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All Journal Indonesian Journal of Applied Linguistics (IJAL) Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Sri Yunita
STIE Yasa Anggana
Education Languange, Linguistic, Communication & Media Mathematics

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THEME AND THEMATIC PROGRESSION IN STUDENTS’ RECOUNT TEXTS Yunita, Sri
Indonesian Journal of Applied Linguistics Vol 7, No 3 (2018): Vol. 7 No. 3, January 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i3.9797

Abstract

This study aims to investigate the Theme and Thematic progression patterns in students’ recount text in a state vocational school in Bandung. This study employs a descriptive-qualitative research design. The data were obtained from a collection of students’ texts. This study uses the theory of Theme system developed by Halliday (1994) and the theory of Thematic progression proposed by Eggins (2004) as the framework to analyze the data. The findings showed that the Theme and Thematic progression supports the character of Recount text written by the students to some extents: the Topical Theme represents the students’ ability to deliver what the text is about, the Interpersonal Theme helps students declare their personal comments, while the Textual Theme showed the students’ ability to develop the logical relationship between clauses and make their texts more cohesive and coherent. In terms of thematic progression patterns, the Theme Reiteration pattern signposts that the students tend to make the text focus by repeating the same element as Themes; the Zig Zag pattern showed that the students introduce newly information by promoting the Rheme in a clause to the Theme in the subsequent clause, and the Multiple Theme pattern specifies that the students develop the texts well according to the prior plan before writing those ideas in the text.
EFL STUDENTS ENGAGEMENT IN SOCIAL NETWORK SITE- BASED LEARNING Sri Yunita; Yustika Nur Fajriah; Susilawati Susilawati
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 8, No 2 (2021)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/edulingua.v8i2.2048

Abstract

Online learning is a choice to use in this current pedagogy. The most prominent power in online learning is the wide room for teachers to develop students engagement during the learning process. This study aims to figure out how students are engaged in online learning, to describe and examine in depth how they are engaging themselves in the online learning. This study employs a case study. The data were obtained from a collection of students chat and discussion in SNS. The data were obtained by observation, questionnaires and interviews. Observation data and questionnaires were analyzed by using Dixsons (2010, 2015) students engagement theory, which incorporates six engagement behaviors. As the analysis procedure, students chats and interview were analyzed inductively (Cresswell, 2012). The result shown that most of students were engaged in the online learning through the SNS application. Specifically, the engagement shown by the students to this simple application indicates that the impact of online learning on the students engagement is not determined by whether the platform used is high- or low.
Flipping ESP Classrooms in Hybrid Environment Sri Yunita -; Susilawati; Yustika Nur Fajriah
Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan Vol. 9 No. 1 (2023): Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan
Publisher : FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35569/biormatika.v9i1.1539

Abstract

The use of flipped learning in ESP (English for Specific Purposes) classes may have not been frequently portrayed. This recent study attempts to depict the implementation of a flipped learning model applied in an English for Management course. A single qualitative case study was applied. One lecturer of the English for Management course was involved in this study. The data were obtained using interviews and observations. The findings revealed that the flipped learning in the ESP class is realized in the following steps: 1) distributing materials and tasks to students, 2) providing guidance for students to discuss the materials and tasks, 3) assessing students with tests or quizzes, and 4) providing reinforcement for students in face-to-face meetings. The lecturer admitted that she encountered some challenges using flipped classrooms in ESP classes: the issues of bandwidth, students’ readiness, the lecturer's need for non-authentic materials, and the institution's policy on curriculum and facilities. Potential research in investigating ESP students’ perceptions of the use of flipped learning is strongly advised.
Co-Authors Susilawati Susilawati Susilawati Susilawati Yustika Nur Fajriah