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A COMPARISON OF THE INTERACTIVE METADISCOURSE IN THE ABSTRACTS OF ARTICLES WRITTEN BY INDONESIAN AND NES SCHOLARS Eva Nur Mazidah
ETNOLINGUAL Vol. 3 No. 1 (2019): ETNOLINGUAL
Publisher : Department of Master of Linguistic, Universitas Airlangga

An abstract plays an important role in an article because it becomes the face of the whole paper. Besides, voluntarily or involuntarily when writing an abstract, a writer also applies metadiscourse markers to communicate effectively by organizing, interacting, and showing the stance. Thus, the application of metadiscourse in an abstract becomes an interesting object to examine. This study is aimed at examining interactive and interactional metadiscourse suggested by Hyland (2005) in 50 abstracts written by Indonesian scholars and 50 abstracts written by NES scholars, 100-250 word range, taken from TEFLIN journal and ELT journal. The results show that NES scholars apply more metadiscourse markers than Indonesian scholars (83.14 versus 76.37). NES, in details, apply more code glosses, and transition markers, while Indonesian scholars apply more frame markers and evidentials, and the similar result is found in endophoric markers (8.9 for both groups of scholars). But, from overall cases and variants, metadiscourse markers by Indonesian scholars are more varied than those of NES scholars (618 versus 559 cases, 66 versus 48 variants). Differences are mostly influenced by cultural interferences (Friedlander, 1987; Hyland, 2005; Abdi, 2009; Sanjaya et al., 2015; Mu et al., 2015). Apart from what causes the differences, the result of T-test shows that the difference in metadiscourse markers applied by both scholars is not significant. It means that metadiscourse markers applied by both groups of scholars are similar.

Hedges and Boosters in Undergraduate Thesis Abstracts of Qomaruddin University Students Eva Nur Mazidah; Wiwik Indah Cahyani; Lailatul Masruroh
Journal of Education, Humaniora and Social Sciences (JEHSS) Vol 4, No 3 (2022): Journal of Education, Humaniora and Social Sciences (JEHSS), February
Publisher : Mahesa Research Center

In writing abstracts, authors usually include metadiscourses such as hedges and boosters. This study aims to compare the use of hedges and boosters in writing undergraduate thesis abstract as a mean of communicative strategy to increase or decrease the strength of the statement. This research data was taken from 25 undergraduate thesis abstract of English Language Education Study Program and 25 from Mathematic Study Program at Qomaruddin University Gresik with 100-250 word range and analyzed based on Hyland's taxonomy (2005).The results showed that there were 22 variants of hedges words with a total use of 53 words and 17 variants of boosters words with a total use of 130 words. In the undergraduate thesis abstract, the students of the English Language Education Study Program dominantly use hedges words, such as in the adverb and verb classes. However, for the use of hedges words in undergraduate thesis abstracts, Mathematic Study Program students are more dominant than English Language Education Study Program students even though the word variants used are still dominated by English Language Education Study Program students, such as in the verb class. In addition, students using hedges have greater value than boosters in writing undergraduate thesis abstracts as a way to reduce the risk of opposition, to show courtesy and to obscure authorship and strengthen opinions. Boosters are also used to demonstrate the originality of research. Hedging by the students shows that there is a lack of knowledge of English rhetoric. Thus, the use of hedges and boosters can also help to improve students’ academic writing skills.

Pendampingan Bimbingan Belajar dan Pembuatan Media Ajar Basic English untuk Santri Pondok Pesantren Al-Karimi Lailatul Masruroh; Ahmad Thoyyib Shofi; Eva Nur Mazidah; Bariqotul Hidayah; Fauzitayun Ni'mah
JPP IPTEK (Jurnal Pengabdian dan Penerapan IPTEK) Vol 6, No 1 (2022)
Publisher : LPPM ITATS

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31284/j.jpp-iptek.2022.v6i1.3018

