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Nizamuddin Sadiq
English Education Department, Universitas Islam Indonesia, Indonesia
Religion Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences

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Journal : Journal of English and Education

 1 
Teaching English To Non-English Students' Department At Islamic University Of Indonesia Through Formula 33: Students' Reflections Nizamuddin Sadiq
Journal of English and Education (JEE) Vol. 6 No. 2 (2012): VOLUME 6 NO 2 DECEMBER 2012
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v6i2.4437

Abstract

Results of students' need analysis show that grammar (tenses) is the students' lowest ability that they wanted to learn at that time. In order to cope with that contextual situation, Formula 33 is proposed to be the main concern on the learning English for students of non-English deparment at Islamic University in the academic year 2012/2013. Students must write reflections - express their emotion and knowledge gain in the form of essay to e-learning provided - every time the class end. The students' reflections were considered as data. The data were classified based on some categories/themes descriptively. Those data are then read very carefully to find out the keywords that became the instruments to classify them into themes, while irrelevant data were sorted. The results show that learning English through Formula 33 addressed in three aspects - learning domain, teaching delivery, and students' best practice. In learning domain, students have positive and negative cognitive feedback. Formula 33 was considered improving their skills especially in writing English sentences with correct grammatical structure as well as they have excellent attitude toward Formula. In teaching delivery that consists of two keywords method and materials. Students said that both method and materials are super.Key words: Formula 33, positive and negative cognitive feedback, teaching delivery
Droppings, Adding, And Spelling Deviations In Georgia Doyle Jhonson's Fredrick Douglas And Loraine Hansberry's (A Rais In The Sun) Nizamuddin Sadiq
Journal of English and Education (JEE) Vol. 2 No. 1 (2008): VOLUME 2 NO 1 JUNE 2008
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v2i1.6449

Abstract

Language is reflected by pronunciation, syntax, and lexicon. So is the American African English. A sit is considered non-standard dialect, the American African English pronunciation is assumed to have its own characteristic different from the standard American. English. Furthermore, according to a linguist, pronunciation of a community is clearly patterned and systematic. Therefore, the purpose of this paper is to describe pronunciation of the American African English in Georgia Doyle Johnson's Frederick Douglas And Loraine Hansbeiry's A Raisin In The Sun, in the viewpoints of droppings, addings, and spelling derivations.This paper is descriptive linguistics rather than a stylistic study as it does not focus on literary style. The data taken was classified into linguistic elements and was tested to the theories of informal English in general; African American English in particular and Standard American English rules of pronunciation. The research findings were summarized and discussed to conclude the research.The result of the research demonstrates that African American English, a variant of informal English, is different from the rules of Standard American English In terms of pronunciation, African American English speakers tend to pronounce words as they like. Therefore, the pronunciations of words are very different from Standard English Words maybe dropped or shortened and some additional sounds included or changed. Words such as jes', fallin', 'em, fore', mo', yo' cap'n, yes'm, alissenin', figger, bleve, sho, enuf, wus, whut, mek, s'ed, agin, git, lak, yaw, ur, yore, etc. frequently occur and are common in African American English. Thus, African American English pronunciation is difficult to understand and strange for students of non-English speaking countries.  
The Syntax Features of the African American English In Georgia Doyle Johnson's Frederick Douglas And Loraine Hansberry's A Raisin in the Sun Nizamuddin Sadiq
Journal of English and Education (JEE) Vol. 2 No. 2 (2008): VOLUME 2 NO 2 DECEMBER 2008
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v2i2.6456

Abstract

Syntax reflects features of a language. One of the American African English features in syntax can be seen in Georgia Doyle Johnson's Frederick Douglas and Loraine Hansberry's A Raisin in the Sun. As it is considered non-standard dialect, the American African English syntax is assumed to have its own characteristic different from the standard American English. This paper is descriptive linguistics rather than a stylistic study as it does not focus on literary style. The data taken was classified into linguistic elements and was" tested to the theories of informal English in general; African American English in particular and Standard American English rules of pronunciation. The research findings were summarized and discussed to conclude the research. The result of the research demonstrates that African American English, a variant of informal English, is different from the rules of Standard American English. In terms of syntax, the African American English style if it is seen from viewpoint of grammar function contradicts with features-6f Standard English: clarity^ brevity and fluency. The rules of clarity are broken by the presence of ellipses, clippings, copulas and tenses; brevity by the presence of unnecessary repetition and additions; and fluency by the presence of combinations of assimilation and clipping. African American English speakers employ polite expressions. The research revealed that polite expressions when greeting people, using please when asking for permission and using titles to show respect is done, particularly with elders. Furthermore, when the speaker is angry, she/he uses a complete name for emphasis.
The Lexion Of The African American English In Georgia Doyle Johnson's Frederick Douglas And Loraine Hansberry's A Raisin In The Sun Nizamuddin Sadiq
Journal of English and Education (JEE) Vol. 3 No. 1 (2009): VOLUME 3 NO 1 JUNE 2009
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v3i1.6480

