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All Journal Indonesian Journal of Applied Linguistics (IJAL) Language Circle : Journal of Language and Literature International Journal of Education Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran
Emi Emilia
Indonesia University of Education Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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EXPLORING AN ACADEMIC WRITING CLASS IN AN INDONESIAN UNIVERSITY CONTEXT Aunurrahman, Aunurrahman; Hamied, Fuad Abdul; Emilia, Emi
Language Circle: Journal of Language and Literature Vol 11, No 1 (2016): October 2016
Publisher : Language Circle: Journal of Language and Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v11i1.7842

Abstract

Academic writing class in any Indonesian university context plays an important role for the students to cope with written academic assignments. This paper explores the perceptions of university students regarding their academic writing class. The participants were students of a private university in Pontianak, West Kalimantan, Indonesia. They were selected based on their achievements in the class and their genders. The data collection made use of interviews which were conducted immediately after the completion of the class.  Individual interviews were conducted with six participants with three of them were male and the other three were female who were mainly regarded as medium achievers. The interview sessions were audio taped. The data then transcribed and analysed thematically. The discussion of the findings showed that the students gained benefits from the class through the applications of genre-based approach teaching stages, explicit teaching, and group work, which enabled the lecturer to develop the students academic writing, critical thinking, and characters. Still, several limitations were also identified. Suggestions were offered by the participants for the betterment of the academic writing class.
THE EXPLORATION OF PRE-SERVICE EFL TEACHERS’ CHALLENGES IN FIELD PRACTICUM Pasaka, Rainal Wempi; Emilia, Emi; Amalia, Lulu Laela
International Journal of Education Vol 7, No 2 (2014): May 2014
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v7i2.5314

Abstract

This study investigates the challenges that six pre-service EFL teachers of a Bachelor ofEducation (Sarjana Pendidikan) program experienced in conducting field practicum. This studyemploys a qualitative research design, with a phenomenological approach. Data was gatheredthrough in-depth interviews. The interview data was then scrutinized and codified, respectiveto emergent themes through thematic analysis procedures (Merriam, 1988 in Emilia, 2007,p. 84). The findings showed that the pre-service teachers experienced challenges related tolesson preparation, classroom management, and communication breakdown within their fieldpracticum. The study concludes with a recommendation and justification for teacher preparationprograms to provide pre-service teachers with: robust theoretical frameworks in order to designinstruction; practical experience in classroom management; profound knowledge of Englishlanguage; and activities that develop strong confidence in teaching. In addition, teacherpreparation programs are endorsed to formally inform mentor teachers regarding their rolesand responsibilities in the practicum.Keywords: Pre-service teachers, teacher preparation programs, field practicum
EXPLORING AN ACADEMIC WRITING CLASS IN AN INDONESIAN UNIVERSITY CONTEXT Aunurrahman, Aunurrahman; Hamied, Fuad Abdul; Emilia, Emi
Language Circle: Journal of Language and Literature Vol 11, No 1 (2016): October 2016
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v11i1.7842

Abstract

Academic writing class in any Indonesian university context plays an important role for the students to cope with written academic assignments. This paper explores the perceptions of university students regarding their academic writing class. The participants were students of a private university in Pontianak, West Kalimantan, Indonesia. They were selected based on their achievements in the class and their genders. The data collection made use of interviews which were conducted immediately after the completion of the class.  Individual interviews were conducted with six participants with three of them were male and the other three were female who were mainly regarded as medium achievers. The interview sessions were audio taped. The data then transcribed and analysed thematically. The discussion of the findings showed that the students gained benefits from the class through the applications of genre-based approach teaching stages, explicit teaching, and group work, which enabled the lecturer to develop the students' academic writing, critical thinking, and characters. Still, several limitations were also identified. Suggestions were offered by the participants for the betterment of the academic writing class.
CONTEXTUAL TEACHING AND LEARNING APPROACH TO TEACHING WRITING Satriani, Intan; Emilia, Emi; Gunawan, Handi
Indonesian Journal of Applied Linguistics Vol 2, No 1 (2012): Volume 2 No. 1 July 2012
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v2i1.70

