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STRATEGI MEMAHAMI TEKS PIDATO BAHASA INGGRIS DENGAN METODE THINK ALOUD PROTOCOLS (TAPs) SULISTYANINGRUM, SITI DRIVOKA
JURNAL PENDIDIKAN BAHASA DAN SASTRA Vol 10, No 2 (2011): JURNAL PENDIDIKAN BAHASA DAN SASTRA
Publisher : JURNAL PENDIDIKAN BAHASA DAN SASTRA

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In the process of translating, the translator sometimes has different approaches to acquire the ideal translation. Nevertheless, the initial step and the most natural way for translator, either beginner or expert, to translate is by using the Think Aloud Protocols (TAPs). In this step, we are trying to translate a text or phrase spontaneously based on our knowledge and insight. In general, this study is to gain a better understanding of the psychological and linguistic mechanism involved in the activity of translating. Hence, this study emerges two main questions namely: (1) What kind of the decision making that commonly used in process that the translators commit and (2) In what kind of event that the pauses, hesitation, and the alteration do occurs. This leads to the idea that the study covers the discussion on the kind of decision making that translators commit when translating particular text given and at the same time will strictly focus on the pauses, hesitation, and the alteration when translating it. The research employed descriptive analytical method. The writer began by collecting data based on recording data of target interviewee, in this matter the translator. The classification of the data is based on the mental process made by translator namely: pause, alteration, and hesitation.Â The study resulted several finding namely there are 22 or 48% pauses , 12 or 29% alteration, and 8 or 19%hesitations, so there are 25 mental process occurred this ext. Based on the types of target language, the data shows different when it comes to the target text from English to or vice versa. The percentage of alteration from Bahasa to English is higherÂ (42.73%) than English to Bahasa (31.82%). It indicates that the translator have difficulty to make adequate word or create fluent verbalization. While from English to Bahasa the result shows different. As a matter a fact, the percentage of this target language type for pause shows higher value than English to Bahasa which is 50% or 22 pauses. It indicates that the translator have less trouble to make adequate word or create fluent verbalization. The translator also put very much attention in the quality of the product by always thinking it deep.Keywords: Think Aloud Protocol (TAPs) method, memahami teks, speech.

THE LOGICO-SEMANTIC RELATION OF STUDENTSâ PRESENTATION IN ACCELERATION PROGRAM OF SMA LABSCHOOL JAKARTA Sulistyaningrum, Siti Drivoka; Rasyid, Yumna
INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW Vol 1, No 1 (2015): June 2015
Publisher : PPs UNJ

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This study aims at investigating the kinds of taxis and logico-semantic relation of studentsâ presentation in Acceleration Program of SMA Labschool Jakarta. The meanings represented in clause complexes are analyzed based on the concept of relationship between clauses suggested by Halliday (1994: 373). The analysis of taxis and logico-semantic relation is necessary in order to present a pattern of the complexity of the acceleration students. The observation video was recorded in class K-12 then transcribed and analyzed by means of analysis of clause complexes proposed by Gerot and Wignell (1994: 21). The finding in the study shows that the clause complexity in the acceleration studentsâ presentation is varied. In the first group consisting 4 female students, almost all kinds of taxis and logico-semantic are relation found in their presentation, except hypotactic extension. In correspondence with the first group, the second group consisting 4 male students, has produced all kinds of relation except locution. From all groups the type of taxis and logico-semantic relation mostly arises is paratactic elaboration. The analysis of meaning reveals that the dominant meaning is addition which appears from extension.

