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Investigating Pre-Service English Teachers’ Perception on the Use of Multimedia in EFL Teaching and Learning Process: Pedagogical Implication Didih Faridah; Leni Irianti; Reska Laila Fachriyani
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 1 No. 2 (2020): 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.v1i2.102

This paper reports on investigating pre-service English teachers’ perceptions on the use of multimedia in EFL teaching and learning process: pedagogically implication. This research aimed to investigate the pre-service English teachers’ perception toward the use of multimedia in EFL teaching and learning process and to observe kind of multimedia are used by the pre-service English teachers’ in EFL teaching and learning process. The participant of this research was the 63 senior students of English Department Galuh University. The questionnaire and interview were the instruments used in this research to collect the data. Survey monkey application was used in analyzing the questionnaire by displaying it into the figure and data interpretation based on the answer from a close-ended questionnaire, while the data from telephone interviews were analyzed by displaying data interpretation from the interviewees. After having the findings, the research showed that the students had a positive attitude towards multimedia. Most of the participants agreed that they like multimedia because it helped them in the teaching and learning process. In this era, we can easily found multimedia. PowerPoint, YouTube Videos, Podcast, Canva, PowToon, Picture, CALL, MALL, Digital Comic, Song, PowToon, and Movie are some the kinds of multimedia that can be used by pre-service English teachers' as the solution to make the learning process more interesting and enhance the students' language pedagogy. This research concludes that using multimedia in the teaching and learning process was important to improve their achievements, understanding, performances, and to achieve objectives of language pedagogy.

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.

THE USE OF PEER REVIEWING IN OVERCOMING PHONOLOGICAL ERRORS IN ENGLISH PRONUNCIATION Ira Adinegara; A. M. Surachmat; Didih Faridah
JALL (Journal of Applied Linguistics and Literacy) Vol 3, No 1 (2019)
Publisher : Universitas Galuh

ABSTRACT This study reports on the use of peer reviewing in overcoming phonological errors in English pronunciation conducted to the freshmen of English Education Program in Galuh University. Peer review is one of appropriate techniques to support students in learning speaking particularly English pronunciation. In this regard, the writers addressed some questions: 1) How does the lecturer use peer review technique in overcoming phonological errors in performing English pronunciation?, 2) What are the students’ perceptions toward the use of peer review technique in overcoming phonological errors in performing English pronunciation?, and 3) What are the benefits of peer review technique in overcoming phonological errors in performing English pronunciation?. Related to the research questions, the writers adopted qualitative approach particularly a case study as the research design. The writers conducted classroom observation, interview to an English lecturer and six students and administered a questionnaire to the students as well. In this case, the respondents were selected purposively. The results showed that the use of peer review is useful to support and motivate the students to learn well. By using peer review, students can be active in their process learning and also they can improve their critical thinking in speaking particularly in overcoming phonological errors in performing English pronunciation.Keywords: peer review, pronunciation

THE USE OF ORAL PEER FEEDBACK TO MINIMIZE THE STUDENTS’ ERRORS IN PRONOUNCING ENGLISH CONSONANT SOUNDS /p/, /f/ and /v/ IN READING ALOUD Kinanty Kintamani; Asep Dudi Kurnia; Didih Faridah
JALL (Journal of Applied Linguistics and Literacy) Vol 3, No 1 (2019)
Publisher : Universitas Galuh

