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Communication Strategies Used by EFL Students with High and Low Self-Esteem Nurdini, Rahmi Aulia
Journal of ELT Research 2017: Journal of ELT Research, Vol. 2, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (708.537 KB)

This study aimed to investigate communication strategies (CSs) used by EFL students with low and high self-esteem in speaking English. Methods employed were questionnaire, observation, and interview. Findings showed that students with low self-esteem employed fewer CSs compared to those with high self-esteem. Students with low self-esteem only used the strategies such as non-linguistic means, appeal for help, and fillers or hesitation device, while the students with high self-esteem level used six kinds of communication strategies such as message abandonment, non-linguistic means, literal translation, code switching, appeal for help, and fillers or hesitation device. The study suggests that EFL practitioners pay attention to self-esteem aspect to obtain the optimum results of teaching-learning processes.

ERROR ANALYSIS ON EFL STUDENTS’ INDEPENDENT WRITING TASK OF TOEFL iBT Nurhayati S.; Rahmi Aulia Nurdini
Elite : English and Literature Journal Vol 6 No 2 (2019): December
Publisher : UIN Alauddin Makassar

TOEFL iBT, introduced in 2005, is a standardized test measuring English proficiency for not only university students where English is the language of instructions but also a requirement of many employers (Gallagher, 2016). Four skills tested in TOEFL iBT are : Reading, Listening, Speaking and Writing. The writing part is the object of this study focusing on analyzing EFL students’ essay writing errors. Essay is one type of writing tasks which is called as independent writing. The researchers analyzed some samples of independent writing task of 7 TOEFL iBT candidates. Examining 16 writing tasks entirely, the researchers categorized the errors into three major categories: grammar, mechanics, and content errors. This study found that most frequent grammatical errors were in agreement (30,5%), verb (18%), and followed by sentence structure (16,3%). The mechanic errors are in the uses of capitalization which is mostly in the letter of ‘i’ as a first singular pronoun and punctuation errors containing the omission and incorrect use of comma. The last finding is about content errors comprising plagiarism of using the phrases or sentences from the question; question addressing where the essays did not address the topic of the task well; and the missing of conlusion part which is obligatory in essay structure. The findings of this study are expected to enhance TOEFL iBT teachers’ understanding of candidates’ problems and to improve TOEFL iBT preparatory materials for having more effective teaching approach. Keywords: Error Analysis, TOEFL iBT writing, Independent writing task ABSTRAKTOEFL iBT, diperkenalkan pada tahun 2005, adalah tes standar yang mengukur kemahiran bahasa Inggris tidak hanya mahasiswa di mana bahasa Inggris adalah bahasa instruksi tetapi juga persyaratan dalam pekerjaan (Gallagher, 2016). Empat keterampilan yang diuji dalam TOEFL iBT adalah: Membaca, Mendengarkan, Berbicara dan Menulis. Kemampuan menulis adalah objek penelitian ini yang berfokus pada analisis kesalahan penulisan esai pada siswa yang mempelajari bahasa Inggris sebagai bahasa asing. Esai adalah salah satu jenis tugas penulisan yang disebut penulisan independen. Para peneliti menganalisis beberapa sampel tugas penulisan esai dari 7 kandidat TOEFL iBT. Para peneliti menganalisis 16 esai dengan mengelompokkan kesalahan menjadi tiga kategori utama: tata bahasa, mekanika, dan kesalahan konten. Penelitian ini menemukan bahwa kesalahan tata bahasa yang paling sering adalah dalam agreement (30,5%), kata kerja (18%), dan diikuti oleh struktur kalimat (16,3%). Kesalahan mekanik dalam penggunaan huruf besar yang sebagian besar dalam huruf 'i' sebagai kata ganti tunggal pertama dan kesalahan tanda baca pada penggunaan koma. Penemuan terakhir adalah tentang kesalahan konten yang terdiri dari plagiarisme dari menggunakan frasa atau kalimat dari pertanyaan; kesalahpahaman atas pertanyaan di mana esai tidak menjawab pertanyaan dengan baik; dan hilangnya bagian kesimpulan yang wajib dalam struktur esai. Temuan penelitian ini diharapkan dapat meningkatkan pemahaman guru tentang kendala-kendala yang dihadapi pembelajar TOEFL iBT dan untuk meningkatkan persiapan guru dalam mengajar TOEFL iBT untuk mendapatkan pengajaran yang lebih efektif. Kata kunci: Analisis Kesalahan, Kemampuan Menulis dalam TOEFL iBT, tugas penulisan