Bahasa Inggris di Indonesia memang bukan bahasa pertama atau bahasa kedua. Namun, faktanya, bahasa Inggris menjadi mata pelajaran wajib pada Ujian Nasional. Begitu juga dengan tumbuhnya sekolah-sekolah berstandar internasional yang mengharuskan siswa untuk memiliki kemampuan berbahasa Inggris, adaptasi kurikulum berbasis kemampuan berbahasa Inggris, hingga menjadikan keahlian berbahasa Inggris menjadi syarat kelulusan pada berbagai perguruan tinggi. Selain itu, di berbagai lembaga non-formal, seperti pondok pensantren, juga memfasilitasi santri untuk meningkatkan kemampuan berbahasa Inggris melalui program-program tertentu, misalnya Bilingualisme, Englsih Area, English Corner, English Intensive Program, dan lain sebagainya. Dengan program tersebut, bahasa Inggris dijadikan sebagai bahasa komunikasi sehari-hari dengan seluruh penghuni pondok, baik itu untuk komunikasi antarsantri atau dengan pengurus pondok. Seiring dengan maraknya program bilingual di pondok pesantren, misalnya di Pondok Pesantren Darussalam yang terletak di Gontor, Ponorogo atau Pondok Pesantren Mambaus Sholihin di Desa Suci, Gresik, Pondok Pesantren Al-Karimi juga mempunya tujuan untuk meningkatkan kemampuan berbahasa Inggris santrinya. Untuk mengawali program tersebut maka diperlukan bimbingan bahasa Inggris dasar bagi santri dan pengurus serta pengadaan beberapa media pembelajaran sebagai penunjang belajar.

CODE GLOSSES OF METADISCOURSE IN STUDENTS’ ACADEMIC PRESENTATION Eva Nur Mazidah
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 5, No 1 (2022): JETALL VOLUME 5 NUMBER 1 2022
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v5i1.11977

Academic presentation is one of obligatory task for university students. As they present their academic presentation, composing and organizing their ideas are necessary to make their audience understand what they present. Code glosses as a part of metadiscourse function ‘to signal the restatement of ideational information’ (Hyland, 2005). Nineteen presenters delivered their academic presentation. Their presentations were then transcribed to analyze code glosses applied by the presenters when delivering their academic presentation. These markers are applied to elaborate, modify, define, exemplify or rephrase an intended idea or a concept to readers. The results show that there are 214 markers found indicating that students apply the markers to better modify or elaborate their ideas during their presentation.

INTERACTIONAL METADISCOURSE IN ACADEMIC PRESENTATION BY STUDENTS OF FOURTH SEMESTER OF UNIVERSITAS QOMARUDDIN Eva Nur Mazidah; Fauziyatun Ni'mah; Maslakhatul Ainiyah
Edulitics (Education, Literature, and Linguistics) Journal Vol 4 No 2 (2019): December, 2019
Publisher : English Language Teaching Department (Prodi Pendidikan Bahasa Inggris)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (115.734 KB)

Doing academic presentation is a requirement in Speaking class for the fourth semester students in English Language and Teaching Program. Students not only focus on the materials for the presentation, but also prepare their performance in front of the audience. As the goal of presentation is to share information to their classmates, they are demanded to present effectively so their audience understand what they would like inform in the presentation. 19 presenters performed, and metadiscourse markers of their spoken words were analyzed. It is found that the highest usage is in engagement markers (46.54%), hedges (21.24%), self-mentions (19.33%), boosters (11.93%), and attitude markers (0.95). The results show that all speakers utilize metadiscourse markers (using Hyland’s classification) and each speaker has their style in utilizing these markers in organizing their ideas.

INTERACTIONAL METADISCOURSE IN ACADEMIC PRESENTATION BY STUDENTS OF FOURTH SEMESTER OF UNIVERSITAS QOMARUDDIN Eva Nur Mazidah; Fauziyatun Ni'mah; Maslakhatul Ainiyah
Edulitics (Education, Literature, and Linguistics) Journal Vol 4 No 2 (2019): December, 2019
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Doing academic presentation is a requirement in Speaking class for the fourth semester students in English Language and Teaching Program. Students not only focus on the materials for the presentation, but also prepare their performance in front of the audience. As the goal of presentation is to share information to their classmates, they are demanded to present effectively so their audience understand what they would like inform in the presentation. 19 presenters performed, and metadiscourse markers of their spoken words were analyzed. It is found that the highest usage is in engagement markers (46.54%), hedges (21.24%), self-mentions (19.33%), boosters (11.93%), and attitude markers (0.95). The results show that all speakers utilize metadiscourse markers (using Hyland’s classification) and each speaker has their style in utilizing these markers in organizing their ideas.