ABSTRACT This study reports on the use of oral peer feedback to minimize the students’ errors in pronouncing English consonant sounds /p/, /f/ and /v/. It was a case at the twelfth grade in one of senior high schools in Tasikmalaya. Furthermore, this study was aimed to find out the extent to which the students make errors in pronouncing English consonant sounds /p/, /f/ and /v/, how the teacher minimizes the students’ errors in pronouncing English consonant sounds /p/, /f/ and /v/ by means of oral peer feedback and the teacher’s reasons of using oral peer feedback to minimize the errors in pronouncing English consonant sounds /p/, /f/ and /v/. Furthermore, in conducting this study the writer used qualitative research in which case study. To collect the data from participants in this research, there was six students at the twelfth grade and an English teacher who taught English pronunciation in reading activities. Classroom observation and interview were the instruments used by the writer in collecting the data. Based on the research findings, the writer concluded three major conclusions. First, the writer concluded that the majority of the students were able to pronounce the English consonant sounds /p/, /f/ and /v/ correctly that have been proven by the results of students’ pronunciation. Second, the teacher taught the students about reading comprehension that contained the sounds of /p/, /f/ and /v/ with the use of oral peer feedback. In short, it could be seen that teacher’s ways in minimizing students’ errors in pronouncing English consonant sounds /p/, /f/ and /v/ by means of oral peer feedback was succesfully completed by the teacher through the activities in classroom observation. In addition, teacher's ways in implementing oral peer feedback was relevant with the theory from Brookhart (2008, p. 70) about the procedure in implementing oral peer feedback. Finally, teacher’s reasons of using oral peer feedback to minimize the errors in pronouncing English consonant sounds /p/, /f/ and /v/. The writer concluded that the teacher has the main reason for choosing oral peer feedback as one of the ways to minimize students’ error in pronouncing /p/, /f/ and /v/. The teacher argued that the use of oral peer feedback was one of the ways for minimizing students’ errors because the students were demanded to give corrections toward students' errors in pronouncing the words. The students were more felt comfort when they assessed by their friends. Therefore, they will enhance their skill by the corrections given by the other students in oral peer feedback. Moreover, the writer suggests that the further researchers to investigate the cause of students’ error of EFL learner specifically. Key words :oral peer feedback, students’ error, English consonant sounds.

TEACHERS’ PERCEPTION ON CLASSROOM ACTION RESEARCH IN ENGLISH EDUCATION AMONG ENGLISH TEACHERS IN CIAMIS WEST JAVA Rina Herlina; Asep Dudi Kurnia; Didih Faridah
JALL (Journal of Applied Linguistics and Literacy) Vol 2, No 1 (2018)
Publisher : Universitas Galuh

This study is a survey- based research about teachers’ perception on classroom action research in English education among English teachers in Ciamis. The objective of the study is to investigate how English teachers perceive on classroom action research in teaching English. It varies among English teachers, indeed. Thus, this survey reveals their sight, point of view, and expectation toward classroom action research. Open-ended questionnaire is the only instrument given to 20 respondents during the survey. It consists of 4 questions. Simple random sampling has been applied. All of them are English teachers from elementary schools, junior high schools, senior high schools and vocational schools in Ciamis. Ten of them are civil servants and the other ten are not. They are from certified and non certified teachers. The survey result shows different English teachers’ perception on classroom action research in percentage display taken from four questions. Almost all respondents know the function of classroom action research in connection with finding the solution of overcoming some students’ learning problems in the classroom. Some of them have ever made classroom action research and know its procedure. All of them expect the government not to put pressure on English teachers to make classroom action research as the requirement unless they will get sanction due to the fact that it is instructed by the Education and Culture ministry. The conclusion is classroom action research has been a big concern among English teachers in Ciamis. The suggestion then goes to all English teachers to conduct classroom action research as an action to develop their teaching quality not to gain the government reward. Keywords: classroom action research, English teachers, teachers’ perception

EFL MALE AND FEMALE STUDENTS’ PERCEPTION ON SPEAKING ANXIETY IN CLASS-ORAL PRESENTATIONS Debby Almira; Etika Rachmawati; Didih Faridah
JALL (Journal of Applied Linguistics and Literacy) Vol 2, No 2 (2018)
Publisher : Universitas Galuh

The study attempted to investigate the perceptions of EFL male and female students about speaking anxiety in class-oral presentations and the strategies of EFL male and female students do to handle their speaking anxiety in class-oral presentations. Afterwarrds, the writer set forth two research questions: (1) What are the perceptions of EFL male and female students about speaking anxiety in class-oral presentations? (2) What are the strategies of EFL male and female students do to handle their speaking anxiety in class-oral presentations?. This study employed qualitative strategies by using case study. The participants were 30 second grade students which consists of 15 male and 15 female students from one of private university in Ciamis. The results for the first research question found that male and female students always felt anxiety if they should present a presentation at class and that anxiety was caused by some factors such as anxiety because of their selves, other students and their teachers. Moreover, the results for the second research question revealed that strategies used by students do to handle their speaking anxiety in class-oral presentations as follows. The first, trying to be confident. The second, making the atmosphere more cheerful. The third, well prepare. Finally, it is expected that class-oral presentations make the students feel anxious but still could handle their speaking anxiety with several strategies. Besides, it is suggested for further teachers to find out some technique to improve their ability in teaching English and must consider the aspect of students’ psychology such as anxiety and motivation when they teach. . Keywords: speaking anxiety, gender, perception, class-oral presentations

