Articles
<![CDATA[Item Analysis of Reading Comprehension Test: A Study of Test Scores Interpretation ]]>
<![CDATA[Risna Saswati]]>
<![CDATA[ Scope : Journal of English Language Teaching Vol 6, No 1 (2021): Scope: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Pusat Studi Pendidikan Bahasa dan Sastra Inggris ]]>
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DOI: 10.30998/scope.v6i1.7675
<![CDATA[This study sheds lights on the effectiveness of multiple choice of reading comprehension test items in measuring learners’ reading comprehension competence. This study applies descriptive quantitative method of research that uses statistical analysis to measure the effectiveness of the individual test item. The study uses the theories of multiple-choice test type and Item Analysis (IA). The data were taken from multiple choice test type of reading comprehension test given to 51 freshman students attending Literal Reading class. The test had 31 numbers comprising the questions of Text A, B and C. The reading comprehension test items were measured by the procedure of Item Analysis using the Item Facility, Item Discrimination and Distractor Efficiency. The result of this study is there are 13 items in reading comprehension test which are in need to be reviewed by the teachers. It is needed to be revised since the test is intended to be put in the question bank and be used repeatedly for the future use.]]>
<![CDATA[Analysis of Classroom Interaction Using IRF Pattern: A Case Study of EFL Conversation Class ]]>
<![CDATA[Risna Saswati]]>
<![CDATA[ Scope : Journal of English Language Teaching Vol 3, No 1 (2018): Scope: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Pusat Studi Pendidikan Bahasa dan Sastra Inggris ]]>
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DOI: 10.30998/scope.v3i1.2782
<![CDATA[This study sheds lights on whether the use of Initiation, Response and Feedback (IRF) in teaching facilitates learner-initiated communication and gives learning opportunity for learners to engage in classroom interaction. This study applies the IRF framework proposed by Sinclair and Coulthard (1975), Initiation from (Mackey (2012) and teacher talk by CUllen (1988). The method applied for this study is qualitative method by classroom observation as the technique for data collection. The video records the classroom observation. The data are taken from classroom interaction of conversation class. The result of this study is the IRF pattern which mostly occurs in classroom interaction can be used to analyze classroom interaction. Additionally, the teaching using IRF pattern can facilitate learner-initiated communication and give learning opportunities for leaners to engage more in classroom interaction.Key words: IRF Pattern, learner-initiated communication, classroom interaction ]]>
<![CDATA[USING STIMULATED RECALL METHOD IN UNDERSTANDING TEACHER INTERACTIVE DECISION MAKING ]]>
<![CDATA[Risna Saswati]]>
<![CDATA[ LINGUA : JURNAL ILMIAH Vol 14 No 2 (2018): Lingua : Jurnal Ilmiah ]]>
Publisher : <![CDATA[STBA LIA - Jakarta ]]>
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DOI: 10.35962/lingua.v14i2.43
<![CDATA[This study sheds lights on whether Stimulated Recall (SR) as data collection method can gain accurate information if the recall is not conducted immediately after the task is completed. This study emerges from a research conducted previously about teacher decision making regarding their language use which is a dissertation writing and is not published yet. This paper is to investigate whether it is applicable to recall thought processes of teacher interactive decision making. This study applies interpretative method which uses documents of classroom observation video transcription and post observation interview transcription as data. The result is it is beneficial to use SR as data collection method since it can gain information accurately to recall the thought processes of teacher interactive decision making. It can work well to collect the data if SR is conducted based on the recommendations proposed by Gass and Mackay (2000) which are time, strong stimulus, good training for the research participants, and consistency with research questions.]]>