INCORPORATING HIGHER-ORDER THINKING SKILLS IN ENGLISH LESSON PLANS FOR SENIOR HIGH SCHOOL Rosevinda Nabila Putri; Siti Drivoka Sulistyaningrum
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 8 No. 2 (2021): December 2021
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v8i2.18330

Since high order thinking skill is the most significant skills in the twenty-first century, there has been a lot of interest in it nowadays. Incorporating HOTS in the educational field, particularly in assessment, has been broadly employed. However, there is a lack of lesson plans that incorporates high-order thinking skills. This current study aims to explore the higher order thinking skills in lesson plans, particularly English, at Senior High School in Indonesia. This research employs a content analysis approach. A systematic content descriptive text methodology was used to analyse the data, which was based on Anderson and Krathwohl’s Taxonomy's cognitive levels. The data source of this study are 5 English lesson plans at two Senior High Schools in Jakarta. The result of the study indicates that HOTS levels C4, C5, and C6 are found in lesson plans, learning objectives, and learning activities. The result also reveals that the lesson plan needs further revisions to meet the HOTS standards that have been incorporated into the curriculum and national education strategy.

THE INTEGRATION OF PROBLEM-SOLVING SKILLS IN ENGLISH IN ACADEMIC DISCOURSE SYLLABUS AT ENGLISH LANGUAGE EDUCATION STUDY PROGRAM Kamavia Prasia Aspastur; Siti Drivoka Sulistyaningrum
LET: Linguistics, Literature and English Teaching Journal Vol 11, No 2 (2021)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v11i2.5198

Problem-solving skills have become the essential skill needed in the recent years. However, less attention has been paid to the integration of problem-solving skills in the course syllabus. Hence, this study aims to discover the extent to which problem-solving skills are integrated in the syllabus of “English in Academic Discourse” course and which components of the syllabus integrate problem-solving skills. The 21 words/phrases/sentences that indicate problem-solving skills in the syllabus components of English in Academic Discourse course in English Language Education Study Program were analyzed using problem-solving skills frameworks and indicators obtained from PISA (OECD, 2013), Trilling & Fadel (2009), and Partnership for 21st Century Learning Framework (P21, 2019). Qualitative content analysis is used as the methodology of this study and deductive content analysis by Mayring (2014) is used as the data analysis procedure of this study. The findings of this study show that all of the problem-solving skills indicators–exploration, understanding, representation, solution identification, planning, plan’s execution, monitoring and reflection–are integrated explicitly and implicitly in the course syllabus components. However, only five out of eleven syllabus components–basic information of the course, learning outcomes, course objectives, learning method, and course activities–integrate it.

THE INCORPORATION OF INFORMATION AND COMMUNICATION TECHNOLOGY TOOLS IN THE PRE-SERVICE LEARNING ACTIVITIES IN A TEACHER’S LESSON PLAN Siti Drivoka Sulistyaningrum; Dian Pusparani
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 9, No 2 (2021): VOLUME 9, ISSUE 2, OCTOBER 2021
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v9i2.p75-87

The advancement of Information and Communication Technology (ICT) has had a significant impact on the field of education, primarily in the areas of teaching English as a foreign language. However, the incorporation of ICT tools in pre-service teachers’ lesson plans for learning activities is still limited. As a result, the purpose of the research is to determine the types of ICT tools used in learning activities in pre-service teachers lesson plans. To answer the research questions, content analysis is used. The ten lesson plans are organized. The result showed that there are five types of learning activities. YouTube, PowerPoint, PowToon, Proprofs, Seesaw, Instagram, Movie Audio, Vizia, Audiobook, Winamp, and Google Form are among 11 types of ICT tools found in pre-service teacher’s lesson plans. Furthermore, all of the different types of learning activities are identified and listed as follows: 10 listening, 3 speaking, 3 reading, 9 writing, and 6 viewing. This finding suggests that pre-service teachers' lesson plans that incorporate information and communication technology act as content transmitters, presentational devices, and tools for directly engaging pre-service teachers and students on a platform. Keywords: ICT-based learning activities, ICT tools, Lesson Plan, Pre-Service Teacher.