Abstract

Abstract: This article reports a study on the implementation of contextual teaching and learning approach to teaching English writing to second graders of a Junior High Shool in Bandung. The study aims to investigate the strategies of Contextual Teaching and Learning (CTL) (as adapted from Crawford, 2001) and the advantages of using CTL approach. The study employed a qualitative case study research design. The data were obtained from several instruments, namely class observations, students’ interview and students’ writing products which were then analyzed using writing assessment criteria taken from Rose (2007, as cited by Emilia, 2011, p. 151). The findings revealed that the teaching writing program was successful to improve students’ recount writing skill. Specifically, they showed some improvement on schematic structure, grammar roles, and graphic features. Moreover, the data from observation, interview, and documentation of students’ text showed some benefits of CTL. These include: (1) engaging students in the writing activity; (2) increasing students’ motivation to participate actively in the writing class; (3) helping students to construct their writing; (4) helping students to solve their problems; (5) providing ways for students to discuss or interact with their friends; and (6) helping the students to summarize and reflect the lesson. Based on these findings, it is recommended that CTL be implemented in teaching writing.   Keywords: contextual teaching and learning, teaching writing
GENDER IN EFL CLASSROOM: TRANSITIVITY ANALYSIS IN ENGLISH TEXTBOOK FOR INDONESIAN STUDENTS Emilia, Emi; Moecharam, Nicke Yunita; Syifa, Iva Laela
Indonesian Journal of Applied Linguistics Vol 7, No 1 (2017): Vol. 7 No. 1, May 2017
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i1.6877

Abstract

This paper is concerned with the topic of gender in EFL classroom, particularly in Indonesian context. Owing to the framework proposed by Sunderland (1992), the paper focuses on the discussion of gender in classroom materials, i.e. English textbooks. Selected reading passages were analyzed within the framework of Transitivity system of functional grammar (Halliday Mathiessen, 2004; Haliday Mathiessen, 2014). The Processes in the texts (e.g. travel, walk, and climb) reveal that males were perpetually constructed as ‘adventurous’, ‘risk taker’, ‘active’, ‘independent’, and ‘capable’. Meanwhile, the Processes also indicate that the females were shaped as more ‘passive', ’expressive’, ‘nurturing’, and ‘unassertive’ than their male counterparts (Blackstone, 2003; Evans Davies, 2000). The findings suggest that the gender roles were presented in an asymmetrical manner. The paper provides recommendation in terms of how both teachers and students can develop gender awareness in the classroom practices through the use of the textbooks.
AN ANALYSIS OF COHESION OF EXPOSITION TEXTS: AN INDONESIAN CONTEXT Emilia, Emi; Habibi, Nurfitri; Bangga, Lungguh Ariang
Indonesian Journal of Applied Linguistics Vol 7, No 3 (2018): Vol. 7 No. 3, January 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i3.9791

Abstract

The paper reports on the results of a study aiming to investigate the cohesion of exposition texts written by eleventh graders of a school in Bandung, West Java, Indonesia. The study used a qualitative case study research design, especially text analysis, involving 32 students. In the interest of space, the paper will present the data obtained from six texts written by 6 students, representing low, mid, and high achievers. The texts were analyzed using systemic functional linguistics (SFL), especially in terms of schematic structure and linguistic features, especially those contributing to the cohesion of the texts, such as Theme progression and cohesive devices. The results show that all texts show students? grasp and understanding of the schematic structure of an exposition, including thesis, argument, and restatement of the thesis. All texts also successfully use the zig-zag and the Theme reiteration patterns, which indicate the students? emerging capacity to create a text with cohesion at the clause level. However, only texts written by high achievers employ the multiple Theme pattern, indicating the students? emerging capacity to create a text with better sense of connectedness, unity, and flow of information at the global level. High achiever texts also employ discourse features which allow the reader to predict how the text will unfold and guide them to a line of understanding of a text as a whole. Moreover, in terms of cohesive devices, all texts use some simple cohesive devices?reference, lexical cohesion, and conjunction. It should be mentioned that all texts are rudimentary with some inappropriate word choices and grammatical problems. This suggests that the students still needed more guidance and time to do research on the topic in focus, to go through the process of writing as professional do, to allow them to create a better text with more elaboration and characteristics of written language with consistency and accuracy. It is recommended that further research on different perspectives and foci of analysis of different text types using systemic functional linguistics, with more representative samples, and studies on the teaching of writing be conducted.
EXPLORING THE TERTIARY EFL STUDENTS' ACADEMIC WRITING COMPETENCIES Aunurrahman, Aunurrahman; Hamied, Fuad Abdul Hamied; Emilia, Emi
Indonesian Journal of Applied Linguistics Vol 7, No 1 (2017): Vol. 7 No. 1, May 2017
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i1.6860

