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All Journal Litera E-Dimas: Jurnal Pengabdian kepada Masyarakat Linguistic, English Education and Art (LEEA) Journal JURNAL EDUCATION AND DEVELOPMENT Jurnal PTK dan Pendidikan Jurnal Dinamika Manajemen Pendidikan (JDMP) Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Linguistic, English Education and Art (LEEA) Journal Edukasia: Jurnal Pendidikan dan Pembelajaran

Syafi’ul Anam

Universitas Negeri Surabaya

Author-ID : 3221097

Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 26 Documents Claim Missing Document

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Pelatihan Pembuatan Materi Literasi Tanggap Bencana bagi Keluarga pada Staf BPBD Jawa Timur Syafi’ul Anam; Retno Wulan Dari; Wiwiet Eva Savitri; Ayunita Leliana
E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 11, No 4 (2020): E-DIMAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/e-dimas.v11i4.5619

Bencana alam seperti gempa bumi, banjir, tanah longsor, gunung meletus, dan puting beliung sering terjadi di Indonesia dan umumnya terjadi tanpa adanya peringatan dini bencana. Banyaknya bencana alam menimbulkan banyak korban jiwa dan harta. Untuk mengurangi dan meminimalkan jumlah korban, masyarakat perlu disiapkan untuk menghadapi bencana. Literasi terkait mitigasi bencana perlu dilakukan untuk membuat masyarakat memahami apa yang perlu disiapkan dan dilakukan sebelum dan ketika bencana alam terjadi. Sebagai unit terkecil dalam masyarakat, keluarga mempunyai peran penting dalam literasi mitigasi bencana. Karena gempa bumi merupakan bencana alam yang paling banyak terjadi di Indonesia, PKM ini difokuskan pada pengembangan lembar kegiatan (LK) orang tua dan anak usia dini untuk mendukung literasi mitigasi bencana alam gempa bumi. LK dalam PKM ini disusun dengan bekerjasama dengan BPBD Jawa Timur dan LK yang dihasilkan diserahkan ke BPBD sebagai suplemen materi sosialisasi mitigasi bencana yang sudah dimiliki BPBD.

Indonesian Post Graduate Student’s Motivation as an Autonomous Learner in Overseas University Dzikrina Mardhotila; Syafi’ul Anam; Slamet Setiawan
Linguistic, English Education and Art (LEEA) Journal Vol 3 No 2 (2020): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

This study investigates the motivation of Indonesian postgraduate student as an autonomous learner in overseas university. This study focuses on answering a research question; (1) how the learner motivates himself for being autonomous learner. The qualitative method was used to fulfill the objective of the study. The data was collected from interview section with the student. It was transcribed and analyzed descriptively. The result shows that the student is an autonomous learner who has intrinsic and extrinsic motivation in learning language in overseas university. It can conclude that this study will enrich the discussion which relates to students’ motivation for being an autonomous learner especially in overseas university. Keywords: Autonomous Learner, Motivation, Intrinsic and Extrinsic

Teacher’s Motives in Applying Communication Accommodation Strategies in Secondary ELT Class Almas Rizkika Nabila; Ahmad Munir; Syafi’ul Anam
Linguistic, English Education and Art (LEEA) Journal Vol 3 No 2 (2020): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

The objective of this study is to describe teacher’s motives that underlie the use of communication accommodation strategies in secondary ELT class. This study employed a qualitative approach by observing the strategies used in ELT class and interviewing teacher to ask the reason for performing those features. The participant of this study was one English teacher from secondary ELT class. The result showed that teacher used more convergence features in accommodative strategies rather than divergence. Besides, teacher’s motives in applying communication accommodation strategies were categorized as affective motives to emphasize the closeness with students and cognitive motives to improve students’ understanding in classroom interaction. Teacher was dominant in cognitive motives rather than affective motives when using communication accommodation strategies in secondary ELT class. Keywords: Communication Accommodation Strategies, Affective Motives, Cognitive Motives

Communication Strategies Used by EFL Learners in Task-Based English Debate Novia Rina Saidah; Ahmad Munir; Syafi’ul Anam
Linguistic, English Education and Art (LEEA) Journal Vol 3 No 2 (2020): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