THE INCORPORATION OF INFORMATION AND COMMUNICATION TECHNOLOGY TOOLS IN THE PRE-SERVICE LEARNING ACTIVITIES IN A TEACHER’S LESSON PLAN Siti Drivoka Sulistyaningrum; Dian Pusparani
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 9, No 2 (2021): VOLUME 9, ISSUE 2, OCTOBER 2021
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v9i2.p75-87

The advancement of Information and Communication Technology (ICT) has had a significant impact on the field of education, primarily in the areas of teaching English as a foreign language. However, the incorporation of ICT tools in pre-service teachers’ lesson plans for learning activities is still limited. As a result, the purpose of the research is to determine the types of ICT tools used in learning activities in pre-service teachers lesson plans. To answer the research questions, content analysis is used. The ten lesson plans are organized. The result showed that there are five types of learning activities. YouTube, PowerPoint, PowToon, Proprofs, Seesaw, Instagram, Movie Audio, Vizia, Audiobook, Winamp, and Google Form are among 11 types of ICT tools found in pre-service teacher’s lesson plans. Furthermore, all of the different types of learning activities are identified and listed as follows: 10 listening, 3 speaking, 3 reading, 9 writing, and 6 viewing. This finding suggests that pre-service teachers' lesson plans that incorporate information and communication technology act as content transmitters, presentational devices, and tools for directly engaging pre-service teachers and students on a platform. Keywords: ICT-based learning activities, ICT tools, Lesson Plan, Pre-Service Teacher.

Incorporating CEFR bands and ICT-competences in grammar syllabuses of English Language Education Study Program in Indonesia Siti Drivoka Sulistyaningrum; Purnawati Purnawati
Journal on English as a Foreign Language Vol 11, No 2 (2021): Issued in September 2021
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i2.2863

The incorporation of Information and Communication Technology (ICT) into the educational field has been widely implemented as 21st century skill. Common European Framework of Reference for Languages (CEFR) is one of the global standard languages required for global standard. However, in Indonesian context, there is lack of syllabuses incorporating CEFR bands and ICT-competences. This study explores the CEFR levels and ICT-competences incorporating in grammar syllabuses of ELESP in Indonesian universities. A content analysis method is used. Fifteen syllabuses of the grammar of the ELESP from 8 universities in Indonesia were selected purposely based on the proportion of private and public universities. All the grammar syllabuses are identified as Basic, Intermediate, and Advanced grammar. The findings revealed that: basic grammar, the CEFR level was A1-B1, intermediate grammar, the CEFR level was A1-B2, while the advanced grammar showed that CEFR level was B2-C2. In addition, the ICT-competences in entire syllabuses showed insufficient utilization which dominated Knowledge Acquisition and less intended for Knowledge Deepening and Knowledge Creation. These findings contribute as a reference to adjust and re-align the existing syllabuses to be in line with the CEFR bands framework and enriched with ICT-competencies.

Utilizing Online Paraphrasing Tools to Overcome Studentsâ€™ Paraphrasing Difficulties in Literature Reviews Siti Drivoka Sulistyaningrum
Journal of English Language Studies Vol 6, No 2 (2021): Available Online in September 2021
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v6i2.11582

One of the prevalence of digital technology in academic writing, particularly in literature reviews,Â is the use of paraphrasing tools.However, there is a lack of research focusing on overcoming students' paraphrasing difficulties in writing.Using the notion ofÂ Schuemann, C., Byrd, P., & Reid. (2006), this paper explores studentsâ€™ difficulties with paraphrasing and the use of online paraphrasing tools. A descriptive qualitative approach was used to collect data from 30 students enrolled in the Magister's of English Language Education (MELE) study program. Students' responses to two types of questionnaires were used as data sources. The study found that 83percent of the paraphrasing tools were used to rewrite the source text. Then, the most difficulties in terms of content, structure, language, and paraphrase strategy are paraphrasing itself, using correct grammar and appropriate vocabulary, and redundant/un-variative words. Furthermore, online paraphrasing tools mainly assist students in using the appropriate parts of speech (3.88) and in selecting appropriate vocabulary (3.79). It can then rewrite the source text using the same idea but a different writing style (3.75), correct grammar (3.67), the appropriate synonym to paraphrase (3.67), and changing the active sentence to the passive voice and vice versa (3.54). It can also change the source text's sentence structure (3.46), use proper tenses in literature reviews (3.38), and use proper discourse markers (3.33).Â Finally, students of the MELE study program can change the source text. Despite the numerous advantages of online paraphrasing tools, students are unable to read or comprehend text, which is the first step in the paraphrasing process.

