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INDONESIA
IJEE (Indonesian Journal of English Education)
Published by Universitas Islam Negeri Syarif Hidayatullah Jakarta
ISSN : 23561777     EISSN : 24430390     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
IJEE (Indonesian Journal of English Education) is a peer-reviewed journal of English Education Department, Faculty of Tarbiyah and Teachers Training, UIN Syarif Hidayatullah Jakarta. The journal aims at improving the quality of research on the area of English education which is issued twice in a year.
Arjuna Subject : -
Articles 236 Documents
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Fostering Students’ Grammatical Competence Through Flipped Classroom Firdausa Fadhilah; Ratna Sari Dewi; Zaharil Anasy; Ismalianing Eviyuliwati; Syauki Syauki
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 8 | NO.1 | 2021
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v1i1.20744

Abstract

ABSTRACTThis study aims to identify whether Flipped Classroom strategy can enhance students’ grammatical competence. EFL students still found difficulties in understanding and mastering grammar despite its central role in learning a new language. As we are living in the digital era, we can optimize digital tools in teaching and learning to assist students and teachers. Furthermore, students nowadays are tech-savvy, so it would not be very difficult to integrate technology into classroom. The participants of this research were the tenth grade students at SMAN 4 Tangerang Selatan. Classroom Action Research (CAR) was implemented as the research design with two cycles which comprised three meetings in each cycle. The cycle consisted of planning, acting, observing, and reflecting. The instruments used were test, questionnaire, observation, and researcher’s field note. The results showed that 77.14% of students passed the minimum criterion score; further, the results among pre-test, post-test 1, and post-test 2 significantly increased. These findings indicate that Flipped Classroom have the potential to improve students’ grammatical competence.   ABSTRAKStudi ini bertujuan untuk meningkatkan kompetensi gramatikal siswa melalui strategi Flipped Classroom dan untuk mengetahui bagaimana strategi tersebut meningkatkan kompetensi gramatikal siswa.   Siswa yang menggunakan bahasa Inggris sebagai bahasa asing (EFL) masih mengalami kesulitan untuk memahami dan menguasai tata bahasa meskipun peran sentralnya dalam belajar bahasa.  Karena kita hidup di era digital, kita dapat mengoptimalkan alat digital dalam proses belajar-mengajar untuk membantu siswa dan guru.  Selain itu, siswa saat ini sudah paham teknologi sehingga tidak terlalu sulit untuk mengintegrasikan teknologi ke dalam kelas. Melihat fenomena ini, oleh sebab itu, penelitian telah dilaksanakan. Subjek penelitian ini adalah siswa kelas X di SMAN 4 Tangerang Selatan. Penelitian Tindakan Kelas (PTK) dilaksanakan sebagai desain penelitian dengan dua siklus yang terdiri dari 3 pertemuan di setiap siklusnya. Instrumen yang digunakan adalah tes, angket, observasi, dan catatan lapangan peneliti.  Hasil penelitian menunjukkan bahwa 77,14% siswa dinyatakan lulus kriteria ketuntasan minimal (KKM).  Hasil pre-test, post-test 1, dan post-test 2 meningkat secara signifikan yang menunjukkan bahwa Flipped Classroom dapat meningkatkan kompetensi gramatikal siswa.
Strategies in dealing with the Reading Section of ‘TOEFL Prediction’: a case of Aceh EFL Learners Fera Busfina Zalha; Alfiatunnur Alfiatunnur; Cut Annisa Triana Kamil
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 7 | NO.2 | 2020
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v7i2.17622

