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All Journal Indonesian Journal of Applied Linguistics (IJAL) English Review: Journal of English Education Indonesian EFL Journal Journal of English Language Teaching and Linguistics Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) JE (Journal of Empowerment) TLEMC (Teaching and Learning English in Multicultural Contexts) JALL (Journal of Applied Linguistics and Literacy) AJAD : Jurnal Pengabdian kepada Masyarakat Open Access DRIVERset INCOME: Indonesian Journal of Community Service and Engagement
Elis Homsini Maolida
Universitas Suryakancana
Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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Analyzing Grammatical Interference on EFL Students' Indonesian-English Translation Fauziah Fujiyanti; Elis Homsini Maolida; Jauhar Helmie
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 6, No 1 (2022): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v6i1.4031

Abstract

Learning a foreign language is sometimes difficult since the target language has different elements and rules compared to the native language. When the students apply those elements and rules, it often leads to errors. In this case, when a student is learning a foreign language, the students’ native language will have an impact on the production of the language being learned which is called language interference. This study aims at investigating the types of interference and which type of interference appears more in EFL students’ Indonesian-English translation text. This study involved twenty students of the first grade in a senior high school in Cianjur. It is descriptive qualitative research with the data taken from students’ translation text that were analyzed by using error analysis to point out and describe the interference. The findings show that all participants of this research made errors in their translation text. In this case, four types of error found in the text, those were omission, addition, misformation, and disordering. The differences in the structures between two languages and different proficiency levels of students in target language led the students commited different error types in four error categories. The result of the analysis also shows that there were 413 errors found in the students’ translation text which consisted of 121 omissions (29,29%), 96 additions (22,27%), 156 misformation (38%), and 44 disordering errors (11%). From those frequencies, the most frequent error was misformation. Misformation indicates the use of an incorrect form of a certain linguistic in the target language utterance.Keywords: Language Interference, Indonesian-English Translation, Translation Text, Error Analysis, Classification of Error
PELATIHAN CLASSROOM INSTRUCTION UNTUK PEMELAJAR BAHASA INGGRIS USIA DINI DI KALANGAN GURU MI AN-NUR Nia Kurniawati; Jauhar Helmie; Elis Homsini Maolida; Vina Nurviyani; Vina Aini Salsabila; Anisa Sofarini; Asep Saepuloh
JE (Journal of Empowerment) Vol 3, No 2 (2022): DESEMBER
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/je.v3i2.2688

Abstract

ABSTRAKDalam upaya mewujudkan keberhasilan pembelajaran bahasa Inggris sebagai bahasa asing, para guru pemelajar usia dini harus dapat memahami kebutuhan siswa mereka. Mereka harus memiliki pemahaman yang menyeluruh tentang perkembangan pembelajar muda pelajaran yang efektif untuk memenuhi kebutuhan siswa. MI An-Nur sebagai salah satu sekolah yang melaksanakan pembelajaran bilingual memerlukan peningkatan kemampuan guru baik bahasa Inggris dan pedagogis. Merujuk pada situasi tersebut, pelatihan bahasa Inggris (classroom instructions) untuk pengajaran para siswa usia dini merupakan sebuah solusi untuk meningkatkan kompetensi guru Bahasa Inggris di MI An-Nur. Pelatihan tersebut dilakukan melalui sejumlah kegiatan simulasi pengajaran yang melibatkan 15 orang guru MI An-Nur beserta para dosen Prodi Pendidikan Bahasa Inggris Universitas Suryakancana. Kegiatan pelatihan tersebut meliputi tiga tahapan, yaitu pra-kegiatan, pelaksanaan kegiatan, dan evaluasi kegiatan. Melalui kegiatan pelatihan ini, para guru MI An-Nur memperoleh wawasan dan keterampilan yang lebih baik tentang pengajaran Bahasa Inggris untuk siswa usia dini terutama mengenai classroom instruction. Dengan demikian, diharapkan para guru di MI An-Nur akan mampu melaksanakan pengajaran Bahasa Inggris yang lebih baik bagi para siswa usia dini. Kata kunci: Classroom instruction; pembelajaran bahasa Inggris; pemelajar usia dini; pelatihan ABSTRACTIn supporting the realization of English as a foreign language learning to young learners, early childhood English teachers must be able to understand the needs of their students. They must have a thorough understanding of the development of young learners in effective lessons to meet student needs. MI An-Nur as a school that implements bilingual learning requires an increase in the ability of teachers in both English and pedagogical. Referring to this situation, English language training (classroom instructions) for teaching early childhood students is a solution to improve the competence of English teachers at MI An-Nur. The training was carried out through a number of teaching simulation activities involving 15 MI An-Nur teachers and lecturers of the Suryakancana University English Education Study Program. The training activities cover three stages, namely pre-activity, implementation of activities, and evaluation of activities. Through this training activity, MI An-Nur teachers gain better insight and skills about teaching English to early childhood students, especially regarding classroom instruction. Thus, it is expected that the teachers at MI An-Nur will be able to implement better English teaching for young learner.
Program Relawan Mengajar Pasca Gempa Bumi Kabupaten Cianjur Pada Bidang Literasi dan Numerasi Ari Septian; Sarah Inayah; Aprilla Adawiyah; Aan Hasanah; Elis Homsini Maolida; Asep Saepulloh
INCOME: Indonesian Journal of Community Service and Engagement Vol 2 No 2 (2023): Juni
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/income.v2i2.286

