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Logical Fallacies in EFL Learners Argumentative Writings El Khoiri, Niamika; Widiati, Utami
Dinamika Ilmu Dinamika Ilmu Vol 17 No 1, June 2017
Publisher : IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v17i1.638

Logical fallacies are common errors in reasoning that will undermine the logic of an argument. In argumentative writing, the presence of logical fallacies such fallacies shows either illegitimate arguments or irrelevant points, and are often identified because they lack evidence that supports their claim. The purpose of the study is to identify and discuss logical fallacies in the argumentative writing of Indonesian EFL learners. 40 argumentative essays were collected from the students of the English Department of the State University of Malang who have passed all the writing courses, including the course on argumentative writing. The results of the study shows that students still produced a number of logical fallacies in their work, some of which were so basic they can actually be avoided through simple, explicit instruction. Some pedagogical implications of the findings are also discussed.

Logical Fallacies in EFL Learners' Argumentative Writings El Khoiri, Niamika; Widiati, Utami
Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol 17 No 1, June 2017
Publisher : IAIN Samarinda

Logical fallacies are common errors in reasoning that will undermine the logic of an argument. In argumentative writing, the presence of logical fallacies such fallacies shows either illegitimate arguments or irrelevant points, and are often identified because they lack evidence that supports their claim. The purpose of the study is to identify and discuss logical fallacies in the argumentative writing of Indonesian EFL learners. 40 argumentative essays were collected from the students of the English Department of the State University of Malang who have passed all the writing courses, including the course on argumentative writing. The results of the study shows that students still produced a number of logical fallacies in their work, some of which were so basic they can actually be avoided through simple, explicit instruction. Some pedagogical implications of the findings are also discussed.

Professional Development Activities of IELTS Trainers from Non-English Major Wulandari, Nur Setyo; Yudi Cahyono, Bambang; El Khoiri, Niamika
Jurnal Pendidikan dan Pengajaran Vol 54, No 1 (2021): April 2021
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v54i1.31609

Professional development activities are done by English teachers from formal educational institutions and by trainers from non-English majors who teach IELTS preparation program in non-formal educational institutions. This study investigated the professional development activities done by IELTS trainers from non-English majors and how the professional development activities help them improve their teaching competencies. A case study design was applied, and an in-depth interview and documentary analysis were used to gain the data. Four selected research subjects were involved in this study. The results showed that the IELTS trainers' professional development activities include collaborative and independent learning activities. Furthermore, those activities help the IELTS trainers from non-English majors positively as they can fulfill their demand to improve their teaching competencies since there is limited institutional support for them in professional development. Therefore, the institution where the IELTS trainers work should provide adequate formal learning supports. In addition, the IELTS trainers in this study and other IELTS trainers should be involved in other informal learning activities more frequently.

Professional Development Activities of IELTS Trainers from Non-English Major Nur Setyo Wulandari; Bambang Yudi Cahyono; Niamika El Khoiri
Jurnal Pendidikan dan Pengajaran Vol 54 No 1 (2021): April 2021
Publisher : Universitas Pendidikan Ganesha

Professional development activities are done by English teachers from formal educational institutions and by trainers from non-English majors who teach IELTS preparation program in non-formal educational institutions. This study investigated the professional development activities done by IELTS trainers from non-English majors and how the professional development activities help them improve their teaching competencies. A case study design was applied, and an in-depth interview and documentary analysis were used to gain the data. Four selected research subjects were involved in this study. The results showed that the IELTS trainers' professional development activities include collaborative and independent learning activities. Furthermore, those activities help the IELTS trainers from non-English majors positively as they can fulfill their demand to improve their teaching competencies since there is limited institutional support for them in professional development. Therefore, the institution where the IELTS trainers work should provide adequate formal learning supports. In addition, the IELTS trainers in this study and other IELTS trainers should be involved in other informal learning activities more frequently.

Students’ Perceptions of the Flipped Academic Writing Classroom Learning Activities Muhammad Dzulfiqar Praseno; Utari Praba Astuti; Niamika El Khoiri
Jurnal Pendidikan Humaniora Vol 8, No 4: DECEMBER 2020
Publisher : Pascasarjana UM

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Abstract: Flipped-classroom strategy, as the name suggests, flips the conventional teaching and learning process. In a flipped classroom, students learn the materials at home in an online platform (out-class) and then they learn more through discussion with their peers in the classroom (in-class). This study focuses on students’ perceptions of the activities in a flipped academic writing classroom. The data were collected using questionnaires and observation. The result shows that the activities were able to help students to learn and improve their academic writing. In addition, students also gave positive responses to the use of teaching media and peer feedback sessions.Keywords: students’ perceptions, flipped-classroom strategy, Google Classroom, academic writing

Improving Primary Teacher Education Students’ Writing Performance Using Flipped Classroom Nurul Masyithah Rery; Niamika El Khoiri
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 5, No 10: OKTOBER 2020
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v5i10.14063

Abstract: This study aimed to improve students’ writing performance in ESP subject by implementing Flipped Classroom and Collaborative activities. Classroom action research was applied as the method in this study was. According to the data obtained, 88,89% of the students experienced improvement at least 10 points compared to their initial writing product. Students active participation also improved which was shown by the average score that was above 3,0 points obtained from peer assessment rubric. Therefore, the combination of these two strategies was proven successful in improving students’ writing performance in ESP subject.Abstrak: Penelitian ini bertujuan untuk meningkatkan kinerja menulis bahasa Inggris siswa sebagai mata pelajaran ESP dengan menerapkan kegiatan Flipped Classroom dan Collaborative. Metode yang digunakan dalam penelitian ini adalah penelitian tindakan kelas. Menurut data yang diperoleh, 88,89% dari siswa mengalami peningkatan setidaknya 10 poin dibandingkan dengan produk penulisan awal mereka. Partisipasi aktif siswa juga mengalami peningkatan yang ditunjukkan oleh skor rata-rata di atas 3,0 poin yang diperoleh dari rubrik penilaian sejawat. Dengan demikian, kombinasi dari dua strategi tersebut terbukti berhasil meningkatkan kinerja menulis bahasa Inggris siswa sebagai mata pelajaran ESP.