Abstract

ABSTRACTHighlighting the TOEFL prediction test, this study attempted to explore EFL learners’ strategies in dealing with the reading comprehension section of the TOEFL prediction test, both in reading the texts and tackling the questions. This study employed a qualitative research design as its approach and a semi-structured interview as the instrument to gain the data. Six participants were purposively selected from the English Language Education Department of UIN Ar-Raniry Banda Aceh. They were interviewed concerning their reading strategies in dealing with the questions in the TOEFL Prediction test. The findings revealed five strategies used by the participants in contending with the TOEFL reading section, classified into reading strategy and test-taking strategy. The reading strategies consist of skimming and scanning the passages, using context to understand the meaning of unfamiliar vocabulary, and utilizing background knowledge. Meanwhile, reviewing the questions and prioritizing easier questions are included in the test-taking strategy.  This study proposes further research to investigate the effectiveness of particular strategies in improving EFL students’ performance in facing the reading section.ABSTRAKMengangkat topik tes TOEFL Prediksi, penelitian ini mencoba menyelidiki strategi yang dilakukan oleh mahasiswa-mahasiswi Bahasa Inggris dalam menghadapi bagian Reading Comprehension di tes TOEFL, baik strategi ketika membaca teks maupun ketika menjawab soal-soal yang tersedia. Studi ini menggunakan pendekatan qualitatif dan menggunakan wawancara semi-terstruktur sebagai instrument untuk menghasilkan data. Teknik purposive sampling digunakan dalam memilih enam partisipan untuk studi ini yang keenamnya berasal dari Program Studi Pendidikan Bahasa Inggris UIN Ar-Raniry Banda Aceh. Hasil penelitian ini menunjukkan bahwa ada lima strategi yang digunakan oleh partisipan dalam menyelesaikan TOEFL Reading Section. Kelima strategi tersebut dapat diklasifikasikan kepada reading strategy (strategi membaca) dan test-taking strategy (strategi dalam menghadapi tes). Reading strategies terdiri dari membaca teks dengan menggunakan teknik skimming and scanning, menggunakan konteks untuk dapat memahami makna dari kata-kata yang sukar, dan menggunakan background knowledge (pengetahuan sebelumnya) ketika membaca teks. Sementara mereview pertanyaan dan mengutamakan menjawab pertanyaan-pertanyaan yang lebih mudah termasuk dalam test-taking strategy yang dilakukan oleh partisipan ketika menghadapi tes. Studi ini mendukung penelitian lebih dalam kedepannya terkait keefektifan dari strategi-strategi ini dalam meningkatkan performa mahasiswa-mahasiswi Bahasa Inggris dalam menyelesaikan bagian reading comprehension.
Increasing EFL Students’ Writing Skill Using Jigsaw and Online Searching Strategy Yofita Christy Isgiarno; Bambang Yudi Cahyono; Hasti Rahmaningtyas
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 7 | NO.1 | 2020
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v7i1.16383

Abstract

ABSTRACTWriting is the practice of reaching out to one's mind and exploring it creatively. In writing activity, the writer should have accurate information, strong arguments, and good knowledge of organization and mechanics before delivering their ideas. However, in schools, writing is commonly considered as the most difficult skill to learn by the students of English as a foreign language (EFL). The problems of EFL students’ writing could refer to the five aspects of writing: content, organization, language use, vocabulary, and mechanics. This research aimed to increase the quality of the teaching and learning process in the classroom in order to improve EFL students’ writing skills by using the Jigsaw and Online Searching Strategy (JOSS). It used Action Research as the research design and was conducted in the tenth grade of Ilmu Bahasa dan Budaya (Language and Culture) class of Public Senior High School (SMA Negeri) 2 in Malang, East Java, Indonesia, which consisted of 22 students. The result showed that all of the students have passed the criteria of success and given good responses to the implementation of JOSS. Therefore, it is suggested that English teachers consider using JOSS as a teaching strategy to improve tenth-grade students’ writing skills.ABSTRAKMenulis merupakan aktivitas menjangkau pikiran seseorang dan menyampaikannya secara kreatif. Di dalam aktivitas menulis, penulis perlu mempunyai informasi yang akurat, argumen yang kuat, serta pengetahuan yang baik mengenai struktur teks dan mekanik dalam menulis sebelum menyampaikan ide-idenya. Namun, di sekolah-sekolah, menulis dipandang sebagai kemampuan yang paling sulit untuk dikuasai oleh para siswa yang mempelajari bahasa Inggris sebagai bahasa asing. Masalah dalam menulis dapat ditemukan dalam lima aspek tulisan yaitu isi, struktur teks, tata bahasa, kosakata, dan mekanik dalam menulis. Penelitian ini bertujuan untuk meningkatkan kualitas dalam proses pengajaran dan pembelajaran dalam kelas untuk meningkatkan kemampuan menulis siswa dalam belajar bahasa Inggris dengan menggunakan jigsaw dan pencarian informasi secara daring. Penelitian ini adalah Penelitian Tindakan. Penelitian ini dilakukan di SMA Negeri 2 Malang, Jawa Timur, Indonesia, pada kelas sepuluh Ilmu Bahasa dan Budaya yang terdiri atas 22 siswa. Hasil penelitian ini menunjukkan bahwa semua siswa telah mencapai kriteria kesuksesan dan memberikan respon yang baik mengenai penerapan strategi jigsaw dan pencarian informasi secara daring. Oleh sebab itu, guru bahasa Inggris disarankan untuk menggunakan strategi tersebut sebagai salah satu upaya untuk meningkatkan kemampuan menulis siswa kelas sepuluh. How to Cite: Isgiarno, Y. C., Cahyono, B.Y., Rahmaningtyas, H. (2020). Increasing EFL Students’ Writing Skill Using Jigsaw and Online Searching Strategy. IJEE (Indonesian Journal of English Education), 7(1), 95-108. doi:10.15408/ijee.v7i1.16383
Indonesian Culture Influence Towards English Directive Acts Used by Senior High School Students Tamara Becce Tenridinanti; Indawan Syahri; Maribel Casinto Abalos; Rini Susanti
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 8 | NO.1 | 2021
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v1i1.20127

