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All Journal Parole: Journal of Linguistics and Education Indonesian Journal of Applied Linguistics (IJAL) LearnING Online Journal Journal of Education and Learning (EduLearn) Semantik : Jurnal Ilmiah Program Studi Pendidikan Bahasa dan Sastra Indonesia IJEE (Indonesian Journal of English Education) English Review: Journal of English Education Edukasi Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan AL-ISHLAH: Jurnal Pendidikan Dinamika Ilmu Linguistic, English Education and Art (LEEA) Journal E-Structural Indonesian Journal of English Language Teaching and Applied Linguistics Jurnal Onoma: Pendidikan, Bahasa, dan Sastra PROJECT (Professional Journal of English Education) Ethical Lingua: Journal of Language Teaching and Literature Linguistic, English Education and Art (LEEA) Journal Indonesian Journal of EFL and Linguistics DINAMIKA ILMU: Jurnal Pendidikan JEELS (Journal of English Education and Linguistics Studies) SWARNA Jurnal Karya Abdi Masyarakat JELITA: Journal of Education, Language Innovation, and Applied Linguistics JELT (Jambi-English Language Teaching) Jurnal Pengabdian Pada Masyarakat Langue PPSDP International Journal of Education EduInovasi: Journal of Basic Educational Studies SWARNA: Jurnal Pengabdian Kepada Masyarakat
Mukhlash Abrar
Universitas Jambi
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DERIVATION OF INDONESIAN LANGUAGE IN THREE INDONESIAN TEXTS Abrar, Mukhlash
LearnING Journal Vol 1, No 1 (2014)
Publisher : Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (8.878 KB)

Abstract

This paper tries to analyze the derivational process in three Indonesian texts. The method of the research and data collection of this research is synchronic descriptive in which the data are collected and described naturally. The data of the research are taken from three Indonesian texts “Semarang Metro” newspaper published on January 7th 2012. The writer uses substitution or agih method in analyzing the data. The result shows that there are 6 derivation affixes found in three Indonesian texts such as prefixes peN- and ber-, suffixes –an and –kan and also circumfix peN-an and ke-an. And the most derivation words found in three Indonesian texts are the derivational process by the addition of suffix –an. ju�� o.F x7le, the researcher found nine types of mistakes namely misformation  in using personal pronoun, misformation in using possessive pronoun, misformation in using demonstrative reference, misformation in using additional conjunction, misformation in using cause effect conjunction, omission of additional conjunction, omission opposite conjunction, omission of cause effect conjunction, misformation in using noun substitution 
Learning from Fables: Moral Values in Three Selected English Stories Abrar, Mukhlash
Dinamika Ilmu Dinamika Ilmu Vol. 16 No 1, June 2016
Publisher : IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v16i1.250

Abstract

Fable is not just a fun story, but more than that, it has moral lesson(s) inside of the storyline. This research tries to portray ethic value(s) in three selected English fable stories as well as to let the readers know that they can learn something from the fables. With this study, the researcher also correlated the value(s) to real life and Islamic views. To achieve the research objectives, the researcher employed qualitative research design with descriptive analysis as an attempt to provide an in-depth and comprehensive explanation of the data. The data of this study, gotten from the researcher’s random survey on Primary and Junior High Schools students on January –June 2015, are three selected English fable stories entitled “The Rabbit and the Turtle, The Fox and the Goat, and The Monkey and the Crocodile”. The results indicate that each fable has, at least, a moral lesson in its narrative, among others: Never underestimate the weakest opponent, Never give up is the key of success, Think first before doing an action, Being smart helps better in life, and Trust is the basis of relationship.
Learning from Fables: Moral Values in Three Selected English Stories Abrar, Mukhlash
Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol. 16 No 1, June 2016
Publisher : IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (355.794 KB) | DOI: 10.21093/di.v16i1.250

Abstract

Fable is not just a fun story, but more than that, it has moral lesson(s) inside of the storyline. This research tries to portray ethic value(s) in three selected English fable stories as well as to let the readers know that they can learn something from the fables. With this study, the researcher also correlated the value(s) to real life and Islamic views. To achieve the research objectives, the researcher employed qualitative research design with descriptive analysis as an attempt to provide an in-depth and comprehensive explanation of the data. The data of this study, gotten from the researcher’s random survey on Primary and Junior High Schools students on January –June 2015, are three selected English fable stories entitled “The Rabbit and the Turtle, The Fox and the Goat, and The Monkey and the Crocodile”. The results indicate that each fable has, at least, a moral lesson in its narrative, among others: Never underestimate the weakest opponent, Never give up is the key of success, Think first before doing an action, Being smart helps better in life, and Trust is the basis of relationship.
A Critical Evaluation of Qualitative Reports and Their Contributions to Educational Research Abrar, Mukhlash
PAROLE: Journal of Linguistics and Education Volume 7 Number 1 April 2017
Publisher : Master Program in Linguistics, Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (596.98 KB) | DOI: 10.14710/parole.v7i1.13-22