WHEN NO SCHOOL IS OPEN FOR LEARNING: DOES VIRTUAL TEACHING PRACTICE MEET EFL PRE-SERVICE TEACHERS’ NEED? Fika Megawati; Nur Mukminatien; Niamika El Khoiri
English Language and Literature International Conference (ELLiC) Proceedings Vol 4 (2021): Creative and Innovative Learning Strategies in The Field of Language, Literature, Ling
Publisher : Universitas Muhammadiyah Semarang

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Covid-19 pandemic has transformed teacher education programs to shift their academic activities for pre-service teachers. Accordingly, teaching practice are mostly carried out virtually in order to get access to the school learning. This study aims at exploring pre-service teachers’ experiences in fulfilling their needs in online classroom instruction during Covid-19 emergency remote teaching (ERT). Five pre-service teachers were involved in this study. To collect the data, interview transcripts and teaching artefacts were analyzed qualitatively. The result of this study show three important points. First, to find out raw model, students’ response, school environment and culture, and teaching performance, they were not completely obtained in virtual class. Second, learning process can be carried out effectively if the pre-service teachers and students were supported by sufficient stuffs for doing online. In relation to the platform, there is no single best technology was implemented. Third, pre-service teachers’ digital literacy were important to adapt the school policy and to accommodate the learners’ situation. In a nutshell, this study implies that the attention in assisting pre-service teachers to face emergency remote situation in their field experience is important to be evaluated.

Logical Fallacies in EFL Learners' Argumentative Writings Niamika El Khoiri; Utami Widiati
Dinamika Ilmu Vol 17 No 1 (2017): Dinamika Ilmu
Publisher : UIN Sultan Aji Muhammad Idris Samarinda

Logical fallacies are common errors in reasoning that will undermine the logic of an argument. In argumentative writing, the presence of logical fallacies such fallacies shows either illegitimate arguments or irrelevant points, and are often identified because they lack evidence that supports their claim. The purpose of the study is to identify and discuss logical fallacies in the argumentative writing of Indonesian EFL learners. 40 argumentative essays were collected from the students of the English Department of the State University of Malang who have passed all the writing courses, including the course on argumentative writing. The results of the study shows that students still produced a number of logical fallacies in their work, some of which were so basic they can actually be avoided through simple, explicit instruction. Some pedagogical implications of the findings are also discussed.

Demotivation Level and Demotivators Among EFL Students In Home Online English Learning During The Pandemic Azza Nabila; Bambang Yudi Cahyono; Niamika El Khoiri
JEELS (Journal of English Education and Linguistics Studies) Vol. 8 No. 2 (2021): JEELS November 2021
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

This research is aimed at investigating the level of demotivation and the demotivating factors experienced by Indonesian EFL learners during home online English learning as response to social distancing order amid the COVID-19 pandemic. This research employed quantitative and qualitative data. Questionnaire with 27 items was the main instrument used to obtain data about learners’ level of demotivation and demotivators as well as to identify the frequency of each demotivator. An open-ended question was attached at the end of the questionnaire to dig other additional demotivators. An interview was also conducted to gain supporting data for in-depth analysis. The results showed that the level of the 198 students’ demotivation was 2.9, categorized as lowly demotivated. The most-frequently rated demotivators in home online English learning were lack of interaction with 78.9% responses followed by 66.2% for increasing assignments and 62.1% for slow Internet connection. In terms of content and material, expectation to use grammatically correct English was the most demotivating factor with 59.6% responses. The study also revealed additional demotivators namely unsupportive parents, doing house chores, and Wi-fi absence.

Pre-service Teachers’ Perceived Understandings and Practices of Intercultural Communicative Competence in EFL Teaching Meyga Agustia Nindya; Utami Widiati; Niamika El Khoiri
International Journal of Language Education Vol. 6, No. 3, 2022
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v6i3.22747

English teaching in the 21st century needs to also address learners’ successful engagement with a global milieu in intercultural settings, which remains challenging for many EFL teachers worldwide. It was evidenced by a number of studies showing that EFL teachers are not well-prepared to integrate intercultural teaching in EFL classrooms. It becomes crucial to find out the possible causes of their unpreparedness to integrate intercultural teaching in EFL lessons. This study was carried out to record Indonesian EFL pre-service teachers’ perceived understandings of intercultural communicative competence (ICC) and their practice implementing the ICC elements during their teaching practicum program. It employed a survey using an electronic questionnaire consisting of 31 items. The study involved 106 participants consisting of both the alumni and the undergraduate students of ELT program from six different universities in Indonesia. The results from the questionnaire were then complemented with the results of the interview obtained from selected participants. The findings showed that the participants demonstrated excellent understanding of ICC elements; yet, they did not frequently implement ICC-related teaching activities in EFL teaching. The minimal integration of intercultural teaching was possibly due to some external factors such as restricted time, curriculum, and students’ different proficiency.

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