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All Journal International Journal of Evaluation and Research in Education (IJERE) Lembaran Ilmu Kependidikan English Education Journal English Language and Literature International Conference (ELLiC) Proceedings Journal of English Language Teaching and Linguistics Bookchapter Pendidikan Universitas Negeri Semarang Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology
Faridi, Abdurrachman
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Education Languange, Linguistic, Communication & Media

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The Implementation of Mind Mapping Strategy to Teach Writing in IELTS Preparation Class Pratiwi, Damar Isti; Faridi, Abdurrachman; Hartono, Rudi
Lembaran Ilmu Kependidikan Vol 45, No 1 (2016): April 2016
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lik.v45i1.7640

Abstract

This study is aimed to investigate the implementation of mind mapping strategy to teach writing in IELTS preparation class. It was a descriptive qualitative study on 20 students of IELTS preparation classes. Those students were divided into 6 classes based on their level after taking IELTS placement test. There were 3 teachers who taught 2 classes each. The data were collected by using classroom observations, students’ questionnaire, teachers’ interview, and document analysis. The present study revealed four results. First, mind mapping strategy was implemented by grouping the visual data to find out main trends, large increase or decrease, consistent direction and the relationship between modes and percentages in task 1; whereas in task 2, it was implemented by building students’ critical thinking to list main ideas which later on give supporting details for each main idea. Second, the students enjoyed teaching learning process through mind mapping strategy which resulted in passing guarantee program of having score improvement minimum 1 point, improved their analysis of data, enlarged their knowledge in academic writing topic, built their critical thinking and managed time well. Third, the problems during the implementation of those two strategies were teachers’ schedule, students’ activities at school before joining IELTS preparation class, time management, repetition ideas and phrases, laziness and boredom, and also illegible hand writing. Fourth, the solutions were: managing teachers’ and students’ schedule well, doing the test in time as instructions, reading many articles related with IELTS writing to broaden students’ knowledge, giving free writing, and practicing more.
THE STUDENTS’ STRATEGY FORMATION IN LEARNING GENRE BASED WRITING THROUGH BLENDED SYNCHRONOUS LEARNING Testiana Deni Wijayatiningsih; Dwi Anggani Linggar Bharati; Abdurrachman Faridi; Sri Wuli Fitriati
English Language and Literature International Conference (ELLiC) Proceedings Vol 4 (2021): Creative and Innovative Learning Strategies in The Field of Language, Literature, Ling
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

In this COVID 19 pandemic situation, EFL learners and lecturers must adapt with the situation. They had to learn from home and implemented blended synchronous learning approach to continue teaching learning processes for almost one semester. However, this condition had an impact on genre-based writing courses that writing is a complex skill and requires stages in creating a coherent text. To understand the students’ autonomous learning in genre- based writing class, it is momentous to analyse students’ self-regulatory skills, one of the skills is strategy formation in genre-based writing course. This research has an objective to describe the students’ strategy formation in genre-based writing class through blended synchronous learning. It administered a descriptive quantitative research method by using strategy formation questionnaire Likert scale. The questions consisted 10 questions self-concept indicator. The results showed that more than 40 % they had a good strategy formation in writing genre. Whereas there were some problems in creating text , such as; they sometimes applied mind map or outline before writing, they seldom reviewed their text using plagiarism application, and they sometimes created the ending of the text by reviewing all the text. Therefore, it is practical to create the text by considering strategy formation of self-regulatory skills if the teaching learning process applies blended synchronous learning approach.
Comparison of Commissive Acts between University of Oxford’s and Universitas Indonesia’s Prospectuses Fajriyati Waibah Mosambonga; Issy Yuliasri; Abdurrachman Faridi
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(2), August 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i2.863

Abstract

This study aimed to compare Oxford University (OU) as a native English speaker and Universitas Indonesia (UI) as a non-native English speaker in presenting commissive acts in their university prospectus to see their similarities and differences. This study used the descriptive qualitative method. The data were an English-written prospectus from OU, The World's Best University and UI, The Best Indonesian University in 2020, based on the 2020 World University Rankings by Times Higher Education (THE). Specifically, data were taken only from forty-nine courses in Undergraduate Programs from each prospectus. Data were analyzed using six types of commissive acts instruments according to Searle, (1976), namely Promise, Threaten, Guarantee, Refuse, Volunteer, and Offer supported with (IFIDs) and Felicity Conditions. Data were analyzed by identifying the types of commissive acts, classifying, comparing, interpreting, and concluding. This study found four similarities; both only presented three types of commissive acts such as Promise, Offer, and Guarantee. Both dominant presented the Guarantee type. Both tend to present commissive acts implicitly. For Promise and Guarantee, both do not present them explicitly. Three differences were; OU presented more commissive acts (312), while UI only (193). On the Promise type, OU tends to address its readers using (you), while UI used (students). On the Offer type, OU only presented it explicitly (27) times, while UI did it explicitly (17) and implicitly (3) times. The results of this study are expected to provide additional information regarding the proper use of commissive acts to attract readers' interest.
The Use of Cohesive Devices in Research Paper Conference to Achieve Texts Coherence Perwari Melati Akmilia; Abdurrachman Faridi; Zulfa Sakhiyya
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.v12i1.53228

