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All Journal Journal on English as a Foreign Language (JEFL) JALL (Journal of Applied Linguistics and Literacy) IALLTEACH (Issues In Applied Linguistics & Language Teaching) Abdimas Galuh : Jurnal Pengabdian Kepada Masyarakat Jadila: Journal of Development and Innovation in Language and Literature Education Jurnal Inovasi Pengabdian Masyarakat Pendidikan Journal of English Education Program (JEEP) English Education and Applied Linguistics Journal (EEAL Journal)
Andi Rustandi
Prodi Pendidikan Bahasa Inggris FKIP Universitas Galuh
Agriculture, Biological Sciences & Forestry Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Nursing Social Sciences Other

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Speech Acts Spoken by the Characters in the Movie Entitled “Bridge to Terabithia” Rustandi, Andi; Rizki, Intani Permata
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol 2 No 1 (2018)
Publisher : Pendidikan Bahasa Inggris (Universitas Internasional Batam)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (159.452 KB)

Abstract

This research was aimed at identifying the kinds of illocutionary acts spoken by the major and minor characters in the movie, perlocutionary acts performed by the hearers towards the utterances spoken in the movie, and the contextual aspects that influenced the illocutionary and perlocutionary acts indicated in the movie. The qualitative research was applied as the research design and the data were collected through content analysis. The writers employed purposive sampling as their sampling technique. Based on the research findings, the writers identified five kinds of illocutionary acts based on Searle?s theory, namely, representative, directive, commisive, expressive, and declaration. Furthermore, the writers identified 37 perlocutionary acts performed in the movie and the study showed 15 different situational contexts influenced the illocutionary and perlocutionary acts identified in the movie. In short, the kinds of illocutionary act that frequently appears and gives big influence in the movie is a directive illocutionary act.
Pelatihan Bertutur (Storytelling) Destinasi Wisata bagi Pemangku Kepentingan di Kawasan Objek Wisata Budaya Ciung Wanara Karangkamulyan Menggunakan Asistensi Whatsapp Group Dedeh Rohayati; Iskhak Iskhak; Andi Rustandi
Jurnal Inovasi Pengabdian Masyarakat Pendidikan Vol 2, No 2 (2022)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (570.404 KB) | DOI: 10.33369/jurnalinovasi.v2i2.21444

Abstract

Pengabdian kepada masyarakat ini bertujuan untuk meningkatkan sumber daya para pemangku kepentingan di kawasan obek wisata budaya Ciung Wanara Desa Karangkamulyan Kecamatan Cijeungjing Kabupaten Ciamis melalui pelatihan keterampilan bertutur (storytelling) destinasi wisata menggunakan asistensi Whatapps Group.  Khalayak sasaran adalah para pemangku kepentingan yang terdiri dari perwakilan perangkat desa, pengurus harian Paguyuban Kawargian Adat, pengurus harian Bumdes, Juru Pelihara, pemandu, pedagang kios, pedagang kaki lima, pedagang asongan, petugas parkir, pengurus harian Karang Taruna, dan pengurus Museum Ciung Wanara. Pengumpulan data dilakukan dengan observasi dan interview mendalam menggunakan teknik Diskusi Kelompok Terfokus (Focus Group Discussion). Observasi dilakukan untuk mengamati lebih jauh dan secara langsung kemampuan menyusun cerita untuk menuturkan (storytelling) destinasi wisata budaya Ciung Wanara Karangkamulyan. Hasil observasi baik secara offline dan online berupa tangkap layar, panggilan suara dan pesan suara Whatsapp Group kemudian dianalisa secara detail melalui beberapa tahapan: reduksi data, penyajian menggunakan tabel, reduksi data, tampilan data, dan penarikan kesimpulan. Sedangkan hasil Diskusi Kelompok Terfokus (Focus Group Discussion) dianalisa secara tematik dengan beberapa tahapan terlebih dahulu seperti transcribing, coding, categorizing, dan interpreting. Hasil pengabdian kepada masyarakat ini menunjukkan bahwa WhatsApp Group telah menjadi solusi dan media yang memudahkan pemangku kepentingan dalam penguasaan tekhnik bertutur (storytelling) destinasi wisata budaya Ciung Wanara. Keberhasilan peserta pelatihan mencapai 64% dalam memahami materi yang telah disampaikan. Selain itu, asistensi yang diperoleh pemangku kepentingan di kawasan wisata ini adalah pemahaman terhadap materi bertutur (storytelling) termasuk definisi bertutur (storytelling), unsur-unsur bertutur dan pemahaman menyajikan storytelling masing-masing mencapai 55%, sedangkan materi mengenai keunggulan bertutur (storytelling) mencapai 46%.
Word Level, Above Level, Grammatical Level, Textual, Pragmatics Level Non-Equivalence: Problem and Strategy Andi Rustandi; Syafryadin Syafryadin; R. Bunga Febriani
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 1 No. 4 (2021): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Karinosseff Muda Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jadila.v1i4.155