ERROR ANALYSIS ON USING SIMPLE PAST TENSE IN DIARY WRITING MADE BY EFL STUDENTS Fitri - Apriyanti; Rahmi Aulia Nurdini
Globish: An English-Indonesian Journal for English, Education, and Culture Vol 10, No 2 (2021): Globish (An English-Indonesian journal for English, Education and Culture
Publisher : Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/globish.v10i2.4688

This research is intended to analyze the simple past tense in writing diary writing made by EFL students. There are four certain major language skills in English that should be learned by students. Those are speaking, writing, reading and listening. In this research, the writer uses descriptive method. The data for this research was taken from the EFL’s students tasks who were asked to write a diary writing. The collected data was identified, classified, analyzed and interpreted based on the types of errors using theory corder’s were 75 errors. The finding revealed that there are 4 types of errors. They are omission, addition, selection, and ordering. Selection was the dominant errors with 30 errors (40%), followed by ordering with 16 errors (21%), addition with 15 errors (20%), and the last was omission with 14 errors (19%). Based on the data analysis above, the most of students’ errors was selection and the least of students’ errors was omission.

The errors of EFL students’ TOEFL iBT integrated writing task Nurhayati Irmawan; Rahmi Aulia Nurdini
Journal of Research on English and Language Learning (J-REaLL) Vol 1, No 2 (2020): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Reading, Listening, Speaking and Writing are four skills tested in TOEFL iBT. The two types of questions in the writing task of TOEFL iBT are independent and integrated. Focusing on the integrated task in which test-takers require to read a passage, to listen to a lecture related to the topic of the reading and to summarize the listening by explaining how it relates to the points in the reading (Peterson, 2007:8). This research analyzed the errors of students' writing production of integrated task. The research samples of the task were taken from 7 (seven) TOEFL iBT candidates. Examining 14 integrated tasks, this study categorized the errors into three major categories: grammar, mechanics, and content errors. This study found that most frequent grammatical errors were in the verb (22%), agreement (20%), and followed by a noun (14%). The findings of mechanic errors are mostly in the use of capitalization at the beginning of a sentence. In the part of punctuation errors, it was found that the omission of a comma as a frequent error. The last results are content errors which consist of plagiarism; own idea addition; question addressing in which if the test takers’ response focuses on one of the two passages and completely ignores the other one; and missed information in which test-takers are unable to absorb key information from reading and listening passage. It is expected that these findings enable TOEFL iBT tutors to recognize candidates' problems and improve their teaching approach to reach better results. Keywords: Error Analysis, TOEFL iBT, integrated writing task, summarizing

Communication Strategies Used by EFL Students with High and Low Self-Esteem Rahmi Aulia Nurdini
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2017: Journal of ELT Research, Vol. 2, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (708.537 KB)

This study aimed to investigate communication strategies (CSs) used by EFL students with low and high self-esteem in speaking English. Methods employed were questionnaire, observation, and interview. Findings showed that students with low self-esteem employed fewer CSs compared to those with high self-esteem. Students with low self-esteem only used the strategies such as non-linguistic means, appeal for help, and fillers or hesitation device, while the students with high self-esteem level used six kinds of communication strategies such as message abandonment, non-linguistic means, literal translation, code switching, appeal for help, and fillers or hesitation device. The study suggests that EFL practitioners pay attention to self-esteem aspect to obtain the optimum results of teaching-learning processes.

THE STUDENTS' PERCEPTION ON LEARNING USING ONLINE METHOD IN PANDEMIC ERA Rahmi Aulia Nurdini; Imtihan Hanim
The Seall Journal Vol 1 No 2 (2020): December 2020
Publisher : LPPM STKIP AL MAKSUM

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (209.179 KB)

The study is investigating the perceptions of students about learning using onlinemethod, the problems they encountered during e-learning process and theirstrategy to face e-learning method. The subject of the research was coming from 4students who were divided into third and fifth semester from 2 universities, suchas Bina Sarana Informatika and Muhammadiyah Tangerang University. Thedescriptive qualitative is used to gather the required data. Five questions areasked to get the data through online interview. Data shows that most of thestudents’ perceptions on online learning method is quite similar. Most of thestudents feel the same problems which relate to internet connection problems. Theproblem distracted their understanding of the materials given by the lecturers.Then, the strategy to encounter the problems are asking and discussing withfriends. Besides, they also find their own way through internet. Despite of beingeasy to find many ways to solve the problems, the offline method becomes theirmost favourable learning method.

