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All Journal Journal of ELT Research UICELL Conference Proceeding Journal of English in Academic and Professional Communication
Siti Aisyiyah
Politeknik Negeri Jember
Education Languange, Linguistic, Communication & Media Other

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Exploring the Teachers’ Perspective on Morality in an English as a Foreign Language Pedagogy Adriadi Novawan; Siti Aisyiyah; Alfi Hidayatu Miqawati; Fitri Wijayanti; Nodistya Septian Indrastana
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2020: Journal of ELT Research, Vol. 5, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (802.483 KB) | DOI: 10.22236/JER_Vol5Issue1pp80-93

Abstract

As a language of international communication, English is taught and learned in the contexts which are not neutral from morality or values both ESL and EFL. In the classroom contexts, there are interplays among diversity related to beliefs, religions, cultures, races, genders, ages, individual dispositions, and others. In Indonesia, values inculcation is nationally managed in the curriculum to accompany the offering subjects including English. However, to what extent it has been effectively incorporated in the EFL classroom has little been investigated. This research was aimed to reveal the reality of morality included in the EFL teaching in higher education based on the lecturers’ perspectives. Interviews were done to ten lecturers who were experienced in EFL teaching in a higher education institution. The findings revealed a solid consensus on the need of morality inclusion through the EFL pedagogy and its materials, nevertheless, its practices remained implicit. The study implied the need for specific studies on theoretical frameworks and instrumentation which guide teachers to incorporate values inculcation more sufficiently and sustainably into an EFL teaching.
Grammatical Problems Experienced by English Department Students at Vocational Higher Education Siti Aisyiyah
UICELL No 3 (2019): UICELL Conference Proceedings 2019
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (619.854 KB)

Abstract

Learning English as a second language requires students to learn English skills and components, including grammar. English Department students, as second language learners, are required to have good grammar acquisition. However, they usually make errors related to grammatical rules. This study was aimed to identify and analyze some grammatical problems experienced by the English Department Students, Politeknik Negeri Jember. The research result is hoped to be beneficial not only for language learning and teaching, but also for linguistics studies. The data were taken from the students who enrolled Upper Intermediate Grammar Course. The students’ written works were analyzed to find the problems. The first step was reading the works carefully to find grammatical problems. Having identified the problems, the researcher wrote notes about error kinds. She classified the errors into different categories based on their kinds. Then, the researcher analyzed the data and counted using percentage calculation. This study found that the students made the grammatical problems mostly on sentence constructions, numbers, and tenses. Hopefully, the findings would be beneficial for English teachers to get information about grammatical mistakes frequently made by the students, analyze causes of grammatical errors, and find solution to deal with the problems. Keywords: grammatical errors, sentence construction, numbers, tenses
Investigating students’ MALL experience in light of an ecological perspective Adriadi Novawan; Siti Aisyiyah; Fitri Wijayanti; Alfi Hidayatu Miqawati; Nodistya Septian Indrastana
Journal of English in Academic and Professional Communication Vol 5 No 2 (2019): Journal of English in Academic and Professional Communication
Publisher : Politeknik Negeri Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (276.251 KB)

Abstract

The paper reports a study inspired by the notion of ecological linguistics which has much been reviewed and researched by the applied linguistics experts worldwide. In this study, Leo van Lier’s notion of action-based was mainly used to describe the reality of English learning experience of university students enrolling in non-English departments. The English Courses in the departments applied MALL which was designed based on the ecological teaching principles of action-based (AB). Open-ended interviews were done to four participants to explore their perspectives on their own experience of learning English before and after joining the English courses. The data were analyzed and interpreted through narratives to unveil the elements of past, present, and future of the learning experience. Participant confirmation was carried out to increase the validity of the research findings. There was obvious evidence that the application of MALL underpinned by action-based teaching nurtured the students’ecological learning habit which connects the English and content-subject learning. All participants perceived that such learning was firstly complicated but challenging and motivating.
Teaching Grammar in Higher Education Siti Aisyiyah
Journal of English in Academic and Professional Communication Vol 5 No 2 (2019): Journal of English in Academic and Professional Communication
Publisher : Politeknik Negeri Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (181.557 KB)

Abstract

Grammar is considered as a complicated subject for most English learners. This makes the learners are not interested in learning grammar. Moreover, many teachers usually tolerate the learners’ weakness in grammar. Grammar has been a controversial topic for years; nevertheless, learners’ grammar acquisition and awareness can improve the quality of their English skill. To have good acquisition and awareness in grammar, the learners need a long and continuous process. Therefore, the learners are required to have autonomy in learning grammar. Learner autonomy refers to learners responsibility to their own learning process. Some experts define learner autonomy as “the ability to take charge of one’s own learning”, and “playing an active role in learning”. This paper reports on how to foster learner autonomy in grammar class by combining learner-centered grammar teaching and explicit grammar teaching. Learner-centered grammar teaching refers to inductive approach, while explicit grammar teaching deals with deductive approach. Learner-centered grammar teaching was carried out through group discussion, presentation and language awareness activities. Meanwhile, explicit grammar teaching was done to review the learners’ materials in presentation and reinforce their acquisition. Those two different approaches were applied due to differences on learner’s characteristics and needs. Result showed some success in the practice of autonomy, indicated by changes on learners’ attitude. However, many learners showed that they focused more on obtaining score than on developing their language acquisition. By implementing the approach, the teacher can assist learners to be aware of their ability to learn independently and equip them with the skill needed for long-life learning.
Representational and Ideational Meanings of Images and Texts of Tourism Promotion on Instagram Siti Aisyiyah
Journal of English in Academic and Professional Communication Vol 9 No 1 (2023): January
Publisher : Politeknik Negeri Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (938.655 KB) | DOI: 10.25047/jeapco.v9i1.3758

Abstract

Tourism is one of prospective sectors to increase Indonesian economic level. It is crucial to develop effective promotion media of tourist destinations in Indonesia. One of the recent potential media is Instagram. This paper aims to investigate the representational and ideational meanings of visual and verbal modes, including their intersemiotic relations, in promoting Taman Nasional Komodo Labuan Bajo, focused on @btn_komodo as an official Instagram account of Balai Taman Nasional Komodo. The destination is one of the 5 super priority destinations in Indonesia. By applying the Visual Grammar framework (Kress & Van Leeuwen, 2006), this study views how the visual and verbal modes construe the meaning for the purpose of tourism promotion on the Instagram. The data was captured from Instagram posts in the form of visual texts (photos) and verbal texts (captions). The posts are predominantly communicated through the visual text, then completed, clarified and confirmed by the accompanying verbal text. Multimodal discourse analysis of the Instagram posts shows that both visual and verbal texts contribute the values of promotion. The result implies that future research should include more complete material of semiotic resources and implement more comprehensive analysis related to multimodal discourse.
Co-Authors Adriadi Novawan Alfi Hidayatu Miqawati Fitri Wijayanti Nodistya Septian Indrastana