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All Journal English Education Journal Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology
Mursid Saleh
Universitas Negeri Semarang, Indonesia
Education

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The Use of Cohesive Devices in Descriptive Text by English Training Participants at PST” kifti halimah islami; Mursid Saleh; Dwi Anggani Linggar Bharati
English Education Journal Vol 12 No 1 (2022): March 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i1.49052

Abstract

Today, many media to large companies are starting to invest English skills in their employees, including Pura Smart Technology (PST). This research aims to find out the use of cohesive lexical devices, the use of cohesive grammatical devices, the correctness of cohesive device uses, and the correlation of cohesive device use and descriptive text writing skills of the participants. The researcher took eleven employees as the participants. The researcher analyzed the data with Halliday & Hasan's theory, Coh-Metrix 3.0, and Spearman Correlation. The results were repetition with 54.92%, synonym with 6.81%, hyponym with 33.71%, meronym with 3.40%, and collocation with 1.14%. In terms of grammatical cohesion, the researcher found a reference with 29.54% and conjunction with 69.31%. The result also showed that the participants' cohesive device use excellence was 39.65%, with a very strong correlation, (rs) = 0.95. The researchers found that the English training participants had low mastery of cohesive device use quality. The researchers also found that the participants' cohesive devices and writing skills had a strong, significant, and immense correlation. The researchers suggest that future researchers upgrade the study's object and involve participants from different and complex backgrounds. From the pedagogical perspective, cohesive device uses are important to create a good image and judge an excellent educational background between the writer and the reader while understanding the meaning. Thus, writers can produce texts without any hoax information nowadays. Practically, these results help people use text appropriately in formal and non-formal settings.
Language Learning Strategies Used by Santri During Pesantren Speech Program for Developing their Speaking Ability Isyqi Amaliyah; Mursid Saleh
English Education Journal Vol 12 No 4 (2022): December 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i4.66653

Abstract

Using two languages, Arabic and English, at the same place and taking turns time, is one of the problems faced by some santri at Islamic boarding schools or pesantren. This study aimed at investigating the impact of English language learning strategies used by santri during the pesantren speech program on their speaking ability. This study applied a qualitative approach, specifically case study design. Observation, interview, and documentation were conducted to collect the research data. Also, the theory of language learning strategies by Oxford (2013) was used for analyzing the research data. The result of this study showed that the 12 participants used all types of language learning strategies, namely 1) memory strategies, 2) cognitive strategies, 3) compensation strategies, 4) metacognitive strategies, 5) affective strategies, and 6) social strategies. The percentage showed that 92% of the santri used memory strategies, 50% used cognitive strategies, 17% used compensation strategies, 75% used metacognitive strategies, 33% used affective strategies, and the last 100% of santri used social strategies in pesantren speech activity. All participants in this study stated that speech activities at Islamic boarding schools positively enhanced their speaking ability. It can be seen when they deliver speeches in front of an audience. They can improve their spoken language more than the text they made before. Thus, it can be concluded that speech programs could positively improve students’ speaking skills.
Politeness Strategies Used by Trump and El-Sisi in Their Speeches at United Nations Assembly Ummi Ashim Azzahra; Hendi Pratama; Mursid Saleh
English Education Journal Vol 13 No 1 (2023): March 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v13i1.68280

Abstract

In this study, the researchers identified ways that politeness strategies are commonly employed in a speech. Specifically, this study aimed at exploring the politeness strategies used by Donald Trump and General El Sisi during their speech at the 75th session of the UN General Assembly. Both the similarities and the differences between Donald Trump’s and General Sisi's use of politeness strategies and sub-strategies in their speeches were investigated. A qualitative research approach was conducted, and the theory of politeness strategies by Brown and Levinson was applied as the analysis framework. The research data was collected from the 57 utterances in Trump's speech and 79 utterances in General Sisi's speech. The analysis results showed that both Trump and El-Sisi applied bald on record, positive, and negative politeness. Specifically, the politeness strategies found in Trump's speech were 10 utterances of bald on record, 53 utterances of positive politeness, 8 utterances of negative politeness, and two utterances of off-record strategy. On the contrary, General Sisi's speech mostly contained negative politeness strategies. It was found that there were 70 utterances of negative politeness, 11 utterances of positive politeness, and 1 utterance of off-record strategy. These various politeness strategies used by Donald Trump and General Sisi could not be separated from their respective social positions, social distances, and cultural backgrounds.
The Effectiveness of Online Problem-Based Learning in Improving Students' Reading Comprehension with Different Learning Styles Muriyah Muriyah; Sri Wahyuni; Mursid Saleh
English Education Journal Vol 13 No 1 (2023): March 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v13i1.71110