<![CDATA[Oral Corrective Feedback Strategies and Learner Uptake in EFL Setting ]]>
<![CDATA[Risna Saswati]]>
<![CDATA[ Journal of English Language and Culture Vol 12, No 1 (2021): Journal of English Language and Culture ]]>
Publisher : <![CDATA[Universitas Bunda Mulia ]]>
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DOI: 10.30813/jelc.v12i1.2907
<![CDATA[This study investigates the strategies of oral corrective feedback applied by senior teachers in EFL speaking classes. It is to shed light on whether those strategies used are effective to lead the repair uptake. Additionally, it is to find out the attempts done by the learners to repair their errors. This study applies a qualitative method that uses classroom observations as the technique for collecting the data. The data are taken from speaking classes taught by three senior teachers in three universities. The study reveals that the corrective feedback strategies of correct forms elicited were effective to lead to repair uptake. Those were elicitation, clarification request, repetition, and metalinguistic cue. Related to uptake, the learners attempted to achieve well-formed sentences by the process of Needs Repair to Repair uptake. It involved the same errors and acknowledgment for Needs Repair and incorporation, repetition, and self-repair for repair uptake. It is recommended that teachers apply the correct form elicited corrective feedback strategies to correct learners’ erroneous forms and provide the uptake since it is the learning process.Keywords: Oral Corrective Feedback strategies, Learners’ uptake, Repair, Needs Repair ]]>
<![CDATA[PELATIHAN MENULIS PARAGRAF DESKRIPTIF REALISTIS UNTUK SISWA SEKOLAH MENENGAH ATAS ]]>
<![CDATA[Risna Saswati]]>;
<![CDATA[Syaadiah Arifin]]>;
<![CDATA[Hamzah Puadi Ilyas]]>
<![CDATA[ BERNAS: Jurnal Pengabdian Kepada Masyarakat Vol. 3 No. 3 (2022) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jb.v3i3.2674
<![CDATA[Menulis bukanlah kegiatan pembelajaran yang mudah untuk siswa SMA. Mereka dihadapkan pada konvensi dalam menulis tetapi juga pencarian gagasan untuk dikembangkan menjadi tulisan. Kegiatan pengabdian masyarakat dilakukan dengan memberikan pelatihan menulis paragraph deskriptif realistis ke siswa SMA Muhammadiyah kelas 10. Pelatihan dilakukan secara daring dengan menggunakan platform zoom. Pelatihan menulis ini meliputi tiga tahapan. Tahap pertama adalah perencanaan yang meliputi perencanaan administrasi proses belajar mengajar. Tahapan kedua adalah memberikan pelatihan menulis dengan menggunakan dua strategi pencarian gagasan (generating ideas),yaitu klaster (clustering) dan daftar pertanyaan (a list of questions). Pelatihan dimulai dengan memberikan penjelasan tentang kedua strategi tersebut, memberikan model penulisan, dan memberikan contoh paragraf dalam bentuk deskriptif realistis. Dilanjutkan dengan siswa mempraktikan proses penulisan dalam kelompok. Tahapan ketiga adalah evaluasi kegiatan yang dibagi menjadi evaluasi pekerjaan siswa dan evaluasi kegiatan pelatihan. Hasilnya adalah siswa terbantu dalam menulis karena telah dibekali pengetahuan strategi pencarian gagasan. Berdasarkan hasil angket, siswa mengemukakan bahwa menulis menjadi lebih mudah dan menarik.]]>
<![CDATA[Teacher Questioning Strategies Employed in Speaking Classes in EFL Setting: A Study of Classroom Interaction ]]>
<![CDATA[Risna Saswati]]>
<![CDATA[ Scope : Journal of English Language Teaching Vol 7, No 1 (2022): Scope: Journal of English Language Teaching ]]>
Publisher : <![CDATA[Pusat Studi Pendidikan Bahasa dan Sastra Inggris ]]>
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DOI: 10.30998/scope.v7i1.13570
