scholarly journals PRAGMATIC TRANSFER IN APOLOGY EMPLOYED BY ENGLISH EDUCATION STUDENTS OF ISLAMIC STATE UNIVERSITY (UIN) RADEN FATAH

2019 ◽  
Vol 7 (2) ◽  
pp. 151
Author(s):  
Tiara Eliza
Keyword(s):  
Social Status ◽  
English Education ◽  
Mother Tongue ◽  
Islamic State ◽  
State University ◽  
Education Students ◽  
Study Program ◽  
Written Discourse ◽  
Pragmatic Transfer ◽  
Qualitative Descriptive

This study intends to find out and to describe apology strategies made by the sixth and eighth semester students of English Education Study Program of Islamic State University (UIN) Raden Fatah Palembang, and to explain how the pragmatic transfer interferes the apology strategies. This study used a qualitative descriptive design. Written discourse completion tasks and observation by doing a role play were used as the instruments to obtain the data. There were 66 students selected as the subjects of study. The data obtained were analyzed based on the classification of apology strategy proposed by Olshtain and Cohen (1983). As result, it was found that there were five apology strategies made by the students, for example, using the word sorry to express regret was considered the most frequently used strategy. Then, the result also showed that the speakers who have low social status tend to use polite strategy in all levels of social relationships (strangers and acquaintances). For the speakers who have high social status and equal tend to use less polite and casual expressions, respectively. Moreover, some students use some pragmatic transfers in expressing apology strategies influenced by their L1 (mother tongue) or L2 (Indonesian) culture.

scholarly journals PRAGMATIC TRANSFER IN REFUSALS REALIZED BY PROFICIENT EFL LEARNERS ENGLISH EDUCATION PROGRAM SRIWIJAYA UNIVERSITY

MABASAN ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 43-54
Author(s):  
NFN Eviliana
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Research Method ◽  
English Education ◽  
Mother Tongue ◽  
Linguistic Knowledge ◽  
Study Program ◽  
Qualitative Research Method ◽  
Pragmatic Transfer ◽  
Efl Students

This research was aimed at describing the strategies of proficient EFL students’ refusal realization in Indonesian and in English and the occurrences of pragmatic transfer (PT) in their refusal realization. Qualitative research method was employed. As the subsidiary of the qualitative research method, quantitative research method was also employed. The subjects were 18 EFL students of English Study Program Sriwijaya University whose TOEFL prediction scores were 450 above. DCT was used as the instrument of collecting data. Data were analyzed based on combined refusal classification by Wannaruk (2005) and Campillo (2009). The results of this research show that proficient EFL students’ mostly used the indirect strategies in their refusal realization both in English and Indonesian. Nevertheless, differences occurred in term of semantic formula choice and order in the twelve situations of DCT. Thus, PT could be observed. In consequences, it is suggested to foreign language teacher or lecturers should be aware that fluency in a language involves both a mastery of linguistic knowledge and pragmatic knowledge. Foreign language learners should be aware of the fact that social variables play a role when refusing, and that their inappropriate refusals may make them sound rude, vague or abrupt. Due to the limitation of this study, future researchers should also explore the differences between EFL  students’ refusal realization in their mother tongue  and Indonesian, the idiosyncrasies that occur in  the proficient EFL students’ refusal realization, and communication strategies used by EFL students in realizing their refusals.

scholarly journals Need Analysis in ADDIE Model to Develop Academic Speaking Materials

2020 ◽  
Vol 7 (2) ◽  
pp. 438-446
Author(s):  
Dian Misesani ◽  
Wendelinus Oscar Janggo ◽  
Maria Siti Nirmala Wuwur
Keyword(s):  
Language Learning ◽  
English Education ◽  
English For Academic Purposes ◽  
Survey Method ◽  
Education Students ◽  
Study Program ◽  
Materials Development ◽  
Need Analysis ◽  
Qualitative Descriptive ◽  
Addie Model

Need analysis has become part of ADDIE model in developing materials for language learning. This research aims at examining the importance of need analysis as the initial focal step prior to the development of materials for Speaking for Academic Purpose. It is also investigating the reliability of ADDIE model prior to developing teaching material, specifically the ‘analyze’ stage. This research is typically a qualitative descriptive approach which conducted by using survey method. The instruments are students questionnaires and experts questionnaires created in online google form. There are totally 68 higher education students consist of thirty-three (33) seventh semester students and thirty-five (35) of fifth semester students taking the role as the respondents. The experts questionnaires are distributed to six lecturers who have the same interest in materials development and teach English for academic Purposes. The most result showed that 40 and 21 respondents consider ‘very important’ and ‘important’ which shows that 90% of all respondents has similar opinion on the importance of textbook for the course of Speaking for Academic Purpose availability. All of the expert-respondents  consider that it is important to develop materials for the course of Speaking for Academic purpose, shown by the dominant answers of ‘yes’Thus, by implementing ADDIE model, the researchers are convinced to develop materials for Speaking for Academic Purpose for students of English Education Study Program in Nusa Nipa University.