Abstract

This paper employs discourse analysis to investigate cohesive devices and coherence in research articles. The research was based on a purposive random sampling of 10 research articles from the 8th ELTLT Conference 2019. The text analyzed in this paper includes the abstract, introduction, research methodology, findings and discussions, and conclusion. We seek to find out grammatical and lexical cohesion as conceptualized by Halliday and Hasan's (1976) concept, i.e., reference, substitution, ellipsis, conjunction, reiteration, and collocation. Furthermore, we discover the relation among research articles to achieve coherence by employing logical relations that highlight Thornbury's (2005) theory. According to the findings, the authors used cohesive devices in the creation of their writing product. From a total of 1955 clauses in 224 paragraphs, it was determined that almost all types of cohesive devices are used throughout the text. The conjunction of addition was the most frequently used cohesive device in the texts. Our findings demonstrate that authors engage the additional information to create a text without changing the context in the previous clause or sentence. However, there was no evidence of verbal ellipsis in the texts we examined. It was because the authors did not use both lexical verbs and modal operators. In conclusion, a cohesive device binds text together and bridges the gaps to avoid misleading context and achieve text coherence. Further studies need to explore the use of cohesive devices as a tool to improve the quality of writing.
Thematic Structure and Thematic Progression in Research Articles Published in Scopus-Indexed International Journals Endang Susilowati; Abdurrachman Faridi; Zulfa Sakhiyya
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.v12i1.53229

Abstract

Publishing in highly-indexed journals is greatly competitive, thus writing a qualified and eligible text becomes more challenging for a second/foreign language writer of English. A good text should be written logically and organized effectively according to the role of good academic writing. Thematic structure and thematic progression contribute to the development of a well-structured meaningful text. This study examines the use of thematic structure and thematic progression in research articles published in Q1 and Q2 Scopus-indexed international journals as well as their relationship to achieve the texts’ coherence. This is a descriptive qualitative study within the framework of Systemic Functional Linguistics (SFL) that employs discourse analysis. 3426 clauses gathered from ten research articles were analyzed by using Halliday and Matthiessen’s (2014) taxonomy of thematic structure and Eggins’s (2004) theory of thematic progression. This study highlights three major findings. Firstly, in terms of thematic structure, the textual theme is massively used followed by the topical and interpersonal theme. The predominance of the textual theme implies the authors’ ability in developing the logical relations between clauses. Secondly, in terms of the thematic progression, the theme reiteration pattern is frequently employed, followed by the multiple-rheme and the zig-zag pattern. The tremendous use of the theme reiteration indicates the authors’ ability in maintaining the focus of the texts. Thirdly, the relationship between thematic structure and thematic progression constructs logical relations between the clauses to achieve the texts’ coherence. Finally, this study provides some pedagogical implications for the teaching of English as a second/foreign language.
The Effectiveness of Synchronous and Asynchronous E-Learning Environments in Teaching Writing to Different Personalities Ajeng Hidayatul Maghdalena; Abdurrachman Faridi; Rudi Hartono
English Education Journal Vol 12 No 3 (2022): September 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i3.57801

Abstract

Since the Covid-19 pandemic is affecting the new educational environments, synchronous and asynchronous e-learning environments have been integrated into the teaching and learning process. This study aims to explain how significant the students’ achievement is taught in e-learning environments in teaching writing to students with different personalities. The design of this study was a quasi-experimental design with a 2×2 factorial design. This study was conducted on the eighth-grade students at SMP N 2 Mantup. The questionnaire and written test were carried out by t-test and two-way ANOVA. This study discovered a relationship between the e-learning environments and students' personalities, which influences their ability to write recount texts. This research showed that an asynchronous e-learning environment was effective for students with introverted personalities, and a synchronous e-learning environment was effective for students with extroverted personalities. This study also compared the use of the e-learning environments for each personality in improving writing recount text. Thus, this study presented a new perspective on the importance of paying attention to students' personalities in selecting the e-learning environments to improve writing recount text. The contribution of this study provided to the ELT development was new insight on how effective the teaching implemented in a dual mode digital environment is, no matter what personality the students possess. Thus, it is proven that modern teaching has no boundary, spatially and temporally.
The Realization of Positive Politeness Strategies on the Tonight Show Starring Jimmy Fallon Muhammad Zaiim Muhtadi; Hendi Pratama; Abdurrachman Faridi
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.v12i4.65399

