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Ahmad Dahlan Journal of English Studies
Published by Universitas Ahmad Dahlan
ISSN : 24772879     EISSN : 23565012     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Ahmad Dahlan Journal of English Studies (ADJES), with registered number ISSN 2477-2879 (online), 2356-5012 (print), is a journal which is published by Universitas Ahmad Dahlan. This journal is published twice a year in March and September. We accept mainly research-based articles related to English Language Teaching, Literature, and Linguistics.
Arjuna Subject : -
Articles 171 Documents
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Teachers’ Misconception about National Assessment and National Examination Kisno Kisno; Umi Rokhyati; Fenty Nur Fatimah; Rita M Siregar
Ahmad Dahlan Journal of English Studies Vol 8, No 1 (2021): March
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v8i1.20081

Abstract

National Assessment is administered as the new policy from The Ministry of Education and Culture of Indonesia. It will be administered from September to October 2021. Therefore, teachers are urged to master the concept and the format of national assessment so as to implement it in the learning process. The teachers’ proper understanding on those concept and formats supports the success of national assessment. Despite this fact, most of the teachers were fulfilled with anxiety of the transition from national examination to national assessment. This research attempted to reveal the junior high school teachers’ misconception about National assessment and national examination. A 30-online-multiple-choice test was administered to 50 in-service teachers from both the state and the private junior high schools. The data was analyzed using descriptive statistics. The findings revealed that both the state and the private junior high schools’ teachers experienced three misconceptions about national assessment. Majority of the teachers’ misconception was about the technical administration of national assessment (76%) and the others were about the basic concept of national assessment (65%), and the follow up to result of national assessment (61%). These results suggest the reinforcement and empowerment of the schools concerning the socialization and the prototype or simulation implementation of national assessment. 
Woman’s Struggle to Fight Against Nazi as Reflected in Kristin Hannah’s The Nightingale: A Feminist Approach Raden Muhammad Ali; Amelya Yunita
Ahmad Dahlan Journal of English Studies Vol 7, No 2 (2020): September
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v7i2.15659

Abstract

This article aims to describe the main character’s characterization of the novel The Nightingale by Kristin Hannah and identify the main character's struggle to fight against the Nazi. This research is categorized as library research in which the data are taken from books, journals, and other relevant data. This is also descriptive qualitative research with a feminist approach. The primary data are taken from the novel The Nightingale by Kristin Hannah. The research findings are: First, the novel's main character is Isabelle Rossignol or Juliette Gervaise, or The Nightingale. Her characterizations are (1) rebellious, (2) passionate, (3) brave, etc. Second, the struggle of the main character to fight against Nazi are: (1) joining the France resistance, (2) distributing the terrorist paper, (3) helping the allies to escape from Nazi’s territory, (4) changing her name and starting guerilla across the mount, (5) fighting the Nazi and becoming a political prisoner, (6) trying to survive when the SS agent tortures her in prison.
An Analysis of Students’ Difficulties in Mastering Phrasal Verbs Baiq Suprapti Handini; Muhammad Husnu; Marzuki Marzuki
Ahmad Dahlan Journal of English Studies Vol 8, No 1 (2021): March
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v8i1.17583

Abstract

This research aimed at knowing about an analysis of student’s difficulties in mastering phrasal verb. This research is descriptive qualitative research. The subject of research was the students of Hamzanwadi University which consisted of 10 students. In this research, observation, questionnaire, and semi structured interview, were used for collecting data. The researcher conducted a descriptive design to analyzed and understanding people or human problems and describe the situation which is related to the students’ problem when using phrasal verb. The finding revealed that the student’s in Hamzanwadi University get difficulties in mastering phrasal verb. Otherwise, based on the result of observation, questionnaire, and interview, were clarified that students in Hamzanwadi University faced many problems, such as lack of vocabulary, less understanding of phrasal verb and difficulty to produce sentences with phrasal verbs.
Early Reading through Storytelling Activities Kristi Nuraini
Ahmad Dahlan Journal of English Studies Vol 7, No 1 (2020): March
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v7i1.14508