Abstract

Reading is a fundamental skill for conveying information. Nowadays, various information is easily accessible quickly from many sources worldwide, so reading comprehension skills and mastering technology have been crucial for the challenges. Educators need a strategy to improve these skills. This study aims to measure the effectiveness of Problem-Based Learning through Google Classroom in improving the reading comprehension of students with different learning styles. This study used a quasi-experimental with a 2×4 factorial design on the tenth-grade students at SMAN 1 Sindang, Indramayu. The VARK questionnaire and reading comprehension test were carried out by one-sample Kolmogorov-Smirnov test and two-way ANOVA with Tukey's. The study exposed the result of Problem-Based Learning through Google Classroom and the influence of the student's different learning styles on the reading comprehension learning outcomes. This research indicated that the strategy was effective, but the student's different learning styles did not affect their learning outcome. Thus, there was no interaction between the teaching strategy and students' learning styles in improving their reading comprehension learning outcomes. This study offered a new perception of the importance of considering student's learning styles in organizing the appropriate materials, learning activities, and assessments to improve reading comprehension. The contribution of this study to the ELT in advance was a new awareness of the effectiveness of multi-mode digital settings in fulfilling the student's needs. Thus, it is confirmed that recent education is designed to accommodate students anywhere and anytime.
Persepsi Mahasiswa dengan Tingkat Kecemasan Menyimak Tinggi dan Rendah Terhadap Input Teks Lesan Menyimak Ekstensif Refi Ranto Rozak; Mursid Saleh; Januarius Mujiyanto; Djoko Sutopo
Prosiding Seminar Nasional Pascasarjana Vol. 5 No. 1 (2022)
Publisher : Pascasarjana Universitas Negeri Semarang

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Abstract

Abstrak. Input teks lesan yang bermakna dalam belajar menyimak ekstensif penting dalam meningkatkan kemahiran menyimak Bahasa Inggris. Selain itu, karakteristik input teks lesan berpengaruh besar terhadap tingkat kecemasan menyimak dalam Bahasa asing (Bahasa Inggris). Semakin tinggi tingkat kecemasan menyimak dalam Bahasa asing akan berpengaruh terhadap kemahiran berbahasa. Selama ini, input teks lesan dalam menyimak ekstensif dalam pendidikan calon guru Bahasa Inggris di Indonesia seringkali tidak sesuai dengan prinsip-prinsip menyimak ekstensif dan pemilihan materi belajarnya. Hal ini terjadi karena selama ini dosen menyimak tidak melibatkan mahasiswa untuk memberikan umpan balik dalam pemilihan materi menyimak ekstensif. Akibatnya, pemilihan teks lesan menyimak ekstensif sering dianggap kurang efektif. Untuk mengatasi permasalah tersebut, penelitian ini bertujuan untuk mengetahui persepsi mahasiswa dalam hal ketertarikan, panjang dan kesulitan, serta perhatian dan pemahaman dari input menyimak ekstensif yaitu narrow listening. Pendekatan penelitian ini adalah deskriptif kuantitatif dengan menggunakan survei sebagai teknik pengumpulan data. Sedangkan data yang diperoleh dari survei dianalisis dengan menggunakan uji Man-Whitney dengan terlebih dahulu mengadakan uji deskriptif kualitatif. Hasil penelitian menunjukkan bahwa secara umum responden teks lesan berita berseri sebagai materi menyimak ekstensif dalam narrow listening membuat tugas menyimak menjadi lebih mudah, lebih menarik, dan sangat menyenangkan. Untuk mahasiswa dengan tingkat kecemasan menyimak tinggi dengan kemampuan bahasa yang rendah, keefektifan narrow listening sangat terlihat. Abstract. Meaningful spoken text input in learning extensive listening is important in improving English listening proficiency. In addition, the characteristics of spoken text input have a major effect on the level of listening anxiety in a foreign language (English). The higher the anxiety level of listening in a foreign language will affect language proficiency. So far, the input of spoken texts in extensive listening in the education of prospective English teachers in Indonesia is often not in accordance with the principles of extensive listening and the selection of learning materials. This happens because all this time the listening lecturer does not involve students to provide feedback in the selection of extensive listening materials. As a result, the selection of extensive listening texts is often considered less effective. To overcome these problems, this study aims to determine student perceptions in terms of interest, length and difficulty, as well as attention and understanding of extensive listening input, namely narrow listening. The approach of this research is descriptive quantitative using a survey as a data collection technique. While the data obtained from the survey were analyzed using the Man-Whitney test by first conducting a qualitative descriptive test. The results showed that in general respondents of serialized news oral text as extensive listening material in narrow listening made listening tasks easier, more interesting, and very enjoyable. For students with high levels of listening anxiety with low language skills, the effectiveness of narrow listening is very visible.
The Voices of EFL Student Teachers toward Task-Based Activities Model in a Collaborative Virtual Learning Environment Agatha Lisa; Abdurrachman Faridi; Dwi Anggani Linggar Bharati; Mursid Saleh
International Conference on Science, Education, and Technology Vol. 7 (2021)
Publisher : Universitas Negeri Semarang