PROMOTING STUDENTS’ AUTONOMOUS LEARNING THROUGH ENGLISH PRONUNCIATION APPLICATION IN LEARNING PRONUNCIATION Dini Haryanti; R. Bunga Febriani; Didih Faridah
JALL (Journal of Applied Linguistics and Literacy) Vol 6, No 1 (2022)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v6i1.6888

This study presents the use of English Pronunciation application to promote students’ autonomous learning in learning pronunciation. This study is aimed to interpret students' perceptions towards the use of English Pronunciation application on their autonomous learning in learning pronunciation and to explore the use of English Pronunciation application in promoting students’ autonomous learning in learning pronunciation. A qualitative case study was applied as the research design of this study. The data were collected by using questionnaires and interviews. The participants were 30 students of the freshman of English Education Program in Galuh University. The result of this study showed that the use of English Pronunciation application in learning pronunciation is effective to promote students’ autonomous learning. Moreover, the students perceived that the use of English Pronunciation application in learning pronunciation can helps them in overcoming their problems in learning pronunciation. Besides, it makes them more motivated, feel better and confidence with their pronunciation and also can improve their pronunciation skills.Keywords: autonomous learning, English Pronunciation application, and pronunciation.

QUESTION ANSWER RELATIONSHIP (QAR) STRATEGY IN CRITICAL READING ON NARRATIVE TEXT Wila Suswika; Rina Herlina; Didih Faridah
JALL (Journal of Applied Linguistics and Literacy) Vol 4, No 1 (2020)
Publisher : Universitas Galuh

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

This study figured out the way a teacher implement of QAR strategy in critical reading on narrative text, and investigate students overcome the difficulties in answering narrative text questions by using QAR strategy in critical reading. This study used a case study as a research design. The participant was an English teacher and twenty students of tenth grade in one of senior high school in Tasikmalaya, Indonesia. Several instruments were used to collect the data. The first was classroom observation, it was analyzed by transcribing and drawing the conclusion. The second was an interview with the English teacher, it was analyzed by describing the teacher answer, and the last was students' reflective journal that was analyzed by describing students’ opinions. The result showed that the QAR strategy was helpful for students not only to answer the questions but also to understand the text and can help them in critical reading when answering the narrative text questions. Most of the students argued that to overcome the difficulties in answering narrative text questions by using the QAR strategy, students have to understand the whole text with correctly, they can associate the text with their background knowledge and experiences in their lives.Keywords: Question-Answer Relationship (QAR) Strategy, Critical Reading, Narrative

Engaging Multimedia into Speaking Class Practices: Toward students’ Achievement and Motivation Ratnawati Ratnawati; Didih Faridah
Script Journal: Journal of Linguistics and English Teaching Vol. 2 No. 2 (2017): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

The present study reports several impacts of implementing multimedia toward teaching and learning process in speaking class at second grade students of Galuh University, Ciamis. Further, the study came from insights on students’ boredom during speaking class which affected their achievement and motivation. Mixed method research design (Creswell, 2013) then employed to answer several proposed hypotheses. For proving the result of its application, observation, questionnaire, pre and post-test were administered to collect the data while both quantitative and qualitative approaches were applied to analyze the collected data from classroom practices. The research findings indicates that multimedia in speaking class got positive responds from students in term of motivation and accomplishment. The great look portrayed from the class that students were enthusiastic, got involved and interested in multimedia provided by teacher during learning process. Moreover, pre and post-tests that are performace-based tests were greatly used to test the effectiveness of multimedia effects during the class. In this side, the researcher employed experiment of two equivalent groups: control and experimental group. It then reported that t-test related is 2.04 out of 1.70 for t- distribution which points out that there is significant difference between the results of both tests. It means that the result of this research agreed that multimedia has good effects for teaching speaking in the scope of students’ interests, feedback and their cognitive aspects. In line with above statements, the further studies is also necessary dealing with other multimedia for obtaining more positive effects toward learning process and those result enables to increase quality of education.

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