This research aims to describe the use of communication strategies in an EFL classroom during the completion of task-based debate activity. This research was conducted in an English course located in Sidoarjo. The subject of this study are 10 EFL intermediate level students. In line with that reason, this research is a qualitative study since it focuses on the depth of the comprehension of the communication strategies data rather than computing it. For obtaining the data, the researcher do observation and records learners’ verbal and non-verbal behaviour based on Dornyei (1995) taxonomy of communication strategies during the debate activity. The result showed that all taxonomies by Dornyei are used by the subjects i.e avoidance strategies, achievement strategies, and stalling strategies in the debate. There are various reason for leaners to choose those strategies to overcome their communication breakdowns during the short-time debate between speakers such as because it’s time-efficient, less confusing, and sound trustworthy to lengthen their time to think, keep the communication channel at hand, and keep up the discourse at the moment when learners face the difficulties. As the conclusion, English debate activity is considered as one of the task that promotes students-centered learning in a TBLT class, provides opportunities for students to speak Engish, and challenge students to use their language sources to strengthen their arguments. In the debate, learners mostly applied stalling strategies such as fillers since is considered very easy and quick for learners to use when they encounter problems such as nervous, lack of vocab, and lack of grammar structure in the English debate activities. Keywords: Communication strategies, task-based learning, English debate.

The Implementation of Task Based Learning in Teaching Writing Descriptive Text to The Junior High School Achmad Saifudin; Slamet Setiawan; Syafi’ul Anam
Linguistic, English Education and Art (LEEA) Journal Vol 4 No 1 (2020): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

The research aims at investigating the implementation of task based learning conducted by the teacher in teaching writing descriptive text for junior high shool students of seven grade.The student still have problem in writing especially descriptive text. The study examine show to the teacher conducs the task based learning in teaching writing trought some step and elaborates students’ ability in writing descriptive text.the research used qualitative approach because the result of the data analyzed was in descriptive phenomenom such a word, sentence and utterence. The data is collected from observation, interview and students’ writing. The analysis of the data was conducted thought categorization, data display and drawing conclusion. The subjects of this research are an english teacher and his students of VII grade. The result of the study indicates that the implementation of task based has many weaknesses in some aspects.The consuming time in doing the task is one of the matters. Students’ use of mother tongue instead of the target language makes the implementation of task based learning does not go as expected.In reference to the findings of the study, some suggestion proposed. The english teacher should use and design task which will not consume more time,so the step in task based learning will bwe accommodated in a meeting. The student should speak in the target language and the task based learning is implemented in order to reach the aim of this approach. Key Words : Task – Based Learning, Descriptive text, Students’ writing

Student's Mistakes Awareness in Process of Negotiation of Meaning Based on Student's Level Proficiency Level Arpinda Syifaa Awalin; Syafi’ul Anam; Oikurema Purwanti
Linguistic, English Education and Art (LEEA) Journal Vol 4 No 2 (2021): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

This study aims to know students making mistakes during the negotiation process based on their level of proficiency. This study was conducted at one of a university in Surabaya. The case study is used to know the differences of student’s mistake awareness in different level proficiencies. The instruments of data collection were observation, audiovisual recording and interview. The source of data was student’s utterances. This study showed that every criterion has different mistakes that students made during the process of negotiation of meaning. The addition of student’s level proficiency influenced their mistakes awareness in process negotiation of meaning. Keyword: Case Study, Level of Proficiency, Mistake, Negotiation of Meaning

Exploring Self-Assessment of Speaking Skill by EFL High School Students Wulida Wahidatul Masruria; Syafi’ul Anam
Linguistic, English Education and Art (LEEA) Journal Vol 4 No 2 (2021): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

This study aims to know how self-assessment is implemented in the classroom and how students perceive using self-assessment to assess their speaking skills. This research study was used qualitative research conducted at the state Islamic senior high school level in Sorong. The results showed that most students thought that self-assessment was very helpful because it allowed them to know their strengths and weaknesses and improve their communication with the teacher. Moreover, the second results indicated that self-assessment assisted students in increasing their speaking self-efficacy (confidence and belief in their ability), self-regulation (awareness of research, time management, independence), and engagement. In conclusion, the teachers use self-assessment in English classes successfully. Keywords: EFL Learners, Self-assessment, Speaking Skill, Students' Responses

Investigating the Implementation of Classroom Assessment by Novice English Teachers Karunia Eka Nafilatul Janah; Syafi’ul Anam
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 8, No 2 (2021)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v8i2.3883

