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Corrections on Grammar, Sentence Variety and Developing Detail to Qualify Academic Essay of Indonesian Learners Solikhah, Imroatus
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.v17i1.783

This experimental research examines: (1) significant differences of corrections on grammar, sentence variety and developing details on the quality of the essay by Indonesian learners; and (2) different effect of corrections on grammar, sentence variety, and developing details on the quality of the essay. Treatments for each were served as follows: corrections on grammar for the group A (22), corrections on sentence variety for the group B (20), and corrections on the developing details for the group C (24).Â Data were analyzed using One-Way Anova Test.Â The study revealed: (1) As the teaching technique, corrections on grammar, sentence variety and developing details were significantly different; (2)Â Contribution on the differences respectively came from sentence variety (t=4.377), developing details (t=3.933), and grammar (t=3.756). Upon beta test, contribution varied from sentence variety (58.5%), developing details (46.5%), and grammar (38.6%). Evidently, sentence variety is the most dominant technique to improve quality of the essay up to 58.5%.

Reading and Writing as Academic Literacy in EAP Program of Indonesian Leaners Solikhah, Imroatus
Dinamika Ilmu Dinamika Ilmu Vol 15 No 2, December 2015
Publisher : IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v15i2.261

This study investigates academic literacy imposed in reading and writing for academic purposes in the EAP program. This study uses descriptive design elaborating data from curriculum documents and interviews.Â Involving 45 participants from IAIN Surakarta and Veteran University, data were analyzed using constant-comparison and inductive analysis tecniques. The study diseovers that academic literacy is prominent to serve and recently it has been the growing learning outcomes universities should provide besides discipline and experise. Academic literacy in EAP program is embedded into academic vocabulary, grammar, reading and writing for academic purposes.Â Consequently, academic literacy should be incurred in the curriculum, syllabus, aims and objectives, and teaching materials.

PENGEMBANGAN MODEL KURIKULUM PENDIDIKAN BAHASA INGGRIS BERBASIS KKNI Solikhah, Imroatus
Konstruktivisme: Jurnal Pendidikan & Pembelajaran Vol 8, No 1 (2016): Januari 2016
Publisher : FKIP Universitas Islam Balitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30957/konstruk.v8i1.2

The objective of this study is to promote model English language education curriculum in reference to Indonesian Qualifiation Framework (IQF), practically KKNI-Based English Curriculum.Â Curriculum evaluation implementing content analysis was used and qualitative approach that involved document analyses, interview, discussion, and workshop was utilized for data collection.Â This study discovers that alignment of terms of CBC and KKNI-Based Curriculum is required, learning outcomes for institution and course learning outcomes are formulated prior to devise list of courses and course distribution.Â Admittedly,Â credits of the whole program and semesterly credits distribution are successivey determined.Â The recent curriculum has put its quality assurance and it might be applicable to adopt.Â Â Â Â Â Â

MODEL RPP BAHASA INGGRIS BERBASIS BELAJAR MANDIRI Solikhah, Imroatus
Konstruktivisme: Jurnal Pendidikan & Pembelajaran Vol 9, No 1 (2017): Januari 2017
Publisher : FKIP Universitas Islam Balitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30957/konstruk.v9i1.148

Â This study examines instructional objectives, teaching materials, and teaching strategies in English lesson plan. The study uses evaluation design implementing content analysis. An English lesson plan obtained from online data is analyzed.Â The study reveals that the lesson plan does not formulate appropriately components of instructional objectives and its indicators.Â The use of action verbs in Bloom taxonomy of instruction is not well identified in the indicators and instructional objectives.Â Sequence of instructional objective shows that instruction analysis is not applied.Â Â As a result, teaching materials are not well designed to show topics as the main teaching materials. Indication of how teacher develops a teaching material that links to instructional objectives, teaching strategies, and evaluation is absent.Â The lesson plan needs modification in all levels of instructional design more considerably.Â Â Â Â Â Â Â Â Â Â Â Â