Investigating the Implementation of an Online Literacy Coaching Program for Junior High School English Teacher Siti Hanna Sumedi; Ilza Mayuni; Siti Drivoka Sulistyaningrum
NOBEL: Journal of Literature and Language Teaching Vol. 13 No. 1 (2022): APRIL
Publisher : English Department, Faculty of Arts and Humanities, Universitas Islam Negeri Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/NOBEL.2022.13.1.117-137

Literacy coaching is an in-depth style of literacy enrichment and professional development activity that links observation, feedback, and reflection to the practice. This study adopted a case study to investigate the implementation, process, and benefits of an online literacy coaching program for 32 junior high school English teachers across Indonesia. Observation protocol recorded sessions, and participants were the data sources of this study. As observed thus analyzed through content analysis, it was found that the implementation of online literacy coaching has fulfilled the core activities of literacy coaching cycles as it adopts a collaborative, reflective, and project-based approach. In further, the process of literacy coaching has improved the participants' literacy teaching as their performance in Cycle 2 was getting better than in Cycle 1. Moreover, the interview and questionnaire results showed that the implementation of Online Literacy Coaching improved the participants' literacy skills and pedagogy. Based on the findings, this study proposed recommendations to properly emphasize the time duration of each session, intensively establish digital literacy even further, and intentionally involve students’ feedback as valuable and beneficial input for teachers’ professional development and the process of online literacy coaching.

DESIGNING LIFE AND CAREER SKILLS-INTEGRATED SPEAKING SYLLABUSES FOR ENGLISH LANGUAGE EDUCATION STUDY PROGRAM Muhammad Eka Zuwanda; Sri Sumarni; Siti Drivoka Sulistyaningrum
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 2 No 2 (2021): August 2021
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21460/saga.2021.22.84

Life and Career Skills (LCS) are already considered to be the essential skills to get equipped by the next generation in anticipating and facing complex challenges in life and work environment in the 21st century era. In preparing skillful and compatible next-generation, the educational institution has a responsibility to evolve fast by addressing the 21st century-skills into educational systems such as curriculum or syllabuses. In other hands, speaking skill has become a skill which is significant to master in utilizing language properly in various social context so that it has a function in understanding, composing, or interacting expressions, ideas, and opinion. Therefore, this study aims to design Life and Career Skills-integrated speaking syllabuses for ELESP by conducting a need analysis of Life and Career Skills towards nineteen syllabuses for speaking courses from six universities in Indonesia. The analysis is carried out by employing LCS indicators which are developed from some frameworks or theories of LCS proposed by the National Association of Colleges and Employers (NACE) (2019), Binkley et al. (2012), and Partnership for 21st Century Skills (P21) (2009). The design of this study is Design and Development Research (DDR) proposed by Ellis & Levi (2010); and Gall & Borg (2003) and qualitative descriptive as a research method used in this study. The findings reveal that Life and Career Skills have been integrated implicitly and explicitly into speaking syllabuses which appear mostly in syllabus components such as Course Description, Learning Objectives, Learning Outcomes, Materials, Teaching Methods, Learning Media, Assessment/Evaluation, and Course Policy. Oral/Written Communication and Critical Thinking competencies are the main LCS-indicators which are highly addressed in the existing speaking syllabuses. This study sets for the procedure of LCS integration and the design of Life and Career Skills-integrated speaking syllabuses; Speaking for General Purposes, Speaking for Professional Purposes, and Speaking for Academic Purposes. A skill-based syllabus is referred to design the proposed syllabuses.

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