Articles
<![CDATA[The Student's Propensity in the Usage of Interpreting Skill and Processes in English-Indonesian Interpreting Practice in Online Learning ]]>
<![CDATA[Ida Lisdawati]]>;
<![CDATA[Ula Nisa El Fauziah]]>
<![CDATA[ Journal Polingua: Scientific Journal of Linguistics, Literature and Language Education Vol 10, No 1 (2021) ]]>
Publisher : <![CDATA[Politeknik Negeri Padang ]]>
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DOI: 10.30630/polingua.v10i1.167
<![CDATA[The objective of this research was to figure out the students’ dominant interpreting skills and process during the interpreting practice to hone their interpreting ability in English-Indonesia Interpreting class. This research was conducted to the last years university students and took 20 students as sample that taken by simple random sampling. This research employed the descriptive method. The instruments of this research were oral test and monitoring guide for observing interpreter practice. The result of this research located that the students’ oral test score was 6. It pointed out that students’ interpreting skill in fair level. Meanwhile, the average score of their decoding skill was 24. It showed that their decoding skill was at the very poor level. The student’s accuracy average score was 2,1. It pointed that they got the needed improvement level, and the average score of the student’s recording skill is 0.3. It means that they are in the unacceptable level in interpreting practice. The conclusion of this research is the students still having the lack of interpreting skill and process. They tend inconsistent in interpreting process. ]]>
<![CDATA[THE IMPLEMENTATION OF PROJECT BASED LEARNING IN COURSEBOOK EVALUATION CLASSROOM ]]>
<![CDATA[Yanuarti Apsari]]>;
<![CDATA[Ida Lisdawati]]>;
<![CDATA[Euis Rina Mulyani]]>
<![CDATA[ Jurnal Ilmiah P2M STKIP Siliwangi Vol 6, No 2 (2019): Volume 6 Nomor 2 November 2019 ]]>
Publisher : <![CDATA[IKIP Siliwangi Bandung ]]>
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DOI: 10.22460/p2m.v6i2p%p.1446
<![CDATA[Critical thinking is a crucial skill that university students need to develop. Project-based learning can be used to promote students’ critical thinking. The paper investigates the implementation of project based learning in Coursebook Evaluation course at a university setting. The purposes of this research study were: 1) to describe the implementation of Project based learning in Coursebook evaluation classroom and 2) to investigate the students’ difficulties during the implementation of Project based learning. The design of the research was descriptive qualitative. The subjects were the fourth semester students who were taking course book evaluation. The data were collected through observation, interview and students’ project. The findings showed that the implementation Project-Based Learning in Coursebook Evaluation class are through the following steps: (1) Discussing the materials about Course Book Evaluation, (2) working with the group in evaluating English Course Book, (3) creating the paper, (4) creating the video, and (5) presenting the video product. Moreover, the data from interview also revealed that there were three problems encountered by the respondents during the implementation of project based learning: finding appropriate information, writing the paper and creating the video.]]>
<![CDATA[ANALYZE TURN TAKING IN TALK SHOW ABOUT EDUCATION FOR EVERYONE ON CHANNEL YOUTUBE ]]>
<![CDATA[Deri Setiawan]]>;
<![CDATA[Zely Mustika Ningtyas]]>;
<![CDATA[Ida Lisdawati]]>
<![CDATA[ PROJECT (Professional Journal of English Education) Vol 2, No 4 (2019): VOLUME 2 NUMBER 4, July 2019 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/project.v2i4.p489-493
<![CDATA[AbstractThe research about speaking language section of discrouse analysis turn taking analyze language. In this research, the researchers use qualitative method and the data is obtained from the video talkshow in the youtube about “Learn English with Taylor Swift”. In the talkshow, there are two persons that have in video, one speaker and one hearer, and tells about someone using social media, trips to Asia, and tour. The talkshow has a message of education, motivation for people to use social media. The purpose of this study is to find out the talkshow had a turn to speak. Analyze in video is the main activity in this research. In the video talkshow the speaker gives questions according to the topics that are brought or presented. In this talkshow the speaker ended the event with the closing. Keywords: Turn taking, talkshow , discourse analysis, qualitative.]]>