Abstract

Literacy and numeracy are considered important and determined as competencies that must be possessed by students. However, the literacy and numeracy competencies of Indonesian students are still low. On the other hand, there is the Covid-19 pandemic which has an impact on the occurrence of a learning crisis. When efforts to improve conditions were about to begin, several areas in Cianjur district experienced an earthquake. One of the areas affected by the earthquake was in Giriharja Village, Cibulakan Village, Cugenang District, Cianjur Regency. An emergency school was set up in the area in the form of a tent erected on a paddy field. FKIP Suryakancana University was called upon to form a teaching volunteer team. The teaching volunteer program aims to raise the enthusiasm of students affected by the disaster to continue learning under any circumstances. This program is also implemented as an effort to deal with traumatic symptoms resulting from the disaster. Through observation, analysis of needs, preparation of lesson plans, learning practices and evaluations, the results were as expected, namely the enthusiasm for learning students revived. The awakening of enthusiasm in students is the initial capital to develop the expected competencies, namely related to literacy and numeracy abilities.
TRANSITIVITY ANALYSIS: GENDER REPRESENTATION IN TWO ENGLISH TEXTBOOKS FOR TENTH GRADE STUDENTS Salsabila, Vina Aini; Maolida, Elis Homsini; Nuraini, Winda
Jurnal JOEPALLT (Journal of English Pedagogy, Linguistics, Literature, and Teaching) Vol 11, No 1 (2023)
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jj.v11i1.2906

Abstract

Textbook is learning material that can affect student’s perspective and thinking. Therefore, it is necessary to pay attention to several things such as gender equality contained in the textbook, either explicitly or implicitly. This paper concerns gender representation in two English textbooks assessed by the National Education Standards Agency and Cambridge University Pers. The framework of systemic functional linguistics proposed by Halliday & Matthiessen (2014) is utilized in this study. The research used a qualitative descriptive analysis focusing on the textual data obtained from the 10 selected texts related with the gender roles of the characters. The result indicates that male was found to be more frequently represented in roles of Participants, Process and Circumstantial. In this case, females are almost invisible and marginalized in both textbooks. Four types of transitivity were found in the first book and they represented male as characters whose activities related to business or industry with high desires, rational and a traveler whereas female represented as characters whose activities related to education and household. The second book contains six types of transitivity process, it is represented male as strength, attentive, talk much and female as a nurturing, beautiful, complaisant and cheerful. In summary, there is unequal representation between male and female in both textbooks.
Utilizing Game-Based Learning Baamboozle in Developing Students’ English Grammar Mastery Irma Halimatun Sakdiyah; Elis Homsini Maolida; Vina Nurviyani
JALL (Journal of Applied Linguistics and Literacy) Vol 8, No 1 (2024)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v8i1.12755

Abstract

English grammar is one of the essential language elements that students must acquire and master. Unfortunately, mastering grammar is sometimes seen as the most challenging skill to learn among other skills which requires teachers to encourage the students with proper technology so they can optimally learn English grammar. This study aims to find out how students develop their grammar mastery by using game-based learning Baamboozle and investigate the students' responses toward using Baamboozle in developing their grammar mastery. This study applied Classroom Action Research as the research design. This study was conducted in two cycles at one of the Vocational high schools in West Java. The participants of this study were 21 students of class X. Class observations, tests, and questionnaires were used as data collection techniques. The data then were analyzed qualitatively and quantitatively. The result of the analysis shows that students' grammar mastery skills developed, in Cycle I the average score was 72.8 while in Cycle II, the average score was 91.9. The students also responded well to the use of Baamboozle in learning grammar in which they had good perception of activities using game-based learning with the help of Baamboozle. They also actively participated in Bamboozle based grammar activities by actively and voluntarily involving in answering questions. The students admitted that their active involvement was lead by the gamification, interactivity and the competitiveness of the Baamboozle game.
Co-Authors Aan Hasanah Agung Ginanjar Anjaniputra Ai Komariah Aji Mulyana Anzalna Rizki Aprilla Adawiyah Asep Saepulloh Asep Saepuloh Elsa Adetia Fauziah Fujiyanti Fuzi Fauziyah Gilang Mustika Inayah, Sarah Irma Halimatun Sakdiyah Jauhar Helmie Milma Vinca Cantikka Hidayat Mustika, Gilang Nia Kurniawati Nia Kurniawati Nia Kurniawati Nur Tri Lestari Nuraini, Winda Pauziah Aisah Al Azhar Rahmat Taufiq Dwi Jatmika Salsabila, Vina Aini Salsabila, Vinaaini Septian, Ari Siti Gina Meilani Siti Nurjanah Siti Rahma R Susi Sulastri Terry Aprillia Vina Aini Salsabila Vina Aini Salsabila Vina Aini Salsabila Vina Nurviyani