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All Journal Lingua Scientia Journal Journal of Education and Learning (EduLearn) Jurnal English Education: Jurnal Tadris Bahasa Inggris Vision: Journal for Language and Foreign Language Learning EDULITE: Journal of English Education, Literature and Culture Indonesian EFL Journal Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Journal of English Education and Teaching (JEET) Linguists: Journal of Linguistics and Language Teaching JALL (Journal of Applied Linguistics and Literacy) Abdimas Galuh : Jurnal Pengabdian Kepada Masyarakat Journal of Empowerment Community Jadila: Journal of Development and Innovation in Language and Literature Education Journal of English Education Program (JEEP) International Journal of Innovation and Education Research
R. Bunga Febriani
UNIVERSITAS GALUH CIAMIS
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USING GIBBS’ REFLECTIVE CYCLE IN MAKING REFLECTIONS OF LITERARY ANALYSIS Ikin Syamsudin Adeani; R. Bunga Febriani; Syafryadin Syafryadin
Indonesian EFL Journal Vol 6, No 2 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v6i2.3382

Abstract

In English as Foreign Language (EFL) classroom context, it is compulsory for the students to make reflections of literary works. The current study is aimed at examining how the students implement Gibbs’ reflective cycle in making reflections of literary analysis. The qualitative study employed a document analysis upon the students’ reflection artefacts. The students’ reflections are their responses to a short story written by Amy Tan. The findings of the study revealed that Gibbs’ reflective cycle is a good framework to be used by the students in writing reflections upon literary works they are working on. The well-structured framework of writing reflection helped the students explore the literary work deeply, since the reflective cycle accommodates important aspects that can be explored from the literary work by the students. It can be concluded from this study that among the models of reflective writing developed by Kolb, Johnson, and Gibbs, the latest model is considered the most suitable to be used in literary classroom since its well-structured model enables the students to write better reflections of literary works.Keywords: reflective writing; Gibbs’ reflective cycle framework; literary works; literary analysis.
Digital training for increasing English teachers’ professionalism at junior high school Syafryadin Syafryadin; Dian Eka Chandra Wardhana; R.Bunga Febriani
Journal of Education and Learning (EduLearn) Vol 15, No 1: February 2021
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (321.036 KB) | DOI: 10.11591/edulearn.v15i1.16937

Abstract

This research aimed to know the problems and the implementation of the training as the solution and evaluation of digital training that can increase the English teachers’ professionalism at SMP Negeri 13 Bengkulu, Indonesia. This study used a descriptive qualitative method with the number of trainees were 10 English teachers. The procedures of collecting data were observation, documentation and interview. Then, the data analysis were done by comparing the result of the interview from the English teachers at SMP Negeri 13 Bengkulu, Indonesia before they joined and after joining digital training provided by the researchers and finally concluded. The first research finding is the English teachers had problems in terms of knowledge, difficult to apply the application or technology, and never joining training. The second finding is the implementation of digital training had many benefits namely increased the English teachers’ professionalism, experienced and innovated their knowledge and skills toward the use of digital learning, it brought a good quality for learning outcomes and it helped to be better in an advanced educational institution, particularly at SMP Negeri 13 Bengkulu, Indonesia. The last finding is that after implementation, the English teachers still got problems in using the application and need more training. The implication of this study is digital training can be an advanced way in educational development which needs good participation from the trainers, trainees and educational institution.
An Analysis of Code Mixing Used in Opinion Rubric of Kompas Newspaper Syafryadin Syafryadin; Istiqomah Nur Rahmawati; R Bunga Febriani
English Education: Jurnal Tadris Bahasa Inggris Vol 13, No 2 (2020): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v13i2.7051