<![CDATA[REALIZATION OF RHYTHM IN POETRY “HUJAN BULAN JUNI” BY SAPARDI DJOKO DARMONO ]]>
<![CDATA[Yusuf Adi Saputro]]>;
<![CDATA[Yusi Anggraeni]]>;
<![CDATA[Ida Lisdawati]]>
<![CDATA[ PROJECT (Professional Journal of English Education) Vol 2, No 6 (2019): VOLUME 2 NUMBER 6, November 2019 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/project.v2i6.p886-890
<![CDATA[The study aimed to determine the rhythm of the poetry The present study examined rhythm performed by the rhythm in the transcript of poetry Sapardi Djoko Darmono, title "Hujan Bulan Juni". A collection of poetry rhymes Sapardi Djoko Darmono published by Gramedia Widiasarana Indonesia Jakarta in 1994. The data were 12 distich produced by all rhythm which performed in the poetry. Those rhythm were analyzed based on Schmitt dan Viala categories. Based on the result showed that césure (long pause) was the most frequent rhythm category. There were 12 of 12 distich of césure, 9 coupe and 2 enjambement . These results indicate that rhythm in the poetry had performed rhythm following Schmitt dan Viala categories which had mention previously.]]>
<![CDATA[STUDENTS’ ATTITUDES TOWARD IMPLEMENTATION OF PROJECT BASED LEARNING ]]>
<![CDATA[Yanuarti Apsari]]>;
<![CDATA[Euis Rina Mulyani]]>;
<![CDATA[Ida Lisdawati]]>
<![CDATA[ Journal Of Educational Experts (JEE) Vol 2, No 2 (2019): JOURNAL OF EDUCATIONAL EXPERTS (JEE) ]]>
Publisher : <![CDATA[Kopertis Region IV Jabar and Banten ]]>
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DOI: 10.30740/jee.v2i2p123-128
<![CDATA[This research is intended to investigate the students’ attitudes toward the implementation of project-based learning. Project based learning is becoming increasingly popular in the pedagogical field. Qualitative research method was employed in this study. The respondents of this study were the fourth grade students who were taking coursebook evaluation subject.. The data of this study was gathered by using questionnaire. Then, the collected data were analysed by qualitative description. Based on the questionnaire data, the result indicates that the respondents have a positive attitude towards the implementation of project based learning. It can be seen from three aspects: affective, behavioral, and cognitive aspects. On affective aspect, the respondents were interested to learn by using project based learning because of several benefits that they get after learning by using project based learning. In addition, on cognitive aspects, the findings showed that all respondents believe that project based learning is effective in teaching coursebok evaluation subject. The last, on the behavior aspect, the data showed that during the implementation of project based learning the respondents likes to share ideas and discuss in their group.]]>
<![CDATA[PELATIHAN PEMBELAJARAN BERBASIS ICT KEPADA GURU BAHASA INGGRIS ]]>
<![CDATA[Yanuarti Apsari]]>;
<![CDATA[Ida Lisdawati]]>;
<![CDATA[Euis Rina Mulyani]]>
<![CDATA[ Abdimas Siliwangi Vol 3, No 2: Juli 2020 ]]>
Publisher : <![CDATA[IKIP SILIWANGI ]]>
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DOI: 10.22460/as.v3i2p%p.3591
<![CDATA[ICT-based learning is very potential to make the learning process more effective. This training activity was followed by English teachers. The purpose of this activity is to improve teachers’ skills in integrating ICT in the learning process. The steps of activities carried out in community service activities include several stages such as a) the analysis stage, b) the design stage, c) the content development staged) the training stage and e) the evaluation stage. In the analysis stage, the team analyzed difficulties faced by the teacher in English subjects. Then, the results of this analysis stage were used as a reference at the design stage. At the Design stage, the team determined topics used in the training and designed content related to the use of ICT-based Learning model. Then, in the content development stage, the team developed content in the form of Google classroom development integrated with Canva and Kahoot. Then, at the implementation stage, training on ICT-based learning models is carried out. The results of this training indicate an increase in teacher competence in the ability to use ICT as a learning medium. Thus, the learning process becomes more effective and becomes more interesting.]]>