BAHAN AJAR WRITING FOR ACADEMIC PURPOSES BERBASIS SELF-MOTIVATED LEARNING Solikhah, Imroatus
Konstruktivisme: Jurnal Pendidikan & Pembelajaran Vol 6, No 2 (2014): Juli 2014
Publisher : FKIP Universitas Islam Balitar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30957/konstruk.v6i2.28

Â This study is aimed at devising teaching materials for Writing for Academic Purposes (WAP).Â In context of English for Academic Purposes (EAP), writing is the core materials together woth reading comprehension and critical thinking.Â The study used Recursive Reflective Design and Development (R2D2) from Willis (1995). The main data if this study were writing materials for academic purposes and the subjects of the study included lecturer, students, and expert in writing. The study revealed two main ifndings.Â In the Defining Stage, the findings indicated that WAP should include writing for academic purposes that start from paragraph, three paragraph-composition, and 3-5 paragraph essay. The model of the essay is argumentative or persuasive essay as it is applicable for Test of Written English (TWE) for the TOEFL.Â In the Design and Development Stage, the WAP materials were developed into four components of instructional design:Â Competency Standard, Basic Competency, Indicators, and Core Materials.Â In overall outline, the design of WAP is begun with paragraph and its component and the essay for TWE. Â Â Â Â Â Â Â Â Â Â Â Â Â Â

Reading and Writing as Academic Literacy in EAP Program of Indonesian Leaners Solikhah, Imroatus
Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol 15 No 2, December 2015
Publisher : IAIN Samarinda

This study investigates academic literacy imposed in reading and writing for academic purposes in the EAP program. This study uses descriptive design elaborating data from curriculum documents and interviews.Â Involving 45 participants from IAIN Surakarta and Veteran University, data were analyzed using constant-comparison and inductive analysis tecniques. The study diseovers that academic literacy is prominent to serve and recently it has been the growing learning outcomes universities should provide besides discipline and experise. Academic literacy in EAP program is embedded into academic vocabulary, grammar, reading and writing for academic purposes.Â Consequently, academic literacy should be incurred in the curriculum, syllabus, aims and objectives, and teaching materials.

Corrections on Grammar, Sentence Variety and Developing Detail to Qualify Academic Essay of Indonesian Learners Solikhah, Imroatus
Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol 17 No 1, June 2017
Publisher : IAIN Samarinda

This experimental research examines: (1) significant differences of corrections on grammar, sentence variety and developing details on the quality of the essay by Indonesian learners; and (2) different effect of corrections on grammar, sentence variety, and developing details on the quality of the essay. Treatments for each were served as follows: corrections on grammar for the group A (22), corrections on sentence variety for the group B (20), and corrections on the developing details for the group C (24).Â Data were analyzed using One-Way Anova Test.Â The study revealed: (1) As the teaching technique, corrections on grammar, sentence variety and developing details were significantly different; (2)Â Contribution on the differences respectively came from sentence variety (t=4.377), developing details (t=3.933), and grammar (t=3.756). Upon beta test, contribution varied from sentence variety (58.5%), developing details (46.5%), and grammar (38.6%). Evidently, sentence variety is the most dominant technique to improve quality of the essay up to 58.5%.

A CRITICAL DISCOURSE ANALYSIS OF CAR ADVERTISEMENTS IN TELEVISION Sakia Hermila Tantri; Veronika Unun Pratiwi; Imroatus Solikhah; Sari Handayani
International Journal of English Linguistics, Literature, and Education (IJELLE) Vol 1, No 1 (2019)
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijelle.v1i1.351