Abstract

This purpose of this article was to critically assert the contribution of qualitative research in education. The article offers a theoretical exploration of qualitative (qualitative historical background, features, methods and qualitative strengths and weaknesses) and a structural critical analysis on qualitative studies (study purpose, literature review, study design, method, results and discussion, and conclusion). Two qualitative education research paper were selected and analysed with a view to arguing that qualitative research gives more contributions than others. The results of the analysis indicated that qualitative research positively contributes to education research in many ways, including the possibility of direct interaction in gathering the data, and providing in-depth and critical interpretation of meanings
Re-telling: A Narrative inquiry of Indonesian graduate students’ speaking experiences in a United Kingdom university Abrar, Mukhlash
Indonesian Journal of Applied Linguistics Vol 8, No 3 (2019): Vol. 8 No. 3, January 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i3.15257

Abstract

The purpose of this inquiry is to explore and make sense of the stories of Indonesian graduate students’ speaking experiences in the academic settings during their study in a United Kingdom university. More specifically, the study is intended to understand their speaking challenges and strategies to overcome the challenges both in classroom and university-surrounding settings. To achieve the purpose of the study, narrative inquiry is employed. Two Indonesian graduate students participated in this study and shared the experiences before and after coming to study in the university. The findings of this narrative inquiry indicate that language-related issues, individual factors, and cultural differences hinder the participants from actively being involved in the verbal communication. To cope with the challenges, the participants applied communication strategies by asking for clarification and repetition. The study suggests that language mastery, including accent, is crucial because it influences the understanding in communication.
Analyzing ethical considerations and research methods in children research Mukhlash Abrar; Ezis Japar Sidik
Journal of Education and Learning (EduLearn) Vol 13, No 2: May 2019
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (294.177 KB) | DOI: 10.11591/edulearn.v13i2.6516

Abstract

Research involving children and young people has a particular challenge in comparison to research involving adults. Of this particular challenge is related to the issues of ethical considerations and research methods that the researchers have to commit when conducting research. These are two essential research components and integrally linked to one another because they determine the quality and integrity of the research being conducted. These issues require thorough consideration and implemented differently from the research involving adults. Therefore, this paper aimed to discuss the ethical issues and research methods in researching children and critically evaluate these issues from the research practices by taking the cases of the articles in Teaching English to Speakers of Other Languages. Three articles were selected for further analysis to identify the ways the authors address these issues in their articles. The findings indicated that the authors mainly reported common ethical principles, such as voluntary participation and anonymity, but did not explicitly outline the ethical procedures specific for their children participation in their papers. There was also no indication that they employed appropriate methods to work with children such as using child-friendly methods encouraging children’s participations and giving them space to express opinions and thoughts.
EFL Student Teachers’ Speaking Anxiety: the Case in One English Teacher Education Program Mukhlash Abrar; F Failasofah; Nunung Fajaryani; M Masbirorotni
IJEE (Indonesian Journal of English Education) IJEE (Indonesian Journal of English Education)| Vol. 3 | No.1 | 2016
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v3i1.3619

Abstract

ABSTRACT This present study examined student teachers’ Foreign Language Speaking Anxiety (FLSA) associated with gender and proficiency differences. The participants of the study were 72 second-year EFL student teachers at the English teacher education program of one public university in Jambi, Indonesia. A close-ended questionnaire developed from Syakur (1987) and Horwitz et al, (1986) was administered to the participants to explore their FLSA. The results indicated that EFL student teachers are highly anxious when speaking English. Furthermore, the findings revealed that there is no statistical difference between male and female student teachers on FLSA. On the contrary, proficiency does affect EFL learners’ anxiety wherein more proficient students seem to be less nervous to speak. ABSTRAK Penelitian ini membahas kecemasan berbicara bahasa asing (FLSA) siswa yang dihubungkan dengan perbedaan jenis kelamin dan kecakapan berbahasa Inggris. Jumlah peserta dalam penelitian ini sebanyak 72 mahasiswa tahun kedua pada program studi pendidikan bahasa Inggris di salah satu universitas negeri di Jambi. Kuesioner tertutup diberikan kepada peserta penelitian untuk mengetahui FLSA mereka. Hasil penelitian mengindikasikan bahwa siswa pembelajar bahasa asing (EFL) sangat cemas ketika berbicara bahasa Inggris. Selain itu, hasil juga menunjukkan bahwa tidak ada perbedaan statistik yang signifikan pada FLSA antara siswa laki-laki dan perempuan. Sebaliknya, tingkat kecakapan sangat mempengaruhi kecemasan siswa EFL dimana siswa yang mempunyai kecakapan dalam bahasa Inggris terlihat tidak terlalu cemas untuk berbicara. How to Cite: Abrar, M. Failasofah. Fajaryani, N. Masbirorotni. (2016). EFL Student Teachers’ Speaking Anxiety: the Case in One English Teacher Education Program. IJEE (Indonesian Journal of English Education), 3(1), 60-75. doi:10.15408/ijee.v3i1.3619 Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i1.3619
English Student Teachers’ Academic Writing Strategies: A Survey Study Nunung Fajaryani; Mukhlash Abrar; Riang Yulia Gilsih; Nelly Arif
Edukasi Vol. 8, No. 1, June 2021
Publisher : State Islamic University of Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v8i1.8173