scholarly journals An Analysis of Politeness Strategies of Disagreement: The Case of Students of English Education Study Program in one State Islamic University in Sumatera, Indonesia

2019 ◽  
Vol 6 (1) ◽  
pp. 260-269
Author(s):  
Witria Windika
Keyword(s):  
English Language Learners ◽  
Language Learners ◽  
English Language ◽  
English Education ◽  
Islamic State ◽  
State University ◽  
Study Program ◽  
Politeness Strategies ◽  
Completion Test ◽  
Written Test

The pupoposes of this study were (1) to find out the realizations of politeness strategies of disagreement by the sixth semester students of English Education students of Islamic State University in Sumatera, and (2) to figure out the most common types of politeness strategy used by them. The study employed qualitative research. The data were taken through a written test and Discourse Completion Test (DCT). The sample was taken by using cluster random sampling method which consisted of 12 male students and 12 female students. The study revealed that female and male English language learners experienced four types of politeness strategy: positive politeness, negative politeness, bald-on-record politeness, and off-record politeness with negative politeness as the most frequent strategy used by female and male English language learners. The result of the study showed that negative politeness was dominant politeness strategy which had value of 63,33%. The second place was bald-on-record (23,33%), the third place was positive politeness  (11,67%), and the last one was off-record (1,67%). The conclusion of this study indicated that in expressing politeness strategy for disagreement, both female and male respondents tended to perform negative politeness strategy.

scholarly journals Description of difficulty on electricity and magnetism concepts of physics education students among cross academic level

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Rendy Wikrama Wardana ◽  
Liliasari Liliasari ◽  
Paulus Tjahyono Tjiang ◽  
Nahadi Nahadi
Keyword(s):  
Physics Education ◽  
Electromagnetic Waves ◽  
Learning Strategy ◽  
State University ◽  
Education Students ◽  
Master's Students ◽  
Academic Level ◽  
Electricity And Magnetism ◽  
Qualitative Descriptive ◽  
Essay Test

Some previous studies have shown that electricity and magnetism is one of the concepts of abstract, difficult, and complex. The purpose of the research illustrates the difficulties of academic cross-level physics education students on magnetic electrical concepts. Research used qualitative descriptive methods. The number of research samples is 103 students consisting of 73 the third year Bachelor’s Students of Physics Education and 30 Master’s Students of Physics Education in one of State University in Bandung City. Research instruments used essay-shaped tests and interview guides. Data collection was conducted by giving essay test adapted from Electromagnetic Concept Inventory test consisting of four major subconcepts namely: electrostatic, magnetics, electromagnetic induction and electromagnetic waves.  Data analysis was conducted by analyzing the test result data via the answer scale section and analysis of the interview results. The results of the study show interesting thing that the electrostatic subconcept is 3% for Bachelor’s Students of Physics Education and 6% for Master’s Students of Physics Education that answered questions correctly on the concept. In the sub-concept of electromagnetic waves, 7% of Bachelor’s Students of Physics Education and 6% for Master’s Students of Physics Education that answered correctly questions on the concept. The results indicate that most students ' cross-academic level difficulties were on electrostatic sub-concepts and electromagnetic waves that categorized the basic and upper concepts in magnetic electrical concepts. The results of the study give implications that the need to strengthen basic concepts and appropriate learning strategy in teaching the concept of magnetic electricity.

scholarly journals SURFACE STRATEGY TAXONOMY: GRAMMATICAL ERRORS ANALYSIS IN THE THIRD-SEMESTER STUDENTS’ DESCRIPTIVE ESSAY

2021 ◽  
Vol 1 (2) ◽  
pp. 36-48
Author(s):  
Annafi’in Nur Rixha ◽  
Idrus Alhamid ◽  
Siti Rokhmah ◽  
Syamsir Bin Ukka
Keyword(s):  
Qualitative Method ◽  
English Education ◽  
Education Students ◽  
Study Program ◽  
Grammatical Errors ◽  
Grammatical Error ◽  
Present Tense ◽  
The Difference ◽  
Auxiliary Verb ◽  
Errors Analysis

