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EFL Learners’ Attitude toward Two Major English Varieties: From Perplexity to Prejudice Rina Herlina; Didih Faridah
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 2 No. 1 (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.v2i1.174

For EFL learners, English language is a part of the main course to consume at school. However, some of them and even English teachers are not too familiar with 2 major English varieties (EV). They are American English (AE) & British English (BE). So far, that issue doesn’t bring up responsive concern, but some questions from EFL learners prompt such an inquiry. One of those questions is; which one of those EVs has more economical benefit for their future? In addition, frequent debate might occur among EFL learners about the correct version between kid or child, lorry or truck, taxy or cab, flat or apartment and many others. This chaotic mix-up is undeniable. Thus, this study investigates learners’ attitude on both English varieties, BE and AE, in terms of learners’ prejudice and perplexity which are encountered in learning process. This survey embraced 50 university students to put forward their own perspectives on an open-ended questionnaire consisting of four questions. Next, all answers were grouped into three categories to be interpreted. The survey shows that 50% of students insist that AE is the most well-acceptable English across the globe that could contribute to their better future socially and economically, and the rest percentage shows various contradictive arguments. It is suggested that English teachers are supposed to consider the differences between BE and AE in designing teaching material to avoid EFL learners’ perplexity and prejudice on both EVs.

Corrective Feedback on Pronunciation Errors: Teacher’s Perception and EFL High School Students’ Self-Reflection Neng Eva Agustuna; Rina Herlina; Didih Faridah
Journal of English Education and Teaching Vol 3, No 3 (2019)
Publisher : Universitas Bengkulu

This research investigates EFL high school students’ self reflection of teacher’s corrective feedback on pronunciation errors. The methodology of this research was qualitative which used case study as a research design. The data were collected from classroom observation, semi-structured interview of one English teacher, and questionnaire of twenty five students at eleventh grade. The findings revealed that the students’ self reflection could be seen when the teacher providing the corrective feedback. The students could be aware that they often do the errors in pronouncing English because of the difficulties of using English. However, the teacher’s feedback was directed the students to learn about how to pronounce English properly. The researchers conclude that by using self-reflection, the students would be aware of their strength and weakness. Furthemore, it supports self motivated, self-awareness, self-observation, self-analysis, and self-evaluation of the students in pronouncing English. Finally, the researchers suggest that self-reflection can integrate into the other aspects such as writing, reading, and listening. Thus, the students can get the valuable learning process.

EFL STUDENTS’ PERCEPTIONS ON SUPPORTED SCHEMATA TOWARDS TRANSLATING VARIED TEXT USING GOOGLE TRANSLATE M. Kharisma Nata A.; Rina Herlina; Wawan Tarwana
Journal of English Education Program (JEEP) Vol 9, No 2 (2022): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

This study reports the analysis of students’ perception of using schemata towards Google Translate results and their strategies to use their schemata in improving Google Translate results. The approach of this research was a case study. Observation and interviews were used as the instrument for collecting the data. The subject of this study was students of grade three in the English Education Program at one private University in Ciamis and the data collection was derived from online class observation and interviews with translating lecturers. The results showed that the use of schemata is needed in translating text from Google Translate. The results also showed that the outline of students’ strategies to improve Google Translate results can be conducted by checking vocabulary, and sentence structure, and using their understanding or schemata. The researcher suggested for the students of the English Education Program practice translating more and keep expanding their views to make the quality of their translation even more perfect.

LITERACY BASED TEACHING IN READING RECOUNT TEXT BY USING AUTHENTIC MATERIALS Wini Widianti Rifa’i; Rina Herlina
Journal of English Education Program (JEEP) Vol 8, No 2 (2021): Journal of English Education Program
Publisher : Universitas Galuh

This study deals with the development of authentic materials in teaching reading recount text in literacy-based teaching. This study was aimed at 1) observing how the teacher develops recount text by using authentic materials in the literacy-based teaching, and 2) figuring out the students’ responses on authentic materials in recount text developed in the literacy-based teaching. This study employed a qualitative method with the type of case study design. By using purposive sampling technique, this study involved 23 students of class VIII-D and the English teacher is the sample of this study. The research instruments used in this study were the classroom observation, interview, and questionnaires. This study used the triangulation to analyze the data. The result revealed that the teacher used only five of seven principles of literacy in developing authentic materials in teaching reading recount text. They are interpretation, collaboration, problem solving, reflection and self-reflection; and literacy involves language use. Furthermore, the use of authentic materials in reading recount text improved the students’ motivation and reading comprehension. Meanwhile, the use of authentic materials also helped them to overcome their difficulties in learning reading, improving students’ vocabulary, and enhancing the students’ attention in learning reading. It can be concluded that the use of authentic materials by using some principles of literacy has given positive effect to the student’s motivation and reading comprehension. Authentic material is one of media which can help and facilitate the students in a reading text. Keywords: Literacy based teaching, reading, recount text, and authentic materials.