Abstract

Student teachers need to have writing skills to support their academic activities and professional lives. Mastery of writing skills is interrelated to the use of academic writing strategies; metacognitive strategies, cognitive strategies and social strategies. The purpose of this study was to describe students' academic writing strategies, specifically in writing their thesis. This was a quantitative study with a survey design. The sample in this study involved 88 students. The instrument in this study was a questionnaire with a Likert scale. The results indicated that the most dominant strategy used by students was metacognitive. Furthermore, the results also showed that there were different strategies used by male students and female students. Male students preferred to use social strategies to cognitive strategies while female students like cognitive strategies rather than social strategies.
Exploring EFL Students’ Speaking Anxiety of English Teacher Education Program at One Public University in Jambi Mukhlash Abrar; Nunung Fajaryani; Habizar Habizar; Miftahudin Miftahudin; Mercy Sokoy
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 7(1), May 2022
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/ijefl.v7i1.457

Abstract

Speaking is one of the most difficult skills in language learning particularly in learning English as a foreign language. The purpose of this qualitative study was to explore the issues of speaking anxiety, the factors influencing their speaking anxiety, and the strategies they employed to alleviate the anxiety at one English teacher education program in Jambi, Indonesia. In order to collect the data, a semi-structured interview was employed and guided by an interview protocol to stimulate the participants in answering the questions during the interview. Due to the Covid-19 pandemic, we only had access to invite 12 students to participate in our study-they were nine male and three female student teachers. To select the participants, we employed purposive sampling with a convenience case strategy. Through thematic analysis (Braun and Clark, 2006), we identified three major themes of factors influencing the participants’ speaking anxiety, including 1) language barrier (Grammar, vocabulary, pronunciation, and fluency); 2) psychological issues (low motivation, and personality); and 3) learning proponents (lecturers, classmates, and unfamiliar topic). To alleviate their anxiety, the participants have undertaken strategies, such as 1) self-management (self-practice and doing positive activities) and 2) getting-help strategies (friends’ help and motivation).
Teaching Critical Thinking Skills Using Case-Based Method: A Case Study in Critical Reading and Writing Course Yulhenli Thabran; Nunung Fajaryani; Mukhlas Abrar
Ethical Lingua: Journal of Language Teaching and Literature Vol. 9 No. 1 (2022)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.363

Abstract

The following research examined the experiences and perspectives of five students who took a case-based critical reading and writing course. Many university students in Indonesia lack critical thinking skills due to our learning system, which places little emphasis on critical reasoning in assessing and solving problems. They are used to be taught to memorize information rather than examining, analyzing, and solving problems. In this regard, we designed a case study to examine our students' perceptions of the difficulties associated with case-based learning and their strategies for resolving the issues as they moved throughout their case-based learning. We chose five students who had taken the course and collected data from them to learn about their experiences and perspectives. We gathered information about their experiences through observation, note-taking, a survey, an analysis of their writing, and an in-depth interview. Our findings indicated that the students encountered difficulties working in groups, identifying appropriate cases and resolving them, and writing critical commentary for reflective writing. However, as the lectures continued, they overcame their difficulties by developing a collaborative spirit throughout the course, mastering the art of case construction, and paying close attention to their grammar when completing their writing assignments.
Co-Authors Berliana Sukma Tri Sukarno Bunga Ayu Wulandiri Chrismaretta Chrismaretta Dj S, Intan Kholida Eka Rizki Oktavia Enny Hidajati Ervan Johan Wicaksana Ezis Japar Sidik Failasofah Failasofah Fauzi Atunnisa Fortunasari Fortunasari Friscilla Wulan Tersta Habizar Habizar Habizar Habizar Habizar Hary Soedarto Harjono Heri Mudra, Heri Irma Suryani Irma Suryani Istifada Istifada Kurniawan, Raju Lindriana Safitri Liza Septa Wilyanti Lucy Septi Handayani M Masbirorotni M. Rico, Felipa Marzul Hidayat Marzul Hidayat MASBIROROTNI MASBIROROTNI Masbirorotni Masbirorotni Mercy Sokoy Miftahudin Miftahudin Miftahudin Muhammad Fauzan Muhammad Kurniawan Rahmadan Muhammad Muldan Salim Muhammad Sobri Nadia Mayang Sari Nazurty Nazurty Nely Arif Nunung Fajaryani Nunung Fajaryani Nunung Fajaryani Rachmawati Rachmawati Rd. M. Ali Reli Handayani Reny Heryanti Riang Yulia Gilsih Robi Hendra Robin Pratama Roni Rizki Hutabarat Saharudin Saharudin Samsiya SARI, NADIA MAYANG Siti Fitriah Sri Ade Fitria Sri Wachyunni Sulistiyo, Urip Wulandari, Bunga Ayu Yulhenli Thabran