Abstract

This study investigated the kinds of code mixing used and its meaning at opinion rubric in kompas newspaper. The research question of this study was what kinds of code mixing used and its meaning at opinion rubric in kompas newspaper. The writer took 15 samples of opinion. Rubric in March 2018. The design of this study is descriptive qualitative. In this study, the writer analyzed the data through the following steps: 1) Morphological analysis: first, the writer identified the English code mixings in word, phrase, clause, idiom and reduplication insertions which consisted of one or more morphemes and then analyzed them based on morphological aspects. Finally, the writer classified the morphological process of the words whether it included inflectional or derivational morphemes. 2) Semantic analysis: the writer interpreted the meaning of English code mixings in word, phrase, clause, idiom and reduplication insertions based on the context of the sentence. The result of this study shows that there are five kinds of code mixings that used in the newspaper, namely code mixing of word insertion that consists of 36 data, phrase insertion consists of 56 data, clause insertion consists of 6 data, idiom or expression insertion consists of 15 data, and reduplication insertion consists of 1 data. The code mixings in phrase insertion are most frequently used in newspaper rather than the other kinds of code mixings, while the most rarely used is code mixing in reduplication insertion.
The Roles of Language Shift in English Language Teaching (A Case Study in the Class of Grammar III in the English Department in Universitas Galuh Ciamis) R Bunga Febriani
Vision: Journal for Language and Foreign Language Learning Vol 6, No 1 (2017)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv6i11583

Abstract

This study emphasizes the use of language shift in the English language teaching classroom. Language shift is a common phenomenon in multilingual conversations, in this case, in the teaching and learning process in language classrooms. The purposes of the study are to find out the use and the roles of language shift in EFL classrooms, how the roles contributed to the Teaching English as Foreign Language in the EFL, and how the language shift affects the process of teaching and in the EFL classroom. The study employed a qualitative approach by using interview and classroom observations as the instruments of the research. The study was a case study in the teaching and learning process of Grammar III to the second-grade students of English department in Universitas Galuh Ciamis. The findings of the study revealed that using language shift while learning and teaching English is useful in the process of teaching and learning English as a foreign language, in this case in the subject of Grammar III subject; and that code-switching as one of the kinds of language shift is necessary and inevitable in language classrooms.
The students’ reflective writing manifestation of reader-response literary analysis R. Bunga Febriani
EduLite: Journal of English Education, Literature and Culture Vol 4, No 1 (2019): February 2019
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (173.229 KB) | DOI: 10.30659/e.4.1.35-44

Abstract

This article presents reflective writing manifestation in Reader-response literary analysis. The article is aimed at finding out how the reflective writing is manifested in the students’ Reader-response of literary analysis. The writer carried out the study by analyzing the students’ portfolio documents of their reflective essays responding to three literary works. Fourteen students enrolling Literary Criticism Subject at a private university in West Java took part in the present research. Literary Criticism subject was chosen as the object of the current study, considering that the students in enrolling the subject were not merely introduced to literature, but also were led to be able to evaluate, describe, and analyze literary works. The study revealed some findings. Firstly, Reader-response prompts were helpful in giving aids to the students that they give the students idea how to write down their ideas and thoughts in minds. However, as the second finding, most students tend to keep their focus on the feeling section. Some of them were proven to be more critical by questioning things happened in the stories, yet they still had no idea how to analyze and evaluate the questions they had. The last finding, the writer noticed that none of the students relate their reflective essays to relevant literature to support their opinion. The writer considered that this occurred due to their lack of knowledge and practice of critical thinking and critical writing.
Gender Based Students’ Learning Autonomy in English Flipped Classroom Leni Irianti; Syafryadin Syafryadin; Elda Resi Moneta Wibowo; R.Bunga Febriani
Linguists : Journal Of Linguistics and Language Teaching Vol 7, No 1 (2021): JULY
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v7i1.3961