Abstract

To comprehend that a language belongs to a dialect, one may examine its lexicon. As it is considered non-standard dialect, the American African English lexicon is assumed to have its own characteristic different from the standard American English. Therefore, to gain a better comprehension of the American African English dialect in the view point of lexicon features, the paper will elaborate Georgia Doyle Johnson's Frederick Douglas And Loraine Hansberry's A Raisin In The Sun. This paper is descriptive linguistics rather than a stylistic study as it does not focus on literary style. The data taken was classified into linguistic elements and was tested to the theories of informal English in general; African American English in particular and Standard American English rules of pronunciation. The research findings were summarized and discussed to conclude the research. The result of the research demonstrates that African American English, a variant of informal English, is different from the rules of Standard American English. In terms of lexicon, African American English employs local and rude words. The presence of slang and colloquialisms, taboo words and swearing make it distinctively informal.  
Comprehending Assimilation Pattern by Tracing Its Phonological Process: Input, Environment, and Process Nizamuddin Sadiq
Journal of English and Education (JEE) Vol. 3 No. 2 (2009): VOLUME 3 NO 2 DECEMBER 2009
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v3i2.6488

Abstract

Native speakers, English mother tongue, speak naturally. Although they do not think the way how they are pronouncing words, they seem to simplify their speeches-Therefore, it is often difficult to understand what is spoken by them because it is heard like babbling. One of the simplifications of speeches is assimilation. Assimilation is one of phonological processes. Comprehending its phonological process means understanding its input, environment, and process. Therefore, all phenomena of pronunciation particularly assimilation are collected and then they are classified and described one by one based on its input, environment and process. The result of the research is that to anticipate the preceding word, the first is anticipating the preceding: a) when alveolar is preceded by bilabial, alveolar will anticipate the bilabial by changing alveolar into bilabial, b) when alveolar is preceded by velar, alveolar will anticipate the velar by changing alveolar into velar, c) when alveolar is preceded by palato alveolar, alveolar will anticipate by changing into palato alveolar.
A FUNDAMENTAL IDEA OF UNDERSTANDING A SENTENCE GRAMATICALLY Nizamuddin Sadiq
Journal of English and Education (JEE) Vol. 4 No. 2 (2010): VOLUME 4 NO 2 DECEMBER 2010
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v4i2.6503

Abstract

To study of syntax, the concept of structure is fundamental. However structure itself is a very general concept and most of the language learners are assumed that their understanding about sentence is obvious. For many people, a sentence is considered group of words. This idea is not appropriate when a deep study of fundamental idea of a sentence is done.Linguistically speaking, sentences are not formed by words alone but by structural units known as constituents. The constituent has a certain specifiable function in the structure of the thing as a whole. However, the. fundamental idea of a sentence grammatically is that a sentence consists of phrase. Therefore, sentence (S) consists of noun phrase (NP) and verb phrase (VP). The idea of phrase here is to accommodate even a single constituent A at a sentence has. The basic principle of sentence, therefore, is S=NP+VP. It is obvious that NP and VP directly form a sentence. Furthermore, in terms of relation that the phrase may have in a sentence, there are four kinds of phrase relation in a sentence. They are modification, complementation, predication, and coordination.
An Indonesian Secondary English Teacher’ Strategies to Accommodate Computer Mediated Communication for Group Discussions: An Interview Study Nadhifa Dwi Oktaviani; Nizamuddin Sadiq
Journal of English and Education (JEE) Vol. 9 No. 2 (2023): VOLUME 9 NO 2 NOVEMBER 2023
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v9i2.31139

Abstract

Numerous scholarly inquiries have been dedicated to exploring the advantageous consequences of implementing computer-mediated communication (CMC) for the purpose of orchestrating online group discussions. However, there is a paucity of empirical evidence elucidating how educators adapt to the use of CMC in the context of online group deliberations. The present research delves into the experiences of an English teacher in an Indonesian secondary school who employed CMC as a pedagogical tool. Grounded within the qualitative research paradigm, this study conducted unstructured in-depth interviews and subsequently subjected the interview transcripts to thematic analysis. The resultant findings shed light on several pivotal aspects of the teacher's role in CMC-enhanced online group discussions, which encompass the activation of students' creative faculties, the fostering of students' self-regulation of learning, the cultivation of a conducive learning environment, the advocacy for technological integration, and the effective management of assessment procedures in the online group discussion setting. Conclusively, this research posits that the incorporation of computer-mediated communication in online group discussions bears substantial educational advantages, as it affords students with alternative avenues to harness their skills and technology, thereby facilitating interpersonal exchanges among students and between students and educators.
Co-Authors Nadhifa Dwi Oktaviani Yana Yopianti