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Abstract

The provision of social space for students to engage actively and meaningfully in the ongoing virtual teaching-learning environment is an essential part of the language classroom during the COVID-19 pandemic. Furthermore, the society of group and peers’ life creates effective learning experiences where students can learn from each other. Therefore, the current study aims to investigate the voices of student teachers towards the implementation of the task-based activities model in a collaborative virtual learning environment (VLE) over the course of a semester. To achieve this, 105 EFL students were randomly recruited from an English elective course at a private university in Yogyakarta, Indonesia. The participants worked together (both in pairs and in a group) to achieve a common goal by finishing five digital projects. In addition, qualitative data were gathered from classroom observation, interviews, documentation, and online class surveys. The results demonstrate that most participants responded positively within collaborative remote learning through task-based activities circles in terms of cooperation, time management, problem-solving, task strategies, shared decision-making, and behavior. However, some students encountered problems and suggestions were then proposed to improve the learning model in the present study. Finally, pedagogical implications were addressed and further work for educators interested in replicating the study was proposed.
Language Assessment Course: Impact on Pre-service EFL Teachers’ Language Assessment Literacy Entika Fani Prastikawati; Januarius Mujiyanto; Mursid Saleh; Sri Wuli Fitriati
International Conference on Science, Education, and Technology Vol. 7 (2021)
Publisher : Universitas Negeri Semarang

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Abstract

Being an assessment literate has never been as critical and crucial as it is today. The existence of a language assessment course has been obligatory for the English education department to support the development of pre-service EFL teachers’ language assessment literacy. This study is intended to examine the impact of a language assessment course on pre-service EFL teachers’ language assessment literacy. A total of 134 pre-service EFL teachers completed Assessment Literacy Inventory (ALI) as pre-test and post-test of assessment literacy measures. To measure the significant difference in language assessment literacy, a series of dependent sample t-test was carried out. The result revealed a significant improvement in language assessment literacy after pre-service EFL teachers completed their language assessment course. Certain aspects of Standard in assessment literacy were in non-significant development.
Portraiting the Implementation of Project Based Learning in Teaching Narrative Text for EFL Students with Personality Traits: Introversion and Extroversion Jumbuh Prabowo; Dwi Rukmini; Mursid Saleh; Rudi Hartono
International Conference on Science, Education, and Technology Vol. 7 (2021)
Publisher : Universitas Negeri Semarang