Interactional Metadiscourse in Students’ Abstracts across Studies at Universitas Qomaruddin Eva Nur Mazidah; Lailatul Masruroh
Linguists : Journal Of Linguistics and Language Teaching Vol 8, No 2 (2022): DECEMBER
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v8i2.6443

Writing is one of the essential things that all students must do. In writing, the delivery of ideas needs to be arranged so that the writing is easy to understand and practical. One type of writing is when students write a research article for their final project or thesis. Abstract writing is one of the crucial sections of a final project or thesis because the abstract contains an outline of the research they did. In writing abstracts, metadiscourse markers were possible because they aimed to organize a sequence of ideas, attract readers' attention, and indicate how important the information was presented. This study investigated one hundred and twenty abstract theses from six study programs at Universitas Qomaruddin. They are English Department (PBI), Mathematic Department (PMT), Industrial Engineering (TI), Electrical Engineering (TE), Mechanical Engineering (MS), and Informatics Engineering (IF). Hyland (2005) formulated the interactional metadiscourse investigated as the primary reference. The results showed that all six study programs applied interactional metadiscourse markers when writing their abstracts. Moredespite different styles and preferences in applying markers. In terms of usage of overall metadiscourse, PBI applied the most markers, while MS applied the least. In terms of variants of metadiscourse, PBI also applied the most, and MS applied the least varied markers. The reasons behind more or less usage of interactional markers were influenced by how familiar they were with using English, as it also revealed their writing style. PBI is one example that their exposure to English pretty helps them vary the way they arrange their ideas in their abstracts. However, other surprising groups were PMT and IF groups, which frequently showed the uses of metadiscourse markers. It also strengthened that English was not only dominated by English department students. It was more on how this language was known to many students at Universitas Qomaruddin. It is hoped that English as one of the international languages is no longer a big problem for students, especially in the case of abstract writing.

An Analysis of the Students’ Anxiety in English Speaking Course at Universitas Qomaruddin Khoirul Anwar; Eva Nur Mazidah
ELITE JOURNAL Vol 5 No 2 (2023): ELITE JOURNAL: Journal of English Linguistics, Literature, and Education
Publisher : ELITE Association Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

This research focuses on analyzing the types, factors and level of students’ anxiety in English speaking course. The participant of this research was 27 students from the fourth semester of English Language Education Program, Faculty of Teacher Training and Education Universitas Qomaruddin in 2021/2022 academic year. This research used three instruments namely observation checklist, questionnaire sheet and interview guidelines. This researcher used FLACS questionnaire as its main instrument to identify the cause and the level of students’ anxiety in speaking English. Whereby, an observation had done by the researcher for three times to validate the behavior and the problems experienced by the participant. To collect more information about the anxiety did by the participants, an interview section was held by the researcher. The researcher used purposive sampling and chose 8 participants based on their anxiety score. Based on the calculated data done by the researcher on observation sheet, it showed that the category of students’ level of anxiety was on moderate level with the total score 1956 and its average (mean) was 72,44; the types of students’ anxiety were communicative apprehension, test anxiety and fear of negative evaluation in which students showed wrong attribution of body signal, lack of vocabulary, low English proficiency, over self-prediction toward fear, over sensitivity toward threat, irrational faith and lack of preparation which became the factors caused students’ anxiety. Their way to overcome their anxiety were to make a good preparation, to try to relax, to think positive, to have peer seeking, and to withdraw. Keywords: students’ anxiety, speaking

Improving Writing Ability of The Tenth Graders Through Guided Question Technique Lailatul Masruroh; Eva Nur Mazidah
International Journal of English Language and Pedagogy Vol. 1 No. 2 (2023): International Journal of English Language and Pedagogy
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijelp.v1i2.6453

The aim of this research is to improve writing ability of the tenth graders through guided question technique at MA Matlabul Huda in second semester academic year 2022-2023. The objective of the research was to find out the improvement writing ability through quided question technique in term of content and organization. This research consisted of two cycles, Each cycle consisted of two meeting there are : planning, acting on the plan, observing the action and reflecting on the observation. The subjects of the research were 8 students of tenth grade at MA Mathlabul Huda. to collect data, the writer used observation, questionnaire and test. The result of analysis showed that there was enhancement between cycle 1 to cycle 2. In the firts cycle the mean score was 67,5. it still low or under the criteria of success. In the second cycle students accomplished the lowest required passing grade, as well as reached the mean score 80,5. Therefore, the students attained the criteria of the success after the implementation of the action on the second cycle

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