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All Journal Jurnal Pendidikan Bahasa Inggris Proficiency International Journal Education and Computer Studies BABASAL English Education Journal Jurnal Pengabdian Teratai
Rifiyanti, Hafizah
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Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Journal : Jurnal Pendidikan Bahasa Inggris Proficiency

 1 
IMPLEMENTING FRAMEWORK OF CEFR FOR TEACHING ENGLISH LANGUAGE IN NON-ENGLISH STUDY PROGRAM Rifiyanti, Hafizah
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 5 No 2 (2023): PROFICIENCY
Publisher : FKIP UNISKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v5i2.3386

Abstract

The assumption that English lessons are difficult makes some students feel reluctant to improve their English skills. This learning difficulty has an impact on the decline in academic achievement of students who are running this education. For this reason, the author felt the need to conduct a study on how effective the CEFR with an action-oriented approach is used in teaching English. This research was conducted by determining the students' actual level of English proficiency, setting achievable learning goals, and assisting students in more purposeful learning. The CEFR is a frame of reference used to measure a person's language ability, including English. This study is quantitative research. To measure the effectiveness of the study, pre and post-test assessments were used. The value of the pre and post-test assessment is the research data. The instrument used to collect data was the assessment of the English for Communication course. The respondents of this study were 63 students of Informatics Engineering and Information Systems 1st semester, Institut Bisnis dan Informatika 1957. The average score of students before and after the provision of CEFR material is different or there is an effect of increasing student scores from 55 to 72. It is very important to adjust the CEFR to the context and needs of students because the CEFR is a framework and not a curriculum. The findings of this study imply the following, namely recognizing the proficiency level of the learners: This study can reveal the proficiency level of English learners which can help align the curriculum with the CEFR levels. Determining areas of strength and weakness. Furthermore, this information can help design courses and select materials and activities that suit the needs of students and their proficiency levels. Lecturers can create instruments for assessment and evaluation using the CEFR framework.
ENHANCING QESTIONS FORMATION SKILLS THROUGH DEFINITIONAL QUESTION ANSWERING (DQA) Rifiyanti, Hafizah; Anggraeni, Noerlina; Dewi, Dyah Utami
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 6 No 2 (2024): PROFICIENCY
Publisher : FKIP UNISKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v6i2.5456

Abstract

Students often have difficulty in formulating questions that generate specific and definite answers. They lack proficiency in understanding and applying the grammatical structures and syntax required to form questions appropriately. This study aims to improve students' ability to formulate questions through the application of the Definitional Question Answering (DQA) learning method, where questions are designed to produce specific and definite answers. In this study, the experimental method was used to evaluate changes in students' abilities. The research sample consisted of 101 students majoring in management at the Faculty of Economics, Kosgoro Institute of Business and Informatics 1957 (IBIK 57). After intervention with the DQA program, a post-test was administered to assess the effectiveness of the program and students' progress. This study used an experimental design with a pre-test and post-test to evaluate the changes in students' abilities before and after the application of the DQA method. Before the application of the DQA method, all students took an initial test to measure their ability to formulate questions, comprehension of sentence elements, analytical ability, communication, and text comprehension. Thus, this study aims to contribute to improving students' skills in forming effective questions and deepening their understanding of the subject matter. The result is that the intervention or learning method that has been applied between the pre-test and post-test is effective in improving participants' performance
ERROR TYPES IN SUBJECT-VERB AGREEMENT Rifiyanti, Hafizah; Dewi, Dyah Utami
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 4 No 2 (2022): PROFICIENCY
Publisher : FKIP UNISKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v4i2.2757

Abstract

The aim of this study is to identify the types of errors in subject-verb agreement. The basic mistakes made by students in subject-verb agreements are a lack of knowledge about sentence patterns and their types. The study applied a qualitative descriptive method. The study is to describe and classify the errors made by the students and identify which parts of the subject-verb agreement have the most errors. The data collection technique of this study is by collecting the results of a worksheet assessment on subject-verb agreement given to 89 students. The data is analyzed by investigating what types of errors the students make and what factors often occur in subject-verb agreement. The results of this indicate that there are errors made by students including: singular subject must agree with a singular verb as well as a plural subject must agree with a plural verb, errors in a compound subject, errors in using the verb of the form have, and errors in be verb. The study implies that grammar and sentence construction, particularly subject-verb agreements, are basic chapters that must be trained continuously and become an important fundamental goal before students learn other things in English.
ENHANCING ENGLISH LANGUAGE ACQUISITION THROUGH TECHNOLGY-BASED APPLICATIONS Hidayat, Syamsu; Rifiyanti, Hafizah; Silvanie, Astried
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 6 No 1 (2024): PROFICIENCY
Publisher : FKIP UNISKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v6i1.4482

Abstract

This research is a systematic review that uses descriptive qualitative research methods with the aim of collecting all articles relevant to AI Technology-based applications for English language acquisition. The methodology used to analyze the data was the descriptive qualitative research method, where each article was analyzed in detail to identify patterns, key findings, and key characteristics relating to the use of AI Technology in English language acquisition. The results of this analysis were then used to compile a research report describing the development and trends of the application of AI Technology in the context of English language learning. The search results included several studies that explored the use of AI in English language learning, highlighting the potential of AI to enhance language acquisition through interactive and personalized learning experiences. The studies also emphasize the importance of balancing technology and human engagement, as well as the need to approach AI language learning critically, taking into account privacy concerns. Overall, this research shows that AI has the potential to revolutionize language learning by providing personalized, engaging, and accessible tools to improve English language competence.
Co-Authors Achmad Fauzi Anggraeni, Noerlina Astried Silvanie Boy Firmansyah cahya, waskita Dewi, Dyah Utami Filda Angellia Genaro, Samuel Hardianti Hardianti, Hardianti Hidayat, Syamsu Iis Nurhayati Kurnia, Sri Machfuudztry, Sabrina Nggolaon, Desriani Nurtika, Maola Prasetya, Yuli SRI RAHAYU