Abstract

This research is aimed at finding out the effectiveness on applying flipped classroom to enhance learning autonomy and how its impact on gender based students’ learning autonomy. The researchers was applied convergent parallel mixed methods design. The populations of this study were senior high school in Pangandaran and the researchers selected a particular class. The class which participated is X MIPA 4 which consist of 11 male and 19 female as the experimental group and X MIPA 1 as the control one which consist of 12 male and 18 female. The totals of participants are 60 students. The data collected from pre-post Learning Autonomy Questionnaire (LAQ) and pretest-posttest as quantitative data and interview as qualitative data. The questionnaire was analyzed by using SPSS 16.0 for Windows. The result showed there is a significant difference in students’ learning autonomy between students who are taught by means of flipped classroom and those who are not. Moreover, female indicates more autonomy than male in both class even before or after the treatment. Pretest-posttest indicated although the score of autonomy is increased, it does not have significant impact on their narrative reading comprehension test. On the other hand, based on the interview both female and male students respond positively about applying flipped classroom to enhace their learning autonomy even though there is no huge difference for male. In conclusion, flipped classroom has given a good impact in students’ learning autonomy even for female or male students although not give significant impact in students’ learning outcomes especially in narrative reading comprehension.  
BIMBEL BAHASA INGGRIS BAGI ANAK-ANAK SEKOLAH DI RUMAH LITERASI BANJAR MENGGUNAKAN SMARTPHONE DI MASA KEHIDUPAN NORMAL BARU PANDEMI COVID-19 Dedeh Rohayati; R. Bunga Febriani Bunga; Etika Rachmawati Rachmawati
Journal of Empowerment Community Vol. 3 No. 2 (2021): September 2021
Publisher : Universitas Perjuangan Tasikmalaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36423/jec.v3i2.802

Abstract

Kegiatan pengabdian kepada masyarakat ini dilakukan untuk memberikan bimbingan belajar Bahasa Inggris bagi anak-anak sekolah di Rumah Literasi Banjar menggunakan Smartphone. Khalayak sasaran pengabdian berjumlah 19 orang anak-anak sekolah dari tingkat TK hingga SMA. Mereka dibagi menjadi lima rombongan belajar (rombel). Setiap rombongan belajar memiliki jumlah siswa belajar maksimal 5 orang saja sesuai ketentuan pembelajaran tatap muka di masa kehidupan normal baru Pandemi Covid-19. Pemberian bimbingan belajar Bahasa Inggris dilakukan berdasarkan kebutuhan akan pengenalan Bahasa Inggris untuk tingkat sekolah dasar dan permasalahan yang dihadapi dalam memahami materi tertentu mata pelajaran Bahasa Inggris (SMP/ SMA). Pelaksanaan bimbingan belajar ini dilakukan selama 4 kali pertemuan setiap hari Ahad/ Minggu selama bulan puasa Ramadan 1442 H atau dari tanggal 18 April sampai 9 Mei 2021. Sumber data pengabdian ini diperoleh melalui dairy journal, dokumentasi video (observasi), dan wawancara yang diuraikan secara deskriptif. Hasil kegiatan pengabdian kepada masyarakat ini menunjukkan bahwa implementasi bimbingan belajar secara tatap muka dilakukan sesuai tingkat sekolah dan sesuai prokes pandemi Covid-19. Selain itu, kegiatan pengabdian kepada masyarakat ini telah mendapat respon positif karena bimbingan belajar Bahasa Inggris gratis memberikan pengalaman yang berharga bagi anak-anak sekolah dari tingkat Taman Kanak-Kanak (TK) hingga SMA. Kegiatan pengabdian semacam ini selayaknya dilakukan secara berksinambungan dan tentu saja dilakukan dengan mempertimbangkan berbagai sudut pandang keilmuwan. Kata kunci: Bahasa Inggris, bimbingan belajar.
Investigating Students’ Self-Efficacy on the Use of Oral Peer Feedback in Speaking Subject Ratih Ratih; Andi Rustandi; R. Bunga Febriani
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 1 No. 1 (2020): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Karinosseff Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jadila.v1i1.16

Abstract

The study attempted to investigate students' self-efficacy on the use of oral peer feedback in speaking subject. Afterward, The researcher used a questionnaire to find out the level of student self-efficacy in giving oral peer feedback and the interview to find out how students with high and low self-efficacy give their oral peer feedback. This study employed qualitative strategies by using case study. The participants were 25 students who had used oral peer feedback in their speaking subject. The findings revealed that the students’ self-efficacy played such a big role in giving oral peer feedback in speaking subject. Their beliefs influence the process of achieving their goals and their performance as well. Furthermore, students with high self-efficacy tend to believe that they can handle any situation that they face effectively, use certain strategies, and learn from their experiences. Although, the students with low self-efficacy did not have certain strategies to face their performance which lead them into failure. Thus, the failure caused them to feel anxiety, sad, apathetic and worried all the time. Based on the findings self-efficacy has a great effect on the students’ achievement and performance in giving oral peer feedback in speaking subject and even the other courses.
Improving the Students’ Ability In Writing Recount Text Through Collaborative Task Writing on Facebook Fuji Astuti; R. Bunga Febriani; Andi Rustandi
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 1 No. 1 (2020): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Karinosseff Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jadila.v1i1.17