Abstract

For tertiary English as a Foreign Language (EFL) students, academic writing is not an easy task. It requires knowledge of the academic writing genres with their particular linguistic features. Moreover, academic writing demands good critical thinking. This research aims to explore the students' academic writing competencies that also focus on critical thinking. The research involved thirty-six first-year tertiary EFL students from a regular class of a private university in Pontianak, West Kalimantan, Indonesia. The source for data collection was the students’ texts. Three texts were selected and the students were categorized into low, medium, and high levels of writing achievement. The text analysis utilized functional grammar rooted in systemic functional linguistics (Emilia, 2014). The analysis shows that the students, regardless of their levels of writing achievement, have little control over the schematic structure and linguistic features of an argumentative writing. The text analysis also shows that the students’ texts have some limitations as regards their critical thinking capacity. Still, a few examples of academic language were detected in the texts. The findings suggest that the lecturer should incorporate explicit teaching and cooperative learning activities to alleviate the students' difficulties and develop their academic writing and critical thinking capacity.
A PROCESS-GENRE APPROACH TO TEACHING WRITING REPORT TEXT TO SENIOR HIGH SCHOOL STUDENTS Pujianto, Dimas; Emilia, Emi; Ihrom, Sudarsono Muhammad
Indonesian Journal of Applied Linguistics Vol 4, No 1 (2014): Volume 4 No. 1 July 2014
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v4i1.603

Abstract

Abstract: This study is aimed at exploring whether a process-genre approach (PGA) teaching steps can help develop senior high students’ writing skills of report text based on schematic structures and linguistic features analysis. A descriptive research design embracing case study characteristics was employed (Nunan, 1992; Cresswell, 2012). The data were gained from teaching process and students’ texts analysis. The basic framework of process-genre approach is the synthesis of teaching steps in genre- and process-based approaches (Badger White, 2000; Emilia, 2010). Students’ texts were analyzed in terms of Report text’s schematic structures and linguistic features using SFL GBA frameworks (Linguistic and Education Research Network, 1990; Gerot Wignell, 1994; Halliday, 1994; Anderson Anderson, 1997; Christie, 2005; Feez Joyce, 2006; Hyland 2007; Emilia, 2012). The results show that, to some extent, PGA helps students develop writing skills of Report text specifically on the genre knowledge, writing process, and feedback from peers and teacher which was observed from the teaching process and schematic structures and linguistic features analysis. Nevertheless, it is figured out that the low-achieving students need longer modelling and teacher-student conference stages. This study is expected to contribute towards teacher’s understanding in implementing and overcoming problems related to PGA in EFL classes in Indonesia, especially in emphasizing the modelling stage for the low-achieving students and in teaching other genres and language skills. Keywords: Process-based approach, genre-based approach, process-genre approach
THE EVALUATION OF ENGLISH ELECTRONIC BOOKS FOR JUNIOR HIGH SCHOOL IN INDONESIA Rijal Anshar, Miftahur; Emilia, Emi; Lestari Damayanti, Ika
Edusentris Vol 1, No 3 (2014): Desember
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (307.486 KB) | DOI: 10.17509/edusentris.v1i3.152

Abstract

Artikel ini melaporkan hasil dari sebuah penelitian yang mengevaluasi buku teks bahasa Inggris elektronik untuk sekolah menengah pertama di Indonesia. Penelitian ini menggunakan ceklis untuk mengevaluasi buku (Skierso 1991; Cunningworrth 1984) sebagai kerangka analisa buku terutama pada aspek fisik, isi, dan fitur tambahan didalam buku (Skierso 1991; Scott and Ytreberg, 1990; Grant, 1987; McGrath, 2002; Cunningworrth, 1984; Harmer, 2001; Woodward, 2001; Pinter, 2006). Penelitian ini mengungkapkan bahwa beberapa aspek kedua buku teks elektronik yaitu “Textbook 1 (T1)”dan “Textbook 2 (T2)” memenuhi kriteria buku bahasa ingggris yang baik dalam hal tampak fisik dan isi dari buku text. Meskipun, kedua buku teks elektronik tersebut masih membutuhkan perbaikan dalam hal bagaimana merancang dan menyusun kegiatan pembelajaran dan menambah fitur bantuan yang tepat untuk guru. Kedua buku teks elektronik ini memiliki tampilan yang atraktif dan menggunakan penjelasan – penjelasan yang menarik dalam hal grammar dan tata bahasa. Keduanya juga menitik beratkan pada keterampilan mendengarkan dan berbicara. Meskipun kedua buku tidak menyediakan fitur bantuan yang lengkap untuk guru seperti rekaman suara untuk kegiatan mendengarkan dan buku panduan guru (teacher’s book).Kata Kunci: Evaluasi Buku, Chcklist, Buku Sekolah Elektronik (BSE), Analisa Dokumen.
Co-Authors Aunurrahman Bangga, Lungguh Ariang Dimas Pujianto Fuad Abdul Hamied Habibi, Nurfitri Hamied, Fuad Abdul Hamied Handi Gunawan Ika Lestari Damayanti Intan Satriani Lulu Laela Amalia Nicke Yunita Moecharam Pasaka, Rainal Wempi Rijal Anshar, Miftahur Sudarsono Muhammad Ihrom Syifa, Iva Laela