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Abstract

Writing is still considered as the hardest skill in learning a language. It is because of its complexity. Students must consider writing elements when they express their thought and idea in written form. This research aimed at describing the students writing activities done by implementing Project Based Learning (PjBL). PjBL could encourage student motivation and develop learner autonomy. They also had opportunities for authentic meaningful language use. The data was taken by observing and recording students’ activities in teaching learning process. There were 40 participants from one class of the fourth semester students of English Department who attended Genre Based Writing class taken by using purposive sampling. The research was conducted at English department of University of Sultan Ageng Tirtayasa, Banten. The main outcome of this research was to describe the implementation of Project Based Learning in teaching narrative text. The result showed that through PjBL, both introvert and extrovert students could engage and discuss interactively. Consequently, the activities done before writing have an important role to make students more active and creative in triggering students’ idea to express in written form.
Teachers’ Beliefs Regarding Their Roles in Teaching English Listening Online: A Story from Two University Teachers in Indonesia Hustarna Hustarna; Mursid Saleh; Sri Wuli Fitriati; Zulfa Sakhiyya
International Conference on Science, Education, and Technology Vol. 7 (2021)
Publisher : Universitas Negeri Semarang

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Abstract

Beliefs are part of cognition that significantly determine what and how teachers do in their classroom. This study employed a case study to investigate university teachers' beliefs regarding their roles in teaching English listening online. We involved two English listening teachers teaching at a university in Indonesia. The instruments used in this study were an interview and observations. The thematic analysis result of this study reveals that the two teachers have different beliefs about their roles in teaching English listening online. Teacher A believed that she should play roles as a facilitator, a manager, and a motivator. In contrast, teacher B stated that in online listening teaching, the roles he played were as an instructor and a counsellor. In addition, teacher A's beliefs align with her teaching practice, while teacher B's beliefs are incongruent with his teaching practice. Some factors contribute to this mismatch. Finally, recommendations are made for the betterment of online listening instruction
Investigating Multiliteracy Pedagogy Practices of EFL-Speaking Teachers in Indonesia Desi Surlitasari Dewi; Rudi Hartono; Mursid Saleh; Sri Wahyuni
International Conference on Science, Education, and Technology Vol. 9 (2023)
Publisher : Universitas Negeri Semarang

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Abstract

This study aims to investigate the multiliteracy pedagogy practices used by EFL-speaking teachers in Indonesia. The study consists of two research questions: 1) How do EFL-speaking teachers in Indonesia implement Multiliteracy Pedagogy in their teaching practices? 2) What are the perceived benefits of using multiliteracy pedagogy practices in EFL-speaking classrooms in Indonesia? The data were collected through open questionnaire and in-depth interview. Open questionnaires were distributed to 19 EFL-speaking teachers in Indonesia. The results indicate that these teachers are implementing some elements of multiliteracy pedagogy, and they use various modes, such as visual, audio, audiovisual, or gestural, to support their teaching. Then, interview was conducted to small sample of the respondents. The data were analyzed through content and thematic analysis. The findings show that multiliteracy pedagogy practices make learners become more active thinkers, more independent learners, and are more engaged in their learning. The benefits of using multiliteracy pedagogy practices in EFL-speaking classrooms in Indonesia include improving learners’ language proficiency, promoting critical thinking and problem-solving skills, and enhancing learners’ motivation and engagement. Overall, this study contributes to a better understanding of the current multiliteracy pedagogy practices used by EFL-speaking teachers in Indonesia and sheds light on how these practices are integrated into teaching. The findings suggest that multiliteracy pedagogy practices have several benefits for EFL-speaking learners in Indonesia.
Co-Authors Agatha Lisa Desi Surlitasari Dewi Djoko Sutopo Dwi Anggani Linggar Bharati Dwi Rukmini Entika Fani Prastikawati Faridi, Abdurrachman Frimadhona Syafri Hendi Pratama Hustarna Hustarna Ira Mutiaraningrum Isnaini Eddy Saputro Issy Yuliasri Isyqi Amaliyah Januarius Mujiyanto Jumbuh Prabowo kifti halimah islami Muriyah Muriyah Refi Ranto Rozak Rudi Hartono Sri Wahyuni Sri Wuli Fitriati Ummi Ashim Azzahra zulfa Sakhiyya