English and Indonesian are grammatically different. The difference proves that the rules and the application of grammar are the difficult problems in writing English. Based on previous preliminary research, many Third-Semester students of English Education Study Program had problems using grammar. This is supported by the results of unstructured interviews by researcher against students. Then students made mistakes they cannot correct called errors. As English Education students, they must have good competence in all language skills to become a good English teacher. In the future, students will teach writing effectively if they master the grammatical understanding.This research’s objectives were to find: (1) The the types of grammatical errors based on surface strategy taxonomy found in students’ descriptive essay,(2) The dominant grammatical error based on surface strategy taxonomy found in students’ descriptive essay,(3) The factors causing students made grammatical error in writing descriptive essays.To achieve the objectives, a qualitative method is used. Data collected by observation, interview and documentation from students’ descriptive essay worksheet then analyzed using error analysis.The findings of the research: (1) Grammatical errors are Misformation (3rd Person Singular, Plural, Auxiliary Verb, Dictionaries, Preposition, Conjunction, Pronoun, Singular, Simple Present Tense, Simple Past Tense), Omission (Simple Present Tense, Agreement, Auxiliary Verb, Plural, Article, Pronoun, Conjunction, Preposition, Adverb), Addition (Simple Additions, Double Marking), Misordering (Adjective, Pronoun, Auxiliary Verb). (2) The dominant grammatical error is Misformation with 47.05% from 170 errors. (3) The factors causing error are Interlingual and Intralingual.

scholarly journals PENINGKATAN PENGUASAAN GRAMATIKA DALAM MENULIS BAHASA5 INGGRIS MELALUI TEKNIK PROBLEM SOLVING Penelitian Tindakan di

2017 ◽  
Vol 15 (1) ◽  
pp. 43-57
Author(s):  
Rahman Apen
Keyword(s):  
Problem Solving ◽  
English Education ◽  
Group Discussion ◽  
State University ◽  
Study Program ◽  
English Sentence ◽  
Instructional Activities ◽  
Post Test ◽  
Pair Work ◽  
Academic Year

This article is aimed at describing the process and the result in improving grammar mastery in writing English of English Education Study Program in State University ofPadang through problem solving technique. The subject of the research was 30 students who took Grammar I subject in even semester of academic year 201112012. The instruments used are: questionnaire.students' portfolio, observers' journals, researcher's journal, pre-test, and post-test. The data were analyzed by using the descriptive statistic in the form of the mean and percentage, and the validity of the data was Checkedby using triangulation technique. The results of the study show that 1) the process in improving grammar mastery in writing English through problem solving technique ran well. 2) Theresultof improvementon the grammar mastery in writing English varied within the three cycles of different instructional activities conducted. The indicators were seen from the pre-to post test results. of each cycle. The results in writing English sentence mastery through classical instructional activities improved from 2,4 (limited to moderate) to 3,6 (moderate to extensive). In group discussion activities the improvement is from 3,36 (moderate to extensive) 3,7 (moderate to extensive). Meanwhile, the improvement is seen from 3,8 (moderate to extensive) to 4,6 (extensive to complete) in pair work instructional activities. Based on the results, the learning processthrough problem solving technique can improve the learning results of grammar mastery in writing English. In other words, the hypothesis of action proposed is accepted.

scholarly journals STEM Learning Environment: Perceptions and Implementation Skills in Prospective Science Teachers

2021 ◽  
Vol 10 (1) ◽  
pp. 138-148
Author(s):  
E. F. Rusydiyah ◽  
D. Indarwati ◽  
S. Jazil ◽  
S. Susilawati ◽  
G. Gusniwati
Keyword(s):  
Science Education ◽  
Learning Environment ◽  
Science Teachers ◽  
Prospective Teachers ◽  
Curriculum Design ◽  
Islamic State ◽  
Stem Learning ◽  
Education Students ◽  
Study Program ◽  
Before And After

The STEM learning environment is the practice of students’ class solving problems. They use two or more STEM disciplines to solve the problem. The study aims to analyze the perceptions and implementation skills of the STEM learning environment in science education students before and after teaching internships. Perceptions and implementation skills of STEM in prospective teachers or initiatives about STEM are essential in shaping prospective teachers’ characters in facilitating their students as the 21st-century generation. This research used a qualitative approach with descriptive statistical analysis. The data had been retrieved since 2019, then in 2020 after teaching internship. The total of students in this study was 86 from the 2018 class. The students came from three Islamic State Universities in Indonesia. Data collection was carried out through interviews, surveys, and pictures of perceptions and the implementation skill of STEM. The STEM learning environment instruments used were based on integration, personal experience, realistic problems, multiple representation, collaboration, student-centered instruction, and the engineering design process. The results of this study indicated that there is a significant increase in the perception and implementation skill of the STEM learning environment in science education students after teaching internship, indicated by the result of the paired sample t-test were the Asymp Sig.α<5 for each indicator. Perceptions and skills of implementing STEM learning environments in students’ science education increased from before and after the teaching internship. It shows that the curriculum of the science education study program must be designed with a STEM learning environment approach to have good teaching skills. Curriculum design that leads to increased understanding has pedagogic and professional courses, especially pedagogical courses which include strategic subjects, learning models, learning media, and learning tools.