<![CDATA[PELATIHAN MENDELEY SEBAHAI DITEKSI PLAGIARISME PADA PENULISAN KARYA TULIS SISWA SMK ]]>
<![CDATA[Ida Lisdawati]]>;
<![CDATA[Ula Nisa El Fauziyah]]>;
<![CDATA[Citra Ambhara]]>
<![CDATA[ Abdimas Siliwangi Vol 5, No 1: Februari 2022 ]]>
Publisher : <![CDATA[IKIP SILIWANGI ]]>
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DOI: 10.22460/as.v5i1.6873
<![CDATA[Penulisan karya tulis ilmiah dewasa ini menjadi sebuah keharusan pada tingkat pendidikan tinggi yang dapat digunakan sebagai persyaratan sidang baik untuk skripsi, tesis maupun desertasi. Pada penulisannya, sebuah karya tulis seharusnya dibentuk dari pemikiran yang berlandaskan kepada disiplin ilmu yang berhubungan dengan data yang digunakan. Kurangnya pemahaman penulis tentang cara mengutip pemikiran orang lain baik dalam bentuk ide maupun pernyataan, menjadikan penulis melakukan penjiplakan karya tulis orang lain yang disebut dengan plagiarisme. Berdasarkan pemahaman tersebut, maka tim berupaya untuk mengedukasi peserta untuk dapat menggunakan sebuah aplikasi yang dapat membantu mereka dalam menghindari plagiarisme yaitu pelatihan Mendeley. Kegiatan ini meliputi tiga Langkah yaitu perencanaan kegiatan, pelaksanaan kegiatan dan pelatihan. Selama berlangsungnya kegiatan pelatihan ini, respons yang diberikan oleh peserta sangat baik. Salah satu alasannya karena aplikasi Mendeley ini belum begitu diketahui dan dipahami oleh peserta terutama siswa kelas XI. Kesimpulan yang didapat selama berlangsungnya kegiatan ini adalah peserta semakin paham dengan pentingnya menghindari plagiarisme dalam kegiatan penulisan laporan akhir mereka dan pentingnya pencantuman nama sumber sebagai bentuk penghargaan kepada penulis asli.]]>
<![CDATA[ALAT PERMAINAN EDUKATIF SEBAGAI MEDIA PEMBELAJARAN BAHASA INGGRIS ]]>
<![CDATA[Yanuarti Apsari]]>;
<![CDATA[Ida Lisdawati]]>;
<![CDATA[Euis Rina Mulyani]]>
<![CDATA[ Abdimas Siliwangi Vol 3, No 1: Januari, 2020 ]]>
Publisher : <![CDATA[IKIP SILIWANGI ]]>
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DOI: 10.22460/as.v3i1p%p.3385
<![CDATA[ABSTRAKMengenalkan bahasa Inggris seyogyanya perlu didukung oleh sarana dan prasarana yang memadai. Guru sebagai komponen pengelola proses pembelajaran perlu memahami kerangka berpikir anak agar pengelolaan pembelajaran dapat dilakukan dengan baik. Penggunaan media pembelajaran merupakan salah satu upaya bagi terciptanya pembelajaran bahasa Inggris yang bermakna dan menyenangkan bagi anak usia dini. Sehingga, kegiatan pengabdian ini berupa Peningkatan Profesionalitas Guru Melalui Pelatihan Pemanfaatan Alat Permainan Edukatif (APE) sebagai Media Pembelajaran Bahasa Inggris. Pada pengabdian ini, kami berupaya untuk berbagi pengetahuan dengan guru SMP di daerah Subang tentang jenis-jenis media pembelajaran bahasa inggris yang menarik bagi siswa dan cara pembuatan APE (Alat Permainan Edukatif) dari limbah plastik sehingga tidak saja dapat menumbuhkan kreatifitas guru SMP namun juga dapat menunjang program pemerintah dalam menangulangi limbah plastik terutama limbah plastik rumah tangga. Kegiatan pelatihan ini terdiri dari beberapa tahapan seperti : a) tahap analisis, b) tahap perancangan dan pengembangan konten dan c) tahap Pelaksanaan. Hasil dari pelatihan ini dapat dilihat peserta telihat sangat antusias dan dapat membuat APE sebagai media pembelajaran dengan baik. Hal ini membuktikan bahwa pada dasarnya guru mampu dan cukup kreatif dalam memanfaatkan barang bekas sebagai media pembelajaran.Kata Kunci : Alat Permainan Edukatif, media pembelajaran, Bahasa Inggris ABSTRACTIntroducing English should be supported by adequate facilities and infrastructure. The teacher as a component of the management of the learning process needs to understand the mindset of children so that learning management can be done well. The