<![CDATA[This study investigates the employment of teachers questioning strategies in Speaking classes in an EFL setting. This study intends to find out how the teachers employ those questioning strategies as well as to investigate whether the type of questioning strategies and the way teachers apply those types of questioning strategies assist learners in engaging in classroom interaction. The participants were teachers teaching Speaking classes and learners attending the classes. This study employed descriptive qualitative research using videotaped class observations and transcription as the techniques of data collection. The teachers’ questioning strategies and learners’ responses are highlighted and analyzed. The referential and follow-up questions were applied in the while-speaking stage to gain information from the learners and the class. The questions were addressed to the class and individuals to assist learners getting involved in the interaction. The display and follow-up questions were addressed more in a post-speaking stage, used for an assessment for today’s lesson. The results reveal that teachers mostly use display questions in the pre-speaking stage to introduce the new lesson, set the class mood, as the motivating strategies, and attract the class’s attention to the new lesson. The type of questions employed by the teachers are effective to make the learners involved in classroom interaction must be based on the needs and time. The way teachers address questions should be started in the class, in small groups, and with individuals. Teacher wait-time is one of the facilities for teachers are expected to provide learners as a learning opportunity.]]>
<![CDATA[MEMBACA TEKS NARASI MENGGUNAKAN STRATEGI STORY MAP UNTUK SISWA SMA KELAS X ]]>
<![CDATA[Risna Saswati]]>;
<![CDATA[Syaadiah Arifin]]>
<![CDATA[ BERNAS: Jurnal Pengabdian Kepada Masyarakat Vol. 4 No. 2 (2023) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jb.v4i2.4760
<![CDATA[Membaca teks narasi merupakan kegiatan pembelajaran yang tidak mudah untuk siswa SMA. Siswa mengalami kesulitan ketika menemukan kosa kata yang tidak dipahami. Siswa juga membutuhkan waktu lama untuk membaca teks narasi karena mereka memusatkan pada setiap bagian detail dari isi teks narasi. Strategi membaca teks narasi dengan menggunakan strategi story-map dapat membantu siswa membaca lebih mudah. Kegiatan pengabdian masyarakat dilakukan dengan memberikan pelatihan membaca teks narasi dengan menggunakan strategi story-map ke siswa SMA kelas 10. Pelatihan dilakukan dengan menggunakan platform zoom. Pelatihan membaca teks narasi ini dilakukan dengan tiga tahapan kegiatan , yaitu adalah perencanaan, pelatihan dan evaluasi. Hasilnya adalah siswa terbantu dalam membaca teks narasi dengan menggunakan strategi ini karena membaca menjadi lebih mudah dan lebih cepat. Hasil angket menunjukkan bahwa membaca teks narasi menjadi lebih mudah untuk siswa karena strategi ini mengajarkan siswa untuk memusatkan pada bagian-bagian penting teks narasi sehingga menjadi lebih efiesien.]]>
<![CDATA[IMPLEMENTASI TASK BASED LANGUAGE TEACHING DALAM PELATIHANBERBICARA DALAM BAHASA INGGRIS SISWA KELAS X ]]>
<![CDATA[Syaadiah Arifin]]>;
<![CDATA[Hamzah Puadi Ilyas]]>;
<![CDATA[Ahmad Kosasih]]>;
<![CDATA[Risna Saswati]]>
<![CDATA[ Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 4 No. 4 (2023): Volume 4 Nomor 4 Tahun 2023 ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/cdj.v4i4.17210