Classroom assessment plays an important role in the success of English language teaching and learning in the classroom. Besides, implementing classroom assessment can be challenging for teachers since it needs a comprehensive process as well as adequate knowledge related to the subject matter. Some previous studies have proven that Indonesian novice teachers of English faced various challenges related to the real field of teaching that assessment is one of the challenges. Regarding the challenges of the assessment, this research is aimed at investigating the implementation of classroom assessment in assessing students’ English skills including its challenges and opportunities faced by novice English teachers. This research employed an open-ended questionnaire involving four female novice English teachers who have less than three years of teaching experience when this research is conducted. The results show that most of the novice English teachers implemented achievement tests that are often summative and used various tasks for assessing their students’ English skills. However, some of the novice English teachers could not answer the questions related to their practices of the assessment principles. Furthermore, the novice English teachers experienced challenges in implementing the classroom assessment such as when implementing peer-assessment, creating a valid grade in the assessment process, and not having enough time for the test preparation. Lastly, one of the novice English teachers involved in this research experienced the opportunities related to the implementation of classroom assessment as assessment not only can reflect the students’ learning progress, but also can know the weakness of the teaching.

THE READING BASED INSTRUCTION TO FOSTER LEARNER AUTONOMY IN AN EFL-LEARNING COMMUNITY Inayatus Sholihah; Pratiwi Retnanindyah; Syafi’ul Anam
Jurnal Education and Development Vol 7 No 2 (2019): Vol.7.No.2.2019
Publisher : Institut Pendidikan Tapanuli Selatan

This study deals with the current issue of how reading based instruction fostering learner autonomy in an EFL-learning community. Here, teaching learning activity follows the steps: pre-reading activity which consist of material orientation, whilst-reading activity which consist of material exploration and reading based instruction, and post-reading activity which consist of presentation and discussion. It is qualitative study and the data of this study were taken from observation of learner’s autonomous behaviours in the classroom while teaching-learning process. The data were analysed qualitatively through several stages, such as (1) data transcription, (2) data classification, (3) data analysis to find learner’s autonomous behaviours, and (4) data interpretations. Based on data analysis, the result of this study showed that in all of the meetings, the learners’ actions to be an autonomous learner or independent learner in the classroom consists of the action in determining their own learning, objectives, and their self-direction in order to fulfil their lesson. Moreover, autonomy here was not only associated with individualization but also all the learners’ need, skills, and motivations. Then, the instruction which is follows a structures and well prepared program that is designed is the best way to promote learner autonomy. Furthermore, the learners’ responsibility to determine their own objective was mostly influenced by their self-direction that is motivation to fulfil their lesson which is being one of the learner’s autonomy criteria.

THE ROLE OF RATIONALETM APPLICATION ON STUDENTS’ CRITICAL THINKING SKILL IN ARGUMENTATIVE WRITING Nova AlfiLaili Rahmah; Ahmad Munir; Syafi’ul Anam
Jurnal Education and Development Vol 7 No 2 (2019): Vol.7.No.2.2019
Publisher : Institut Pendidikan Tapanuli Selatan

This paper aims to evaluate an innovative way to teach argumentative writing by using an electronic learning. This paper will focus on writing skill because through writing the learner can express their idea in written form. However, there is a little guidance to encourage critical thinking skills in learning process, it makes students get difficulty to express and generate their ideas in writing, as a result they get stuck in the process of writing without being critical thinker. Because of this reason, the researcher promotes rational application as e-learning media to help the students learn concepts, understand argument structure, and develop reasoning skills. This paper used descriptive qualitative method to describe how the teacher implement rationale application and how the students’ critical thinking in their argumentative writing task. The result showed that rationale application provides students not only with greater motivation to write and to engage their creativity in writing argumentative text, but it also leads them to think critically of evaluating something.

Co-Authors Achmad Saifudin Afifah Nisfatul Laila Ahmad Munir Ali Mustofa Almas Rizkika Nabila Arpinda Syifaa Awalin Ayunita Leliana Dzikrina Mardhotila Ephrilia Noor Fitriana Erna Sulistyawati Fajar Erlangga Gigih Widy Merbawani Ika Anggun Camelia Inayatus Sholihah Karunia Eka Nafilatul Janah Nova AlfiLaili Rahmah Novia Rina Saidah Oikurema Purwanti Oikurema Purwati Pratiwi Retnanindyah Pratiwi Retnaningdyah Retno Wulan Dari Riryn Fatmawaty Rivaul Usman Siti Astri Yoana SLAMET SETIAWAN Wiwiet Eva Savitri Wiwik Riwayanti Wulida Wahidatul Masruria Yogi Bagus Adhimas Yuni Titiyanti

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