This research was conducted to find out realities that showed on discourse of car advertisements in television based on the criticaldiscourse analysis theory by Guy Cook and to know the purposes that are showed in car advertisements on television.This research used the Critical Discourse Analysis based on Guy Cook’s theory. It is a descriptive qualitative research in conductingthe research. The data of this research are 21 car advertisements that are in four commercial televisions, such as metro TV, Trans 7, MNC TV, andRCTI. The data are taken from spoken text, written text, and also expression of the advertisement models. The researcher also uses respondents toanswer the questionnaire. This questionnaire is used to answer second problem statement that is the purposes that are showed in car advertisementsin television.Based on the analysis, eight elements of Guy Cook’s theory in Critical Discourse Analysis are substance, music and pictures,paralanguage, situation, co-text, intertext, participant, and function. It can be concluded that 100% of 21 car advertisements contains substance,music and pictures, paralanguage, situation, participant, and function. From 21 car advertisement, there are two car advertisements that contain cotext.So the percentage is 9, 52%. Then, only Daihatsu (Man. City vs Daihatsu Team version) that didn’t contained in intertext. So, the percentageof the car advertisements that contain intertext is 90, 47%.Based on the questionnaires which were distributed to the 15 people in all segments, the purposes of car advertisements are to influencethe people to choose the product based on its strengths. Because of advertisement, the power of interest also appears by the costumer to buy thisproduct.Based on the findings, it is suggested that the teacher have to conduct some research about Critical Discourse Analysis in other subjects.For the student, it is expected they can explore Critical Discourse Analysis in other theories, such as theory from Roger Fowler and friends,Theo Van Leeuwenn, Sara Mills, Van Dijk, and Norman Fairclough. For other researchers, it suggested to conduct a research in other subject ofadvertisement and other theories of Critical Discourse Analysis. Besides, it is also suggested to the other researcher to analyze the data which aretaken from the different data sources, such as advertisements and articles in magazines, newspaper, and others.

Teaching Practice is not Enough for EFL Teachers: Voices from IAIN Surakarta Imroatus Solikhah; Teguh Budiharso
Indonesian Journal of EFL and Linguistics INDONESIAN JOURNAL OF EFL AND LINGUISTICS, 4(2), NOVEMBER 2019
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

This study explores teaching practices for English Language Education program of IAIN Surakarta were implemented to link the gaps between theory and actual needs at schools. Relying on the qualitative approach, this study used content analysis as the main data sources, observation and interview to collect data. The results of the study show that teaching practice for the ELT in IAIN Surakarta indicate restrictions. With overall duration of 16 weeks, teaching practices at IAIN Surakarta is set in 6 credits, each of which consists of (1) micro teaching (2 credits), (2) administrative observation, (3) classroom observation, (4) classroom teaching practices. During the field practices, complaints from mentor teachers appear that practican students are not well prepared in teaching skills and limited knowledge is performed to English competence performance in the classroom. Students claim that preparation in the itinerary of teaching practice they received from campus are not definitely sufficient as too many administrative processes are emphazised and mentoring system does not suffice to equip teaching skills

Evaluating EAP Textbooks for Indonesian University Students Using Impressionistic and In-depth Assessment Imroatus Solikhah
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 4, No 2 (2020): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v4i2.606

This study was qualitative content analysis that evaluated the quality of English for University Teaching (EUT), English for Specific Purposes (ESP), and English for Academic Purposes (EAP) textbooks through impressionistic and in-depth analysis. The participants were 9 EAP teachers and 15 EAP students from three universities in Surakarta, Indonesia. Instruments to collect data were checklist and interview guide. The checklist consisted of impressionistic analysis to see (1) cover, (2) content scope, (3) learning activities, (4) book organization, and (5) layout; and the in-depth analysis, namely (1) aim and approach, (2) organization design, language and content, (3) language skills, and (4) practical consideration. Data were collected using checklist and Focus Group Discussion. Data were analyzed through summative content analysis with seven stages: transforming data into narrative text, determining unit of analysis, developing categories, coding, coding the entire text, checking consistency of coding, and drawing conclusion. Results show EUT and ESP have low quality based on the impressionistic evaluation, and fair quality of their in-depth evaluation. Both books are register and grammar oriented. EAP textbook is good in general, and very good in depth. EAP presents its contents in terms of genre reading, academic speaking, academic reading, academic writing and grammar.

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