Abstract

This study focused on improving the students’ ability in writing recount text through collaborative task writing on Facebook. It was aimed at finding out how the teacher improves the students’ ability in writing recount text through collaborative writing on Facebook and figuring out the teacher and the students’ perceptions on the use of collaborative writing on Facebook in teaching and learning writing of recount text. This case study was conducted to the English teacher and 20 students at the tenth grade of a Senior High School in Kawali. Three instruments covering the observation, the interview, and the questionnaire were chosen to gain the data. The conversational analysis and the statistical techniques were used to analyze the data which were adapted from Dawson (2007, p. 123). The findings showed that the teacher improved the students’ ability in writing recount text through collaborative task writing on Facebook. The process of using collaborative writing on Facebook in teaching writing of recount text was implemented in ten steps. Those steps were quite similar with the steps proposed by Ahmed (2017, p. 149). The findings also showed that the use of collaborative writing technique on Facebook was beneficial for the teacher in teaching writing of recount text. The findings also showed that the students perceive positively on the use of collaborative task writing on Facebook in teaching and learning writing of recount text. It was concluded that the use of collaborative task writing on Facebook brings some benefits for the teacher and the students in teaching and learning writing of recount text. Therefore, the English teachers were suggested to encourage the students to implement collaborative writing on Facebook in teaching writing of recount text. Meanwhile, the students were also suggested to solve problems in learning writing of recount text by implementing collaboration writing technique on Facebook. In addition, the other researchers can use the result of this research in carrying out further studies.
Using Wattpad to Promote the Students’ Responses to Literary Works: EFL College Students’ Perspectives and Experiences of Enjoying Short Stories Mega Anggitasari; Wawan Tarwana; R. Bunga Febriani; Syafryadin Syafryadin
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 1 No. 2 (2020): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Karinosseff Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jadila.v1i2.59

Abstract

This research is to investigate how EFL college students response in enjoying short stories by using Wattpad and to find out how their perception and experiences in enjoying short stories by means reading Wattpad. As interest in literacy activities, EFL college students’ choose Wattpad as an application to read short stories, Wattpad is a fairly popular and efficient application for reading short stories and can provide comments directly within the short story paragraphs and Wattpad has many advantages in promoting reader-response theory to EFL college students’ .This case study was conducted to the college students and 40 students. Three instruments covering the observation, the interview, and the questionnaire were chosen to gain the data. It was concluded that there is the positive feedback of using Wattpad as a media to learning literature similar to those previous studies, this research also focuses on Wattpad as a media to learning literature.
Co-Authors Ahmad Sofwan Andi Rustandi Andi Rustandi Asep Dudi Kurnia Bambang Ruby Sugiarto Dedeh Rohayati Dian Eka Chandra Wardhana Didih Faridah Dini Haryanti Dwi Rukmini Egi Nurholis Elda Resi Moneta Wibowo Etika Rachmawati Etika Rachmawati Rachmawati Fuji Astuti Ida Farida Ikin Syamsudin Adeani Ikin Syamsudin Adeani Ima Siti Maryam Iskhak Iskhak Iskhak Issy Yuliasri Istiqomah Nur Rahmawati Leni Irianti Lilies Youlia Friatin Mega Anggitasari Monica Prihatini Purbandari Raihan Ratih Ratih Santi Septinawati Sumi Handayani Syafryadin Syafryadin Syafryadin Syafryadin Syifaulkaromah Syifaulkaromah Wawan Tarwana Yoksan Rizky Lesmana Yustin Kustina