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All Journal JMM (Jurnal Masyarakat Mandiri) TLEMC (Teaching and Learning English in Multicultural Contexts) Indonesian TESOL Journal
Sitti Syakira
Program Studi Pendidikan Bahasa Inggris, Universitas Siliwangi
Education Languange, Linguistic, Communication & Media Other

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An Analysis of Learners’ Oral Errors: A Study in One-to-one EFL Classroom Interaction Sitti Syakira; Murni Mahmud; Sahril Sahril
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 2 (2021): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v5i2.3937

Abstract

Correcting the repeated errors produced by the learners is one of the most frustrating things to do by teachers. However, it is natural for the students to commit errors while learning since it can be a sign of improving language competence and as a facilitating factor in second language learning (Atmaca, 2016). This study aims to find out the types and frequency of learners’ oral error occurrence during the teaching and learning process in one-to-one EFL classroom interaction. This research applied descriptive qualitative research with case study design. Two adult learners, who had the same English proficiency level, were chosen as research participants through purposive sampling in Amsterdam Institute, an informal school applying tailor-made system in the teaching and learning process. The data were collected through observation during teaching and learning process, and analyzed based on data analysis procedures consisting of data reduction, data display, and conclusion drawing and verification. The results revealed that all types of errors proposed in this research appeared during the observation and data analysis. Grammatical error dominated the error type, and lexical error was the least error type produced by the learners. Unsolicited use of L1 is excluded from the discussion of the result finding since it is not a part of the error type studied (Lyster, 1998). Furthermore, another finding indicates that the error committed by the learners continuously appeared in the next meeting the researcher observed. Therefore, it is suggested that the teacher should provide more triggers as an attraction for the learners’ intention so that they can figure out more about their errors, and engage the learners to provide themselves self-correction or self-repair by prompting them.
EDUKASI GIZI SERTA REVITALISASI PERMAINAN TRADISIONAL UNTUK MENINGKATKAN AKTIVITAS FISIK PADA ANAK USIA SEKOLAH DI MASA ADAPTASI KEBIASAAN BARU Andi Eka Yunianto; Aveny Septi Astriani; Dea Silvani; Sitti Syakira; Sari Khairinisa; Siti Ratna Ningsih
JMM (Jurnal Masyarakat Mandiri) Vol 6, No 2 (2022): April
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (868.701 KB) | DOI: 10.31764/jmm.v6i2.7130

Abstract

Abstrak: Selama masa pandemi covid 19 anak usia sekolah lebih banyak melakukan aktivitasnya di rumah sehingga waktu yang dihabiskan anak di depan layar perangkat digital (screen time) menjadi meningkat. Screen-time yang tinggi, tingkat aktivitas fisik yang rendah, membuat pola makan menjadi kurang sesuai sehingga dalam jangka panjang dapat mempengaruhi status gizi. Edukasi gizi ini bekerjasama dengan SDIT At-Taufiq Al-Islamy dan SDN Cilolohan Tasikmalaya. Adapun jumlah siswa yang mengikuti kegiatan ini sebanyak 83 orang. Kegiatan ini bertujuan untuk meningkatkan pengetahuan siswa sekolah dasar mengenai gizi seimbang dan aktivitas fisik yang diaplikasikan melalui demo masak makanan sehat dan permainan tradisional. Metode yang digunakan adalah penyuluhan dan praktik. Media penyuluhan edukasi yang digunakan adalah power point, booklet dan video. Sedangkan media praktik aktivitas fisik yang digunakan adalah permainan egrang batok dan tarik tambang. Hasil menunjukkan bahwa terdapat perubahan yang baik pada pengetahuan siswa mengenai gizi seimbang dan aktivitas fisik.Abstract: During the covid 19 pandemic, school-age children do more activities at home so that the time spent by children in front of the screen of digital devices (screen time) becomes increased. High screen-time, low levels of physical activity, make the diet less appropriate so that in the long run it can affect nutritional status. This nutrition education is in collaboration with SDIT At-Taufiq Al-Islamy and SDN Cilolohan Tasikmalaya. The number of students who participated in this activity was 83 people. This activity aims to increase elementary school students' knowledge of balanced nutrition and physical activity applied through healthy food cooking demos and traditional games. The methods used are counseling and practice. Educational extension media used are power points, booklets and videos. While the medium of physical activity practice used is a game egrang batok and tarik tambang. The results showed that there were good changes in students' knowledge of balanced nutrition and physical activity.
English as Medium of Instruction at Physics International Class Program: A Study of Students’ Perception Sitti Syakira
Indonesian TESOL Journal Vol 2, No 1 (2020): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v2i1.1068