<![CDATA[Pelatihan ini bertujuan untuk memotivasi siswa dalam meningkatkan kemampuan berkomunikasi dalam Bahasa Inggris. Pendekatan-pendekatan pengajaran yang digunakan mencakup tanya jawab, dan diskusi. Pendekatan-pendekatan ini dipakai ketika memulai pelatihan dengan menggunakan strategy “Ice Breaking”. Sedangkan pendekatan lecturing (ceramah) diaplikasikan saat mengenalkan pengimplementasian Task Based Language Teaching (TBLT). Task-Based Language Teaching merupakan pendekatan pengajaran Bahasa Inggris yang mengutamakan pada pemberian tugas-tugas yang bermakna kepada para peserta. Pendekatan ini didasarkan pada prinsip bahwa pembelajaran bahasa yang efektif terjadi ketika siswa berpartisipasi dalam tugas-tugas komunikatif. Pelatihan dilaksanakan dengan platform Zoom Meeting dan Google Classroom. Pesertanya adalah 24 siswa kelas X SMA Muhammadiyah Cileungsi dengan kemampuan Bahasa Inggris dasar. Ada tiga tahapan yang dilalui dalam pelatihan ini: Pre-Activity (kegiatan awal), Negotiated in Meaning, (proses dimana peserta berkomunikasi dan berinteraksi agar tercapainya pemahaman bersama terkait suatu konsep, ide, atau situasi tertentu), Communication Strategies (strategi komunikasi). TBLT cukup membantu siswa dalam berbicara dalam Bahasa Inggris karena siswa dapat bekerja dalam group maupun berpasangan dengan memilih topik yang menarik. Pada kesempatan kali ini topik yang dipilih adalah mewawancarai public figure. Hasil angket menunjukkan bahwa menggunakan TBLT membuat siswa lebih termotivasi untuk meningkatkan keterampilan berkomunikasi dalam Bahasa Inggris. ]]>
<![CDATA[THE FEATURES OF A NOVICE TEACHER TALK IN CLASSROOM INTERACTION: AN ANALYSIS USING SETT FRAMEWORK ]]>
<![CDATA[Risna Saswati]]>;
<![CDATA[Soraya Soraya]]>
<![CDATA[ PROJECT (Professional Journal of English Education) Vol. 6 No. 5 (2023): VOLUME 6 NUMBER 5, SEPTEMBER 2023 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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<![CDATA[This study sheds light on the features of the SETT framework employed by a novice teacher in order to facilitate learning opportunities. The method applied is descriptive qualitative methods using classroom observation, classroom recording, and field notes as data collection techniques. The SETT framework is chosen to find out the dominant features employed by a novice teacher while interacting with learners in the classroom. The results are all modes in the SETT framework applied by the novice teacher with the IRF interactional pattern as the dominant interaction pattern in classroom interaction. Additionally, the type of display questions is found out in interaction in which it is used to elicit the learners’ responses. The result of this study is the SETT framework is not applicable to be used to evaluate novice teachers since the dominant activities in the classroom are not to reach communicative activities due to his/her teaching experiences. However, the deviant modes are found: shifting and divergent modes. The divergent modes found in this study do not facilitate learning opportunities for learners to have communicative interaction.]]>
<![CDATA[MEMBACA TEKS NARASI MENGGUNAKAN STRATEGI STORY MAP UNTUK SISWA SMA KELAS X ]]>
<![CDATA[Risna Saswati]]>;
<![CDATA[Syaadiah Arifin]]>
<![CDATA[ BERNAS: Jurnal Pengabdian Kepada Masyarakat Vol. 4 No. 2 (2023) ]]>
Publisher : <![CDATA[Universitas Majalengka ]]>
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DOI: 10.31949/jb.v4i2.4760
<![CDATA[Membaca teks narasi merupakan kegiatan pembelajaran yang tidak mudah untuk siswa SMA. Siswa mengalami kesulitan ketika menemukan kosa kata yang tidak dipahami. Siswa juga membutuhkan waktu lama untuk membaca teks narasi karena mereka memusatkan pada setiap bagian detail dari isi teks narasi. Strategi membaca teks narasi dengan menggunakan strategi story-map dapat membantu siswa membaca lebih mudah. Kegiatan pengabdian masyarakat dilakukan dengan memberikan pelatihan membaca teks narasi dengan menggunakan strategi story-map ke siswa SMA kelas 10. Pelatihan dilakukan dengan menggunakan platform zoom. Pelatihan membaca teks narasi ini dilakukan dengan tiga tahapan kegiatan , yaitu adalah perencanaan, pelatihan dan evaluasi. Hasilnya adalah siswa terbantu dalam membaca teks narasi dengan menggunakan strategi ini karena membaca menjadi lebih mudah dan lebih cepat. Hasil angket menunjukkan bahwa membaca teks narasi menjadi lebih mudah untuk siswa karena strategi ini mengajarkan siswa untuk memusatkan pada bagian-bagian penting teks narasi sehingga menjadi lebih efiesien.]]>