Abstract

Storytelling has been a part of children’s life. They loved being told as well as telling a story. Being told a story made them see what has been read, and telling a story made them talk as they spoke it out. As the children learn a language, story is one effective way for them to learn a language. This study is aimed to find out to what extent storytelling could help young children with their early reading comprehension in terms of story-retell. One class in one national plus school has been the setting of the study with 13 students as the subjects. A mix method was implemented through a classroom action research design. This study came up with a significant result that storytelling activities have been effective ways to increase young children’s retell fluency, both in content and fluency. The help of pictures, cue cards, and flashcards has been very efficient in helping young children to have a better comprehension in their early reading. These teaching aids had also been able to motivate them to be more active and engaged during the class.
A Descriptive Review of Genre-Based Pedagogy Studies (Towards Genre Awareness in EFL Context of Indonesia) Tri Rina Budiwati
Ahmad Dahlan Journal of English Studies Vol 8, No 1 (2021): March
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v8i1.20095

Abstract

This paper reviews 11 studies on genre-based pedagogy. The studies have indicated the vital contribution of genre knowledge in EFL context, especially in reading and writing class. Having compared and highlighted the 11 studies, this recent review reveals the great significance of genre knowledge and awareness for EFL teachers and students, namely, they can help students understand genre as created, dynamic and ideological structures, aware of generic structure of texts, then create various type of texts as discourse, develop the rhetorical understanding and participate in the genres, that they can maintain the critical genre awareness. Furthermore, teachers also are more aware that students can create meanings and need supports. The review, then, proposes some ways to improve students' genre awareness that could be applied in EFL classes. The ways are (1) students can be asked to analyze genre gradually to learn the techniques of rhetorical analysis of various genres;  (2) students are asked to criticize and practice writing flexibly various genres based on certain rhetorical patterns, context, and purpose; and (3) in exposing genres, teachers could do the steps recommended, such as finding the purpose and features, language scaffolding, modeling, joint instruction of the text, individual construction of the text, peer review and revision, free discussion and doing the assignment.
Teachers Strategies in Teaching English to Young Learners in Private Primary Schools in Yogyakarta Sarly Gustini Pratiwi; Nur Fatimah; Nur Rifai Akhsan
Ahmad Dahlan Journal of English Studies Vol 8, No 2 (2021): September
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v8i2.19246

Abstract

Teaching English to young learners is not easy, because English is not the mother tongue and it makes children difficult to master English well. Strategies are needed when teaching it. For that reason, the researchers conducted this study to describe the problems faced by the teachers in teaching English to young learners and to explain their strategies in teaching English to private primary schools students. This research was conducted by using descriptive qualitative research. The data were collected through semi-structured interviews with teachers at private primary schools in Yogyakarta. The subjects of the research involved six English teachers in the even semester of the academic year 2019/2020 at the private primary schools in Yogyakarta. To get the validity of the data, the triangulation of data sources with the same technique, namely interview was used, and the result of this research was checked by the research subjects to ensure the data are valid. In this study, the researchers analyzed the data, categorizing the data, making explanations, and finally drawing conclusions. The result of this research indicated that there are nine problems faced by the teacher when teaching English to young learners. They are limited time, diverse characters of students, less focused students, bickering students, the English position in the national curriculum, a large number of students and classes, unsupported facilities, learning media, and the fact that English is not a tool of communication. Every teacher has his or her strategies when teaching English to young learners, the strategies are cooperative, contextual, think together with the students, expository, inquiry, exploration-elaboration-collaboration, TPR, students active learning, and using video strategies
The use of paper dictionary on L2 vocabulary learning and retention Zuraina Ali
Ahmad Dahlan Journal of English Studies Vol 8, No 2 (2021): September
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v8i2.21717