Abstract

ABSTRACTIn uttering the English language, especially English directive acts, Indonesian people do not deliver it directly, but they convey it long-winded. It is influenced by the Indonesian culture that tends to convolute in explaining something which is different from the English-speaking culture that speaks straight to the point. The objectives of the study were to identify the common types of directive illocutionary acts and to describe how the Indonesian culture is represented in English illocutionary acts made by the students of SMA Negeri 10 Palembang. The method of the study was descriptive-qualitative. The data was collected from twenty-six participants of SMA Negeri 10 Palembang through the role-play technique. Results of this study showed eight common types of English directive acts: commanding, requesting, suggesting, forbidding, questioning, permitting, encouraging, and wishing. Besides, the resemblance between the Indonesian culture and illocutionary acts has an interconnection shown in culture transfer. In this this study in particular, questioning was the most dominant directive act, and this is because Indonesian people tend to ask first before uttering straight to the point and suggesting was the second most dominant whereas requesting was the least dominant.   ABSTRAKDalam pengucapan bahasa Inggris khususnya bahasa Inggris directive act, orang Indonesia tidak menyampaikannya secara langsung, tetapi menyampaikannya dengan bertele-tele. Hal tersebut dipengaruhi oleh budaya Indonesia yang berbelit-belit dalam menjelaskan sesuatu yang berbeda dengan budaya Inggris yang berbicara langsung ke intinya. Tujuan penelitian ini adalah untuk mengidentifikasi jenis-jenis ilokusi direktif yang umum dan mendeskripsikan bagaimana kemiripan budaya Indonesia dalam ilokusi bahasa Inggris yang dibuat oleh siswa SMA Negeri 10 Palembang. Metode penelitian adalah deskriptif kualitatif. Pengumpulan data dilakukan pada dua puluh enam peserta SMA Negeri 10 Palembang melalui peragaan role play. Studi ini menunjukkan delapan jenis tindakan direktif bahasa Inggris yang umum seperti memerintah, meminta, menyarankan, melarang, mempertanyakan, mengizinkan, mendorong, dan berharap. Selain itu, kemiripan budaya Indonesia dengan ilokusi memiliki keterkaitan yang terlihat dalam transfer budaya. Dari penelitian ini, bertanya sangat dominan karena masyarakat Indonesia cenderung bertanya terlebih dahulu sebelum berbicara langsung ke pokok permasalahan. Dominasi kedua menunjukkan, dan yang terakhir meminta.  
Indonesian Learners’ Self-directed Learning and Resilience in Online English Classes: Assessing Interaction with L2 Achievement Adaninggar Septi Subekti
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 8 | NO.1 | 2021
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v1i1.20681