scholarly journals Discourse Markers in Argumentative Essay by the English Education Study Program’s Students of Universitas Bengkulu: A Cross-sectional Study

2019 ◽  
Vol 3 (1) ◽  
pp. 29-41
Author(s):  
Khamidah Nurman ◽  
Safnil Arsyad ◽  
Zahrida
Keyword(s):  
English Education ◽  
Discourse Markers ◽  
Cross Sectional Study ◽  
Education Students ◽  
Study Program ◽  
Cross Sectional ◽  
Frequent Type ◽  
Education Study ◽  
Descriptive Approach ◽  
Argumentative Essays

This research is aimed to find the most frequent type of discourse markers used in the argumentative essay and the differences in its use written by the first, third, and fifth semester students of English Education study program of Universitas Bengkulu. The documentation technique and checklist are used in this research. Thirty two argumentative essays written by English Education Study Program’s students were analyzed by using mix method quantitative and qualitative, along with descriptive approach. The results showed that the most frequent type of discourse markers used by English Education students is additive markers (58%). And the students have different amount of discourse markers in their writing where the third semester students used more discourse markers than the other two group of students (148). It is highly encouraged for English Education instructors to take teaching discourse markers specifically into account. It is also suggested for future researchers to further analyze the correct use of discourse markers in the argumentative essay written by English Education Study Program students of Universitas Bengkulu.

scholarly journals Linguistic aspects in intercultural communication (IC) practices at a higher education institution in Indonesia

XLinguae ◽  
2021 ◽  
Vol 14 (2) ◽  
pp. 76-91
Author(s):  
Sukardi Weda ◽  
Haryanto Atmowardoyo ◽  
Fathu Rahman ◽  
Andi Elsa Fadhilah Sakti
Keyword(s):  
Higher Education ◽  
Intercultural Communication ◽  
English Education ◽  
Education Institution ◽  
State University ◽  
Cultural Backgrounds ◽  
Study Program ◽  
Communication Practice ◽  
Different Cultures ◽  
Linguistic Backgrounds

This study aimed to investigate intercultural communication practice in higher education in Indonesia. Participants (N = 77) were graduate students from the English Education Study Program, State University of Makassar (Males = 16 (20.78%) and females = 61 (79.22%)). The participants ranged in age from 21 to 50. The study found that cultural diversity is important in the EFL classroom, and the students respect other students from different cultures and linguistic backgrounds. The students also claim that intercultural communication is a basic aspect of teaching English in the EFL classroom. Interestingly, intercultural communication can be established properly if all students from different cultural backgrounds respect each other. They feel closer to their classmates regardless of their cultural identity. They find it easy to interact with other students from different cultures and linguistic backgrounds. In classroom discussions, the participants did not look at the cultural background of the group participants.

scholarly journals Online Informal Learning of English Activities to Improve Students’ English Communication Skills

2021 ◽  
Vol 13 (3) ◽  
pp. 1909-1916
Author(s):  
Zahrotul Lutfiana ◽  
Diah Kristina ◽  
Sumardi Sumardi
Keyword(s):  
Informal Learning ◽  
English Education ◽  
Learning Activities ◽  
Learning Goals ◽  
State University ◽  
Video Content ◽  
Education Students ◽  
Narrative Study ◽  
Central Java ◽  
Everyday Learning

This study aims to learn about students' experiences developing their speaking skills using Online Informal Learning of English (OILE) activities. The researcher gathered data for this narrative study by interviewing and observing three English education students at a State University in Central Java. The data were then evaluated qualitatively. The results indicated that students learned several aspects of speaking and communicating in English using Youtube video content, including pronunciation, intonation, and expressiveness. Additionally, the students used a variety of social media and chat platforms to engage with their international peers in English. Additionally, students favoured this informal learning mechanism because they recognized the efficacy of these online everyday learning activities in pleasantly achieving meaningful learning goals. Additionally, OILE activities aided students' speaking performance during informal learning activities.

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