COMMUNICATION STRATEGIES USED BY EFL STUDENTS IN IMPROVING SPEAKING SKILL Rahmi Aulia Nurdini
IJET (Indonesian Journal of English Teaching) Vol. 7 No. 1 (2018): July
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

This study aimed to investigate communication strategies (CSs) used by EFL students in improving speaking English. Methods employed were questionnaire, observation, and interview. Findings showed that students have improvement in speaking when they used communication strategies (CSs). The strategies used by the students such as non-linguistic means, appeal for help, and fillers or hesitation device, message abandonment, non-linguistic means, literal translation, code switching, appeal for help, and fillers or hesitation device. The study suggests that EFL practitioners pay attention to communication strategies (CSs) aspect to obtain the optimum results of teaching-learning processes.

The Use of Picture to Improve Students’ Speaking Skill in English Rahmi Aulia Nurdini
IJET (Indonesian Journal of English Teaching) Vol. 7 No. 2 (2018): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

This study is aimed to investigate how to teach English speaking or conversation interestingly for students by using a picture so that the students are easier to learn and enjoy in speaking English to others in the classroom. Method employed was descriptive qualitative method by doing observation and library research. Findings shows that using picture is one of good way to create an interesting learning process, so the students can easier to understand the lesson, and get enthusiastic to speak English to others in the classroom. Finally, if student always practice it repeatedly even out of the class, they will be able to remember permanently what they had learned and they will improve their ability in speaking English automatically.

Investigating Toefl iBT Writing Tasks (A Case-Study of EFL Learners) Nurhayati S.; Rahmi Aulia Nurdini
International Journal of English and Applied Linguistics (IJEAL) Vol. 2 No. 2 (2022): Volume 2 Issue 2 August 2022
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v2i2.1586

According to (Sharpe, Orientation to the TOEFL iBT, 2019), the TOEFL iBT assesses the test-taker’s ability to understand and use English for academic purposes. The TOEFL has four sections: listening, reading, speaking, and writing, each with its own set of instructions. The writing section assesses test-takers' ability to write essays in English. They write one essay about an academic topic (integrated task) and one essay about a familiar topic during the test (independent task). The academic essay requires them to relate information from a reading passage to information from a listening passage. The researchers conducted a similar study to learn about EFL learners' challenges when taking the test to improve TOEFL iBT writing instruction strategies. This study aims to investigate the errors and to discover if there are any new findings, as diverse techniques are found in participants' writing tasks, which could provide more general information for researchers and readers. The results showed that the typical grammar errors were almost in line with the previous studies. Another comparison was that Khoshkou and Keyvanfar did not provide missed information and conclusion insertions as other typical mistakes in the integrated task. However, the other errors—plagiarism, adding one's ideas, and question-addressing—are consistent with the study's findings. It suggests the researchers, as TOEFL iBT tutors, emphasize paraphrasing techniques and for participants with weaker English proficiency need more practice time to advance.

An Analysis of Hedonic Behavior Portrayed in Shania Twain’s Selected Song Lyric: English Imtihan Hanim; Rahmi Aulia Nurdini
Journal of English Development Vol. 3 No. 01 (2023): Journal of English Development
Publisher : Prodi Tadris Bahasa Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/jed.v3i01.2477

This research aims to describe the hedonism portrayed in Shania Twain’s song. Moreover, it also aims at describing the negative effect of hedonism on young people’s futures. The objective of this study is to analyze the hedonic behavior expressed in the song lyrics and also to describe the negative impact of hedonism, especially for the younger generation, as reflected in the song. "Ka-Ching!" is chosen as the song as it has many hedonistic behaviors, and it is taken as the main research data sung by Shania Twain. Hermeneutic Interpretation theory and Sociology of Literature theory are used. Descriptive qualitative is chosen as a research method. Based on the research, the result shows the types of hedonism expressed in Ka-Ching song lyrics consist of: The results of this research are that (1) the hedonistic issues portrayed in the song lyrics cover aesthetic and egoistic hedonism. These two types dominate the two song lyrics belonging to Shania Twain. The other result is that the ways to anticipate hedonism in life include being wise, being grateful, being simpler in life, and being closer to God.

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