Abstract

ABSTRACTThe present study was conducted to find the relationship between English for Academic Purposes (EAP) learners’ Self-directed Learning (SDL) and their achievement as measured with their EAP class grades as well as the relationship between these grades and their resilience. This study used a survey as the method of data collection and 157 learners who were enrolled in EAP online classes willingly participated in the study. Results of Pearson’s correlation and Regression analysis showed that learners’ SDL was very weakly associated with their grades (r (155) = .01, p > .05), with their SDL being unable to predict their ultimate achievement (R2 = .000). This study further found a very weak negative relationship between learners’ resilience and their grades (r (155) = -.02, p > .05). Learners’ resilience was not a predictor for their grades either (R2 = .000). As the present study is an exploratory study of the issue in question in the Indonesian context of English as a foreign language (EFL), it is suggested that further studies be conducted to establish more conclusive findings on the predictive power of learners’ SDL and resilience towards their English learning achievement. ABSTRAKStudi ini bertujuan menginvestigasi hubungan antara Self-directed Learning (SDL) pembelajar kelas Bahasa Inggris untuk tujuan akademik (EAP) dan pencapaian belajar di kelas Bahasa Inggris serta hubungan antara pencapaian belajar tersebut dengan ketahanan (resilience) mereka. Studi ini menggunakan metode survei dan sebanyak 157 pembelajar di kelas EAP bermoda daring berpartisipasi dalam studi ini. Studi ini menemukan bahwa SDL pembelajar berkorelasi sangat lemah dengan pencapaian belajar (r (155) = .01, p > .05) dan bahwa SDL tidak mampu memprediksi pencapaian belajar (R2 = .000). Studi ini juga menemukan bahwa ketahanan pembelajar berkorelasi sangat lemah dengan pencapaian belajar (r (155) = -.02, p > .05) dan tidak mampu memprediksi pencapaian belajar (R2 = .000). Karena studi ini termasuk studi awal dalam kajian SDL dan ketahanan pembelajar dalam kaitannya dengan pencapaian belajar pada konteks pembelajaran Bahasa Inggris sebagai bahasa asing di Indonesia, terkait dengan hasil studi ini, disarankan dilakukan studi-studi lain dalam konteks Indonesia. Studi-studi ini dapat dilakukan untuk mendapatkan kesimpulan yang lebih solid terkait besar kecilnya kemampuan SDL dan ketahanan pembelajar dalam memprediksi pencapaian belajar mereka dalam Bahasa Inggris.
The Effect of the Lost Twin Game on Students' Pronunciation Performance Rabi'ah Rabi'ah; Achmad Baidawi; Wahab Syakhirul Alim
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 7 | NO.1 | 2020
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v7i1.16995