use of instructional media is an effort to create meaningful and enjoyable English learning for early childhood. Thus, this dedication activity in the form of Increasing Teacher Professionalism through Training in the Use of Educational Game Tools as an English Language Learning Media. Through the activity, we strive to share knowledge with junior high school teachers in the Subang area about the types of English learning media that are interesting for students and train English teachers how to create APE (Educational Game Tools) from plastic waste so that not only can foster the creativity of junior high school teachers but also can support government programs in tackling plastic waste, especially household plastic waste. This activity consists of several stages such as a) the analysis phase, b) the design and development stage of the content and c) the Implementation phase. The results of this training can be seen by participants who seem very enthusiastic and can make APE as a medium of learning well. This proves that basically the teacher is capable and quite creative in utilizing used goods as learning media.Keywords: Educational Game Tools, teaching media, English.]]>
<![CDATA[THE FINDING OF THEME AND RHEME TYPE IN THE JAKARTA POST ARTICLE ]]>
<![CDATA[Kristanto Cecario]]>;
<![CDATA[Ida Lisdawati]]>
<![CDATA[ PROJECT (Professional Journal of English Education) Vol 5, No 2 (2022): VOLUME 5 NUMBER 2, MARCH 2022 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/project.v5i2.p360-365
<![CDATA[In finding out the meaning of language, people should know how to understand the language whether by context or text. In Functional Linguistic, one of ways to find the text meaning can use the theme and rheme analysis. The theme and rheme analysis focus on the massage of clause in the text. Theme is the main idea from the clause and rheme is the rest of clause that explain the main theme. Based on Gerot and Wignell, 1994 cited in (Puspa, 2016) Theme is, broadly speaking, what the clause is going to be about. The rest of the clause is called the Rheme. In other word, theme represents the idea represented by the constituent at the starting point of the clause and Rheme represents the rest of message.The researchers decided to analysis the use of theme and rheme in The Jakarta Post article to find out the type of theme and rheme analysis connecting one clause to another. The methodology that uses in this research is qualitative descriptive and data collected with analysis the text. The conclusion of this research is that most of the themes used in this text are topical themes Keywords: Clause, Functional Linguistics, Theme and Rheme]]>
<![CDATA[Teaching Writing Analytical Exposition Text Using YouTube Media Assisted by Whatsapp ]]>
<![CDATA[Ida Lisdawati]]>;
<![CDATA[siska rizkiani]]>;
<![CDATA[angga maulana]]>
<![CDATA[ International Journal of English Linguistics, Literature, and Education (IJELLE) Vol. 5 No. 1 (2023) ]]>
Publisher : <![CDATA[Universitas Veteran Bangun Nusantara ]]>
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DOI: 10.32585/ijelle.v5i1.3713
<![CDATA[This research aims to describe the responses of teachers and students toward teaching and learning, the challenges that students face when learning writing, and the challenges that teachers face when teaching students through the writing process. This research used descriptive qualitative research to describe or explain systematically and accurately events. The research participants were conducted eleventh-grade students in SMK PGRI 2 Karawang, consisting of 30 students. The instruments of this research are an observation sheet, questionnaire, interviews, and tests. The results showed that the research found three findings. First, the teachers' responses could help students be more active, communicative, effective, and efficient. Second, the questionnaire results showed that most students positively responded to learning to write analytical exposition texts using YouTube as a medium because it made it easier for them to understand the subject matter. Third, this research can be employed as a reference by another researchers conducting further research on senior high school writing instruction for analytical exposition texts.]]>