Abstract

Vocabulary learning and retention are the two components that are essential in assessing students' abilities to understand the meaning of words. The study examines students’ attitudes of learning vocabulary and their learning feedback of using a paper dictionary. It also investigates the factors that students favour and dislike when using the resources for vocabulary retention. The method uses to collect the data in the current study is Explanatory Sequential Research Design. Both questionnaires and semi-structured interviews are employed as the instruments in the current study. The study found that students had positive learning attitudes using paper dictionary in learning vocabulary. There was also various learning feedback that was obtained concerning the use of the resource for the learning of vocabulary. In terms of vocabulary retention, students provided different viewpoints in the use paper dictionary to assist them in memorising the definition of a target word. Finally, the study found a few factors that restricted them to use the resources to retain the vocabulary learnt. The study implies that the use of a paper dictionary is still significant as it helped students to enhance their understanding of a particular vocabulary.
Investigating Aspects Affecting Joe Biden's Speech on the Inauguration of the 46th President of The United States: A Political Discourse Analysis Yunika Triana; Dewi Zulaiha
Ahmad Dahlan Journal of English Studies Vol 8, No 2 (2021): September
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v8i2.19956

Abstract

This paper aims to discover the aspects behind the politic historical events of Joe Biden's state speech. The speech, of course, has close relation with some of the historic American events that had just occurred. The research uses political discourse analysis to find the points uttered by the president who was influenced by ideology, status, and various socio-political contexts. At the inauguration on January 21, 2021, President Joe Biden's first national address is interesting to review. He conveyed messages explicitly to American society, but he also conveyed messages implicitly to political opponents. Researchers found some factors why messages spoken by Joe Biden including addressee, contextual situation, the intention of the utterance, speech act, and verbal act. These are the concerns by researchers as to whom the speech was delivered. It is not only aimed at directing the American society; it was also directed at his political rivals.
Creative-Self of Teachers in Utilizing Applications for Online English Learning during the COVID-19 Pandemic Fajar Nurkhana; Arief Eko Priyo Atmojo
Ahmad Dahlan Journal of English Studies Vol 8, No 2 (2021): September
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v8i2.21167

Abstract

The COVID-19 pandemic has hit all over the world and had a significant impact on various aspects of life. Education is one aspect affected by the pandemic. Teachers are challenged to use online learning applications for the optimal learning process like face-to-face learning. It takes creativity to adapt and create optimal results during a pandemic. This study aimed to find out teachers’ creative-self dynamics and interpretation in utilizing applications for online English learning during the COVID-19 pandemic. This study used a qualitative method with a phenomenological approach. Sampling was carried out by purposive sampling method with interviews and observations. The samples or subjects were 2 English Teachers of Public Vocational School and 2 English Teachers of Private Vocational School aged between 30-50 years, male and female, and had at least WhatsApp. Based on the results, teachers teaching during a pandemic are willing to accept progress, develop, integrate, and use new ways, create new things, understand situations, and seek from various sources of information to make something interactive. The dynamics that arise based on thoughts that give birth to distinctive behavior and impact on individual feelings, are then controlled in a dynamic in new conditions, accompanied by distinctive positive humor that requires harmony in how it works. This study will provide an overview for teachers to understand creative-self to develop a new creation.
E-learning Challenges during the Covid-19 Pandemic Experienced by Students Siti Safura
Ahmad Dahlan Journal of English Studies Vol 8, No 2 (2021): September
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v8i2.21332

Abstract

The spread of the covid-19 pandemic has changed the teaching and learning process from conventional to e-learning classes. This e-learning class brings out the challenges for students, educators, parents, and institutions. This present study was aimed to see the e-learning challenges faced by students during the Covid-19 pandemic. The participants of this study were 40 students at the Islamic Faculty of Muhammadiyah Aceh University. The qualitative descriptive was applied to analyze 20 questionnaires that were distributed through a google form. The questionnaire was divided into four sessions of challenges that involve internet connectivity, facilities support, technology competence, and self-regulation. This study revealed that students faced problems with the internet, devices, and self-regulation, while technology competence did not show significant challenges.

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