency, concordance, and content organization is the one that identifies each category from the other.
Eighth Graders’ Communication Strategies in English Classroom Activities at SMP Negeri 3 Kalibening Adityas Purwaningsih; Darmahusni
Stairs Vol 2 No 2 (2021): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.2.2.7

Abstract

This study aimed to investigate the eighth graders’ communication strategies in English classroom activities at SMP Negeri 3 Kalibening. This research conducted a qualitative approach with a descriptive method. The observational data were collected by using a video and audio recorder, observational sheet, and triangulated by structured interview. The data analysis procedures consisted of data reduction, data display, and conclusion drawing and verification by Miles & Huberman’s (1994) framework. The Communication Strategies (CSs) taxonomy proposed by Celce-Murcia et al. (1995) was used as references to identify and classify types of CSs. The analysis revealed that the learners employed 5 types of CSs: avoidance or reduction strategy, achievement or compensatory strategy, stalling or time gaining strategy, self-monitoring strategy, and interactional strategy, with 11 sub-types of those categories in classroom discussion, group discussion, and group presentation activities. The findings also showed that the learners employed CSs to compensate for their linguistics problems and keep the communication going while participating in English classroom activities. This research made a valuable contribution in introducing communication strategies and increasing students' awareness to use English in real-life situations.

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