Abstract

ABSTRACTThe objective of this study was to examine whether the use of the Lost Twin Game in teaching pronunciation affects students' pronunciation and how significant the effect is on their pronunciation performance. This research was motivated by the phenomenon that there are various obstacles to teaching pronunciation at the school level including those related to students’ personal characteristics and teachers’ instructional methods. The participants of this study were eighth grade students of MTs Nasrul Ulum Bagandan Pamekasan, consisting of 20 students. This research is pre-experimental utilizing a pretest and posttest, and the data for this study were analyzed statistically using a t-test with SPSS 20. The results of this study show that the t-value 0.000 is lower than 0.05 which means that there is a significant effect of the treatment on the students’ pronunciation performance, and the treatment also accounts for the students' score increase by about 25%. It is, thus, concluded that the incorporation of the Lost Twin Game in teaching pronunciation is effective in improving students' pronunciation performance. ABSTRAKTujuan dari penelitian ini adalah untuk menguji apakah penggunaan Lost Twin Game dalam pengajaran pelafalan mempengaruhi pelafalan siswa dan seberapa signifikan pengaruhnya terhadap kinerja pelafalan mereka. Penelitian ini dilatarbelakangi oleh fenomena adanya berbagai kendala dalam pembelajaran pengucapan di tingkat sekolah termasuk yang berkaitan dengan karakteristik pribadi siswa dan metode pembelajaran guru. Partisipan dalam penelitian ini adalah siswa kelas VIII MTs Nasrul Ulum Bagandan Pamekasan yang berjumlah 20 orang. Penelitian ini merupakan penelitian praeksperimental dengan menggunakan pretest dan posttest, dan data untuk penelitian ini dianalisis secara statistik menggunakan uji-t dengan SPSS 20. Hasil penelitian ini menunjukkan bahwa t-value 0,000 lebih kecil dari 0,05 yang berarti ada pengaruh yang signifikan dari perlakuan terhadap kinerja pengucapan siswa, dan perlakuan tersebut juga menyebabkan peningkatan nilai siswa sekitar 25%. Dengan demikian, disimpulkan bahwa penggunaan Lost Twin Game dalam pengajaran pengucapan efektif dalam meningkatkan kinerja pengucapan siswa. How to Cite: Rabi'ah, Baidawi, A., Alim,  W. S. (2020). The Effect of the Lost Twin Game on Students' Pronunciation Performance. IJEE (Indonesian Journal of English Education), 7(1), 63-71. doi:10.15408/ijee.v7i1.16995
The Benefits of Reading Aloud for Children: A Review in EFL Context Jennet Senawati; Ni Komang Arie Suwastini; I Gusti Agung Sri Rwa Jayantini; Ni Luh Putu Sri Adnyani; Ni Nyoman Artini
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 8 | NO.1 | 2021
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v1i1.19880

Abstract

ABSTRACTAlthough reading aloud is an old teaching strategy, its relevance has been vouched by research from time to time. The present study aimed to critically review experts' opinions and results of previous research on the definition and characteristics of reading aloud and its benefits for young children in the EFL contexts by employing George’s (2008) model of literature review. The review revealed that the teacher plays the most crucial role in reading aloud, acting as the bridge between the text and the student's comprehension. A good design of reading aloud demands the teacher’s competence in choosing the text to meet the students’ interest and level; planning the tempo of the reading and the pauses to pose questions and comments; and making connections with the text and the children. Reading aloud benefits children’s English regarding their vocabulary, pronunciation, comprehension, listening skills, reading skills, speaking skills, communicative skills, and motivation, literacy, and critical thinking skills. These results imply that reading aloud is still relevant to be implemented nowadays because of the benefits it brings to children’s English. ABSTRAKMeski sering dianggap metode lama, membaca nyaring memberi banyak manfaat. Artikel ini bertujuan untuk melakukan kajian kritis terhadap pendapat ahli dan penelitian terdahulu mengenai pengertian, ciri khas, serta manfaat membaca nyaring, dengan mengikuti model penelitian kajian pustaka George (2008). Diungkapkan bahwa guru menjadi penentu kesuksesan kegiatan membaca nyaring sebagai jembatan yang menghubungkan siswa dengan teks yang dibaca. Kegiatan membaca nyaring bergantung pada kemampuan guru untuk memilih teks yang sesuai dengan minat dan kemampuan siswa, serta merancang proses pembacaan terkait tempo dan penempatan jeda untuk memberi komentar, bertanya, maupun membuat kaitan-kaitan antara teks dan siswa. Ahli dan penelitian terdahulu berpendapat bahwa kegiatan membaca nyaring berkontribusi secara positif terhadap siswa terkait pembentukan kosakata, pelafalan, pemahaman, keterampilan mendengar, membaca, berbicara, dan berkomunikasi, serta motivasi, literasi, dan kemampuan berpikir kritis berkomunikasi mereka. Jadi, membaca nyaring sangat relevan diimmplementasikan pada jaman sekarang karena kegiatan ini sangat positif untuk perkembangan Bahasa Inggris siswa.
Online Learning Readiness of Junior High School Students in Denpasar Kadek Erlita Dwiyanti; I Putu Yogi Pratama; Ni Putu Ines Marylena Candra Manik
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 7 | NO.2 | 2020
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v7i2.17773