THE ANALYSIS OF POLITENESS STRATEGIES ON EFL STUDENTS’ CHATTING GROUP INTERACTIONS Yuli Tri Amanda; Rina Herlina; Ratnawati Ratnawati
Journal of English Education Program (JEEP) Vol 8, No 2 (2021): Journal of English Education Program
Publisher : Universitas Galuh

This paper reported the analysis of the practice of politeness strategies used in WhatsApp group chatting interactions among EFL students. Intermediate level of English Education Program in one of private universities in West Java was employed because they are assumed to interact in WhatsApp group chatting. Furthermore, two research questions were formulated such as follows: 1) what kinds of politeness strategies do EFL students apply in WhatsApp chatting group interactions? and 2) what is the most dominant politeness strategy realized in EFL students’ chatting group interactions? This study utilized descriptive qualitative study to analyze and interpret the realization of politeness strategy used by the EFL students in WhatsApp chatting group interactions. The results revealed that the students used four politeness strategy types. They were bald on-record, positive politeness strategy, negative politeness strategy, and bald off-record. Then, the most dominant type of politeness strategy in WhatsApp chatting group interactions was positive politeness strategy (47.1%). Based on the results, it was concluded that the EFL students used the entire types of the politeness strategy in the interactions of group chatting in which positive politeness strategy were used the most frequently by the students. Keywords: Teaching speaking, Team Game Tourna

THE ANALYSIS OF DEIXIS IN STUDENTS’ TALK IN LEARNING ENGLISH SPEAKING Silvi Nurvagian; Rina Herlina
Journal of English Education Program (JEEP) Vol 8, No 2 (2021): Journal of English Education Program
Publisher : Universitas Galuh

This research reports the types and the dominant types of deixis found in students’ talk in learning English speaking. The design of this study used a descriptive qualitative. The present study was carried out at one of Senior High School of the tenth grade, as participants, in Sodonghilir. The data were collected from the classroom observation. The result indicated that the total of deixis used in English speaking was 201 data types of deixis from 114 data in utterances. The most type of deixis obtained was person deixis with 183 words in data utterances, the second type was temporal deixis with 11 words in utterances and the least types of deixis was spatial deixis with 7 words in utterances. While the most frequent used of person deixis types during classroom activities were the word "I" and "my". In conclusion, person deixis purposed by Yule (1996) was mostly found and it was the dominant one in students’talks. Thus, it is expected to the next writers who are interested in deixis pragmatics and students’ talk to carry out another research in online class. Keywords: pragmatic, deixis, students' talk, speaking, yule’s theory

DISCOURSE MARKERS IN ABSTRACTS OF INTERNATIONAL JOURNALS Nurlaela Rahayati; Rina Herlina
Journal of English Education Program (JEEP) Vol 8, No 2 (2021): Journal of English Education Program
Publisher : Universitas Galuh

This study investigated discourse markers used in international journal’ abstracts. This study was aimed at finding out: a) discourse markers used in abstracts of international journals, and b) the most dominant types of discourse markers used in international journal’ abstracts. The study employed six abstracts of international journals chosen randomly as the sample of the study. The study utilizes qualitative descriptive design. In data analysis, this study used Fraser’s theory (1999) that emphasized on four types, namely contrastive marker, elaborative marker, inferential marker, and temporal marker. In addition, the result shows that there are four types of discourse markers found in international journal’s abstracts. Elaborative marker are the most dominant types; marker and is the overuse in the abstracts. It occurred 56 times of the total six abstracts of international journals followed by 2 times for marker also, moreover, in addition, therefore, then, thus, so, or, then, 1 time for marker in addition, furthermore, for instance, beside, although, in contrast, in spite of, whereas, however, nonetheless, result indicate that, in conclusion, the result of, because, and finally. Moreover, the study found contrastive markers consistsed of although, in contrast, in spite of, whereas, however, and nonetheless. Elaborative markers consist of and, or, in addition, furthermore, for instance, beside, and moreover. Inferential markers consist of so, therefore, thus, then, result indicate that, the result of, in conclusion, and because. Temporal markers consist of finally. This study concludes that the most dominant types of discourse markers was elaborative markers due to the excessive use in the 6 abstracts. Keywords: abstract, discourse analysis, discourse markers, journal

THE USE OF AUDIO TRIMMER AS AN ONLINE APPLICATION TO IMPROVE STUDENTS' ABILITY IN ENGLISH LISTENING CLASS Rina Herlina; Etika Rachmawati; Bambang Ruby Sugiarto
JALL (Journal of Applied Linguistics and Literacy) Vol 6, No 2 (2022)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v6i2.8547

This study focuses on the use of an online application-based Audio Trimmer in learning Listening in the English study program. The aim is to find out how the lecturer applies this Audio Trimmer application to Listening class and to find out the level of student satisfaction with the use of Audio Trimmer in Listening learning. Audio Trimmer is an online application that can adjust the audio tempo. So, no matter how difficult listening is, it will be resolved by using this application. Audio Trimmer has indeed been used as a learning medium in the Listening course for two semesters and there are indicators of student satisfaction with the use of the application. Therefore, this research is qualitatively designed with a case study approach with the research subject being all students from two listening classes, namely Extensive Listening and Academic Listening, and the data collection was obtained from student questionnaires in the form of a Likert scale questionnaire in the form of ten statements, class observation, and documentation of student achievements in listening courses. Then the research analysis includes data reduction, data display, and data verification. There are two findings from this study. First, the audio trimmer is used in listening courses at the whilst-activity and post-activity stages. Second, the student's perception shows that the audio trimmer is very supportive of listening learning. In conclusion, the audio trimmer in learning listening is very useful and of course highly recommended for English learners who will listen to English audio.

Students’ Experiences on Learning Listening Through Youtube Media Afrizal Afrizal; Rina Herlina
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).v10i1.9682

YouTube has become a fabulous learning medium for teachers to enhance students’ language abilities and to boost students’ listening skills. But, for some students, learning listening through YouTube is their first experience, mainly 7th-grade students in junior high school. It picked the interest of the researcher’s present study to explore the student’s experiences of learning listening through YouTube using a phenomenological design at one of the junior high schools in Karangpucung, Cilacap, Central Java. The data were obtained from observation and close-ended questionnaires to 32 EFL students who have experienced learning listening using YouTube in listening class. The findings showed that learning listening using YouTube in class is not hard to understand for students and it makes them feel more eager, joyful, and enthusiastic. Furthermore, students became more self-confident to communicate in English after learning listening through Youtube.

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