Abstract

This study is aimed at elaborating the non-equivalences in the word level, above level, grammatical level, textual level, pragmatics level in translation process. This study employed the two research questions i.e. what are the types non equivalences emerge in the translation process? and what are the problems and strategy used by the translator that emerge in translation process?. Covering these questions, this study used descriptive qualitative approach by using the library research to gain some references of types of non-equivalences, problems, and strategy used in the object of the study. The result revealed various types of non-equivalences and problems emerge from the translation process and some strategies also used by the translator to cover the problematic issues on the non-equivalence in translation process.
PELATIHAN ENGLISH QUESTIONS BAGI PARA PETUGAS PARKIR DI KAWASAN WISATA BUDAYA CIUNG WANARA KARANGKMULYAN Dedeh Rohayati; Andi Rustandi; Wawan Tarwana; Indah Nurkhasanah; Ade Rohana
Abdimas Galuh Vol 3, No 1 (2021): Maret 2021
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/ag.v3i1.4617

Abstract

Pentingnya kemampuan komunikasi bahasa Inggris semakin disadari oleh semua pihak, termasuk para petugas parkir di kawasan objek wisata budaya Ciung Wanara, Karangkamulyan. Oleh karena itu, tim pengabdian kepada masyarakat Universitas Galuh melaksanakan pelatihan English Questions, khususnya materi Yes/No Questions dan 5W+1H Questions. Project-based learning diterapkan dalam program ini dengan berprinsip kepada aspek andragogik. Subjek pengabdian berjumlah 6 orang petugas parkir di area objek wisata budaya Ciung Wanara. Pelatihan English Questions yang meliputi pelafalan dan penggunaannya dengan benar dilakukan selama kurun waktu 7 kali pertemuan. Sumber data pengabdian ini diperoleh melalui observasi dan rekaman video yang dianalisis menggunakan teori pendukung secara deskriptif. Sedangkan penilaian kemampuan English Question menggunakan CEFR. Hasil analisis menunjukan bahwa kemampuan bahasa Inggris yang dimiliki para petugas parkir di kawasan objek wisata budaya Ciung Wanara Karangkamulyan semakin signifikan. Mereka mampu membuat pertanyaan dengan berbagai situasi, apabila ada turis asing datang; diantaranya pertanyaan (1)  saat turis datang atau turun dari bus di area parkir; (2) ketika turis hendak  mencari restoran; (3) ketika turis keluar dari restoran; (4) saat turis memasuki area Ciung Wanara; (5) ketika turis  keluar dari area situs; dan (6) saat turis akan segera melanjutkan perjalanan. Keberhasilan ini diharapkan mampu mendongkrak peningkatan kesan positif objek wisata tersebut dari para pengunjunag, terutama turis asing. Dengan demikian, kapasitas para petugas parkir sebagai bagian dari objek wisata budaya Ciung Wanara juga semakin optimal dan para petugas parkir pun dapat meraih keuntungan yang maksimal.
EFL Teacher Trainees’ Experiences of Engaging in Online Classroom Interaction During Covid-19 Pandemic Imannisa Nabilah; Andi Rustandi; Lilies Youlia Friatin
Journal of English Education Program (JEEP) Vol 10, No 1 (2023): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/(jeep).v10i1.9688

Abstract

This study aims to analyze the experiences of EFL Teacher trainees’ engaging in online classroom interaction during the Covid-19 pandemic and to find out how EFL teacher trainees perceived the benefits of engaging in online classroom interaction during Covid-19 through reflecting on their experiences. This qualitative case study used the data taken from online classroom observation and semi-structured interviews administered to ten EFL teacher trainees in semester two of English education department in one private university in Ciamis. The data analysis of this study was coding and summarizing. This study produced three main points, namely: Challenges and Opportunities for EFL teacher trainees’ experience in engaging online classroom interaction during the pandemic, the most effective strategies to help EFL teacher trainees engaging online classroom interaction, and how EFL teacher trainees perceive benefits in engaging in online classroom interaction during covid-19 through reflecting on their experiences. Based on the findings, engaging in online classroom interaction in a situation like the Covid-19 pandemic where all classes shifted to online mode is crucial. Being active and initiative to interact with instructors, peers, and content helps the learners engage, enjoy, improve and master English in a fun, effective, and efficient way. This experience has reflected the learners to be more independent, disciplined, and aware of how impactful encouragement, feedback, care, and respect are. Thus, it is recommended for English lecturers to create a classroom situation that makes the learners feel comfortable to initiate an interaction using English and improve the technique in teaching-learning activities.
Cognitive behaviors in Indonesian-English translation: Exploring translation processes Andi Rustandi
JALL (Journal of Applied Linguistics and Literacy) Vol 7, No 1 (2023)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v7i1.9859