Abstract

The specific focus of this paper is to uncover the students’ perception on English language use as the medium of instruction (EMI) in the teaching and learning at Physics International Class Program (ICP), State University of Makassar. The paper describes the students’ reason and expectation choosing ICP rather than regular one, their difficulties, as well as their language achievement. The data was collected using semi-structured interview to nine of third-year physical students in the program. The interviews were conducted in the language that the participant felt comfortable using (Indonesian) and recorded about seven to nine minutes each students. The analysis follows the qualitative content analysis described by Miles and Huberman, (1994): that is, themes were coded and categorized into the needs of the research, and patterns in the themes were identified and during this process, interpretations of these arrangements were made. The result of this study indicates that EMI in ICP helps some students to improve their English especially in writing, reading and vocabularies although some others are still experiencing difficulties in the teaching and learning process. Therefore, program development is still necessarily required in ICP in order to maintain its quality. Furthermore, the result of this study is expected to be a consideration for the continuity program in the future for a better service of its all aspects and to be a positive contribution for the next researcher who wants to conduct deeper research related to this topic.The specific focus of this paper is to uncover the students’ perception on English language use as the medium of instruction (EMI) in the teaching and learning at Physics International Class Program (ICP), State University of Makassar. The paper describes the students’ reason and expectation choosing ICP rather than regular one, their difficulties, as well as their language achievement. The data was collected using semi-structured interview to nine of third-year physical students in the program. The interviews were conducted in the language that the participant felt comfortable using (Indonesian) and recorded about seven to nine minutes each students. The analysis follows the qualitative content analysis described by Miles and Huberman, (1994): that is, themes were coded and categorized into the needs of the research, and patterns in the themes were identified and during this process, interpretations of these arrangements were made. The result of this study indicates that EMI in ICP helps some students to improve their English especially in writing, reading and vocabularies although some others are still experiencing difficulties in the teaching and learning process. Therefore, program development is still necessarily required in ICP in order to maintain its quality. Furthermore, the result of this study is expected to be a consideration for the continuity program in the future for a better service of its all aspects and to be a positive contribution for the next researcher who wants to conduct deeper research related to this topic.
Initiation-Response-Feedback Pattern Used by Lecturer-Students in EFL Classroom Interaction Kartini Kartini; Sitti Syakira; Sitti Aisyah
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 6, No 1 (2022): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v6i1.5144

Abstract

Applying a descriptive qualitative method with case study design, this research aimed at finding and describing how initiation-response-feedback take place in classroom interaction. The data collection was done through observation conducted in two classes of the third-year students of English Education Department in one of the state universities in Makassar. The observation was conducted three times in each class. Analyzed using discourse analysis, the results show that in term of initiation, four subclasses were used by the lecturer namely requestives,descriptives, elicitation, and informatives. In term of students’ responding act, students used three subclasses features namely positive responding act, negative responding act, and temporization. As for follow-up, the lecturer used three subclasses features namely endorsement, concession, and acknowledgment. This research also found that acknowledgment was used to repair and accept with repair student’s response. Classroom interaction took place by using subclasses of head act. The lecturer uttered initiation based on the function of each subclasses. That was similar to how students’ responding act took place which was based on lecturer initiation. Furthermore, the lecturer responded students’ in many ways based on the responding act. Hence, it should be pointed out that a turn can be made up not only of a single move, but also of two moves: it can be either a combination of a responding and an initiating move, or a follow-up and an initiating move. However, initiation moves, response moves and follow-up moves cannot be separated each other since it was three-part exchange in classroom interaction. Keywords: Initiation-Response-Feedback, Lecturer’s Initiation and Feedback, Students’ Response, EFL Classroom Interaction  
Co-Authors Andi Eka Yunianto Astriani, Aveny Septi Dea Silvani Kartini Kartini Murni Mahmud Sahril Nur Sari Khairinisa Siti Ratna Ningsih Sitti Aisyah