Abstract

ABSTRACTThe Covid-19 pandemic has caused learning to be carried out online. Not all students, however, are ready for online learning. This study aims to examine the level of readiness of eighth-grade students at a junior high school through an explanatory sequential mixed method design consisting of quantitative and qualitative phases. Student readiness for online learning in this study was reviewed from five dimensions: self-directed learning, motivation for learning, computer/internet self-efficacy, learner control, and online communication self-efficacy. The Online Learning Readiness Scale (OLRS) survey proposed by Hung (2010) with a five-point-Likert scale was used to collect quantitative data. The data were analyzed quantitatively, and the level of readiness was measured utilizing the e-learning readiness assessment model suggested by Aydin and Tasci (2005). Follow-up interviews were then held to support the quantitative data. The results showed that the majority of students entered the level of "ready but needs a few improvements". However, there was one item in the dimension of self-directed learning that was included in the level of "not ready needs some work". The implication of this study is the need to encourage students to actively communicate in online learning, especially for shy students.ABSTRAKPandemi Covid-19 menyebabkan pembelajaran dilakukan secara online. Namun, tidak semua siswa siap dengan pembelajaran online. Penelitian ini bertujuan untuk menguji tingkat kesiapan siswa kelas VIII sebuah sekolah menengah pertama melalui penelitian explanatory sequential mixed method yang terdiri dari tahap kuantitatif dan kualitatif. Kesiapan siswa untuk pembelajaran online ditinjau dari lima dimensi: pembelajaran mandiri, motivasi belajar, efikasi diri komputer / internet, kontrol peserta didik, dan efikasi diri komunikasi online. Survei Online Learning Readiness Scale (OLRS) yang digagas oleh Hung (2010) dilengkapi dengan skala Likert lima poin digunakan untuk mengumpulkan data kuantitatif. Data kemudian dianalisis dengan menggunakan analisis deskriptif kuantitatif dan tingkatannya diukur dengan model penilaian kesiapan E-learning yang dikemukakan oleh Aydin dan Tasci (2005). Wawancara kemudian dilakukan untuk mengumpulkan data guna mendukung data kuantitatif. Hasil penelitian menunjukkan bahwa secara keseluruhan siswa memasuki level “siap, tetapi perlu sedikit perbaikan”. Namun, ada satu item dalam dimensi pembelajaran mandiri yang termasuk dalam tingkat "belum siap, perlu peningkatan". Implikasi dari penelitian ini adalah perlunya mendorong siswa untuk aktif berkomunikasi dalam pembelajaran online, khususnya bagi siswa yang pemalu.
The Effect of the Australasian Parliamentary Debate Technique on Students’ Argumentative Speaking Ability Intan Qomariah; Syauki Syauki; Zaharil Anasy
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 7 | NO.1 | 2020
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v7i1.16973

Abstract

ABSTRACTThe goal of this research was to investigate whether the use of the Australasian Parliamentary Debate had an impact on students’ argumentative speaking ability. The method was quantitative with a quasi-experimental design, and the participants of this research were SMAN 29 Jakarta 10th grade social students in the academic year 2017/2018. They were X IIS 2 as the experimental group and X IIS 3 as the control group, consisting of 32 students for each group. Convenience sampling was used to select the participants for this research, and the data were collected using an oral test. The argumentative speaking rubric was used to assess the students’ argumentative speaking ability in the pre- and post-tests. The results of statistical hypothesis testing, using independent sample t-test, found that the t-value was 2.23 on the significance level of 5 percent (α = 0.05), whereas the t table was 1.99 or tobserve > t table. H0 was therefore rejected and Ha was accepted. This finding shows that the use of the Australasian Parliamentary Debate has a positive effect on students’ ability to speak argumentatively.ABSTRAKTujuan dari penelitian ini adalah untuk menginvestigasi apakah penggunaan the Australalasian Parliamentary Debate memiliki pengaruh positif terhadap kemampuan berbicara argumentatif siswa. Metode yang digunakan adalah kuantitatif dengan quasi-experimental sebagai desain penelitian. Partisipan peneliatian adalah siswa SMAN 29 Jakarta kelas X IPS di tahun akademik 2017/2018. Mereka adalah X IIS 2 sebagai kelas eksperimen dan X IIS 3 sebagai kelas kontrol yang masing-masing kelas terdiri dari 32 siswa. Convenience sampling adalah teknik pengambilan sampel yang digunakan untuk pengumpulan data. Instrumen dalam penelitian ini menggunakan tes lisan dengan rubrik berbicara argumentatif untuk menguji kemampuan argumentasi siswa pada pretest dan posttest. Hasil dari tes hipotesis statistika menggunakan uji T- sampel independen menunjukkan bahwa pada degree of significance 5% % (α = 0.05), tvalue sebesar 2.23 sementara t table sebesar 1.99 atau tobserve > t table. Maka dari itu, H0 ditolak dan Ha diterima. Hal ini membuktikan adanya pengaruh positif penggunaan teknik the Australasian Parliamentary Debate pada kemampuan berbicara argumentatif siswa.  How to Cite: Qomariah, I., Syauki, Anasy, Z., E.F. (2020). The Effect of the Australasian Parliamentary Debate Technique on Students’ Argumentative Speaking Ability. IJEE (Indonesian Journal of English Education), 7(1), 48-62. doi:10.15408/ijee.v7i1.16973
Students’ Voices on Lecturers’ Written Corrective Feedback (WCF) in Their Writing Tasks Adrefiza Adrefiza; Didin Nuruddin Hidayat; Fortunasari Fortunasari
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 8 | NO.1 | 2021
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v1i1.17701