Abstract

This present study investigated the cognitive behaviors in the processes of Indonesian-English translation. Two research questions were employed to find out; 1) what types of cognitive behaviors emerge in the translation processes, 2) and which types of cognitive behavior are the most dominant in the translation process? The data were taken from screen recording of translator activities in video supplemented by think-aloud protocols in TransCon6_ID.mp4 entitled "Panorama Sumba." The data were analysed qualitatively by following the steps: transcribing, identifying, classifying, and interpreting (Bailey, 2008). The result reveals that the translator uses several cognitive behaviors such as generating ideas, revising, elaborating, clarifying, retrieving, rehearsing, referencing or resourcing, and summarizing. However, the translator's most dominant behavior is referencing by seeking the dictionaries to solve the translation problem.
AN ANALYSIS OF SPEECH ACT DURING SPEAKING CLASS ACTIVITY (TEACHER – STUDENTS TALKS) Chintya Fitria Rachmawati; Andi Rustandi; Luthfiyatun Thoyyibah
English Education and Applied Linguistics Journal (EEAL Journal) Vol 5, No 2 (2022): EEAL Journal
Publisher : Institut Pendidikan Indonesia Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eealjournal.v5i2.2516

Abstract

This research focuses on speech acts as a significant role in teaching and learning process. In line with this topic, the aimed of this research attempts to find out the types of speech act mostly used by teachers’ and students’ English program. This study used descriptive qualitative method. The data which were used the utterances performed by the teacher and students talk in speaking class. Those speech acts are supported by theories of Searle (1977) who find out the use of speech act. From the theory, there are 5 classifications of illocutionary speech act; representative, directive, expressive, commissive, and declarative. The findings show that the classifications of speech acts mostly used by teacher is directive and representative is mostly used by the students. From the findings, teacher’s directive has some involvement toward students’ behavior during teaching and learning process. Besides, the used of representative by students has enhances their speaking ability. This study concludes that when teacher and students used the speech acts, it helps them comprehend the message in every utterance and easy to understand when communication. Hopefully, this study will help develop good classroom communication between teachers and students.
Interlanguage syntactic temporary, permanent, and fossilized errors in second language writing Andi Rustandi; R. Bunga Febriani; Maria Teresa Asistido; Syafryadin Syafryadin
Journal on English as a Foreign Language Vol 13, No 1 (2023): Issued in March 2023
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i1.6090

Abstract

Although writing argumentative essays has been widely investigated, limited research has focused on types of syntactic fossilization errors, let alone in doctoral students of English department contexts. This study investigated the interlanguage temporary, permanent, and fossilized errors in the second language writing of seven doctoral students from one private university in Jakarta, Indonesia. The study employed a linguistics content analysis method using the argumentative essay products taken from the course of Lexicology and Lexicography during one semester. The data were analyzed using the framework of four syntactic fossilization errors: verb omission, subordination, double verb, and passive voice. In addition, inter-rater reliability was used to measure the trustworthiness of fossilized error analysis in students' argumentative essays. The findings revealed that the doctoral students made four fossilized errors: subordination, omission, double verb, and passive voice. However, verb omission and sub-ordination emerged as temporary fossilization errors and a double verb and passive voice as permanent syntactic fossilization errors in writing argumentative essays. This result suggests that doctoral students need a bridging course to reduce all kinds of errors in writing an argumentative essay as the requirements before they join the real classroom.
Co-Authors Ade Rohana Chintya Fitria Rachmawati Dedeh Rohayati Imannisa Nabilah Indah Nurkhasanah Iskhak Iskhak Lilies Youlia Friatin Luthfiyatun Thoyyibah Maria Teresa Asistido R. Bunga Febriani R. Bunga Febriani Rizki, Intani Permata Syafryadin Syafryadin Syafryadin Syafryadin Wawan Tarwana