Abstract

ABSTRACTAlthough studies on Written Corrective Feedback (WCF, hereafter) have been increasingly prevalent in the last few years, inquiries on how advisory students perceive the lecturers’ feedback on their writing tasks have been likely scarce, especially in Indonesian Higher Education Institutions (HEIs) contexts. This study examines the students’ perception and evaluation of the lecturers’ WCF in response to errors and inaccuracies in their academic writing tasks. Through an online survey questionnaire distributed to 46 respondents via email, the results show that the majority of students appreciated any forms of feedback from the lecturers. Their writing skills in four aspects (grammar, vocabulary, organization, and mechanics) also improved significantly through an enhancement of their self-directed learning. Following the analysis model by one of previous studies, the results showed that the students preferred direct WCF to the Indirect one (58.7 %: 15.2 %), while the “Praise” category was given the highest rate with an average score of (4.06). “Criticism”, on the other hand, was the lowest one with an average score of only (2.3) in the evaluation. It is recommended that lecturers always avoid unclear, vague, aggressive, thoughtless, and inappropriate feedback to improve students’ writing skills and performance. ABSTRAKMeskipun studi tentang Umpan Balik Korektif Tertulis (WCF, selanjutnya) semakin lazim dalam beberapa tahun terakhir, namun, diskusi tentang penilaian mahasiswa terhadap umpan balik dosen terkait tugas menulis mereka sangat terbatas, terutama dalam konteks Lembaga Pendidikan Tinggi Indonesia (PT). Penelitian ini mengkaji persepsi dan evaluasi mahasiswa terhadap WCF dosen dalam merespon kesalahan dan ketidaktepatan dalam tugas menulis akademik mahasiswa. Melalui kuesioner survei online yang dibagikan kepada 46 responden melalui email, hasilnya menunjukkan bahwa mayoritas mahasiswa mengapresiasi segala bentuk umpan balik dari dosen. Keterampilan menulis mereka dalam empat aspek (tata bahasa, kosakata, organisasi, dan mekanik) juga meningkat secara signifikan melalui peningkatan pembelajaran mandiri mereka. Mengacu kepada model analysis dari salah satu penelitian terdahulu, ditemukan bahwa penggunaan WCF Langsung lebih disukai oleh siswa daripada penggunaan Tidak Langsung (58,7%: 15,2%), sedangkan kategori “Pujian” diberikan nilai tertinggi dengan nilai rata-rata (4,06). Sementara, “Kritik” adalah yang paling rendah dengan skor rata-rata hanya (2,3) dalam evaluasi. Disarankan agar dosen selalu memberikan semangat, namun hindari umpan balik yang tidak jelas, kabur, agresif, ceroboh, dan tidak tepat untuk meningkatkan kemampuan menulis dan prestasi mahasiswa.

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