Abstract

People communicate with others to complete what is called a ‘social demand’. In conversations, people tend to speak politely to kepp their interlocutors’ feelings so the conversation can be maintained in harmony. They follow several rules and principles that already exist in society. They apply politeness strategies so that the communication can run effectively. This study aims to explain the realization of positive politeness strategies on the tonight show starring Jimmy Fallon. The data were taken from the talk show transcript as the primary source. A descriptive qualitative method was used to analyze positive politeness strategies proposed by Brown and Levinson. Based on the analysis, the positive politeness strategies were used in Jimmy Fallon talk show. The types of positive politeness strategies are are notice (attend to hearer), exaggerate, intensify, use in group identity marker, seek agreement, avoid disagreement, presuppose/assert/raise common ground, joke, assert/presuppose speaker knowledge, offer/promise, be optimistic, include both speaker and hearer in the activity, give/ask for a reason, assume/assert reciprocity, give gifts (sympathy, good, understanding). There were positive politeness strategies used in the utterances with the highest data was performed by the give gifts sub-strategy 12,95%; and the lowest data was performed by assert or presuppose speaker’s knowledge sub-strategy 1,78%. By using positive politeness strategies is expected to show the intimacy relationship among the speaker and interlocutor during the interaction and achieve communicative competence.
Evaluating the Appropriateness of English Textbook Used for Teaching English for Specific Purposes Siti Nurhidayah; Abdurrachman Faridi; Zulfa Shakiyya
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.v13i1.70649

Abstract

One of the steps in creating a course that delivers validity and relevance for all course design activities is analyzing the needs of the students. Need analysis helps teachers to identify students’ needs in learning English based on their daily needs and future needs. This study intends to evaluate the English textbook appropriateness for students and the school’s needs in ESP in the office administration program at SMK Setiabudhi Semarang. Hutchison and Waters (1987) proposed the theory that was employed in this research. The theory elaborates on the concept of need analysis in ESP that should contribute to the target and learning needs. Target needs are linked to what the students need to accomplish in the target situation, while learning needs refer to what the students need to do to learn effectively. This study applied a descriptive qualitative research approach to analyze the information gained via student surveys, teacher interviews, and document observations. The study's findings demonstrate that the English textbook used was deemed appropriate for meeting both the students and the school’s needs. The degree of appropriateness revealed that, on average, the textbook satisfied 77% of school needs and 87% of student needs. The result is expected to give a contribution to both teachers and students to evaluate their English materials in the textbook used in learning ESP.
Achievement of Dynamic Equivalence in the Translation of Enola Holmes Movie’s Subtitle Ummi Mukhoyyaroh; Abdurrachman Faridi
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.v13i1.71524

Abstract

In translation, dynamic equivalence aims to deliver a text’s message in terms that a new recipient audience can understand. This research centered on analyzing the Indonesian translation of the movie subtitles for "Enola Holmes" from English to achieve dynamic equivalence. The main objective was to assess the level of dynamic equivalence and translation quality. The study utilized the content analysis method and employed three instruments: document analysis, a questionnaire, and interviews. The theoretical framework adopted for dynamic equivalence was Nida and Taber's (1964) theory, while the concept of translation quality was based on Nababan et al (2012) work. The findings of the study revealed the following; the accuracy was highly precise, with 78 instances out of 208 data samples. This indicates that the translation effectively conveyed the original meaning without any spelling or grammatical deviations in the use of terms. The acceptability of the translation product was 86.3 instances out of the data analyzed. This suggests that the translation felt natural, employing commonly used and familiar terms that were in line with the rules of Bahasa. Based on readability formula checkers, the translation achieved a very easy readability level suitable for readers aged 8-9 years old, equivalent to 3rd and 4th graders. The study demonstrated a close relationship between accuracy, acceptability, and readability in achieving dynamic equivalence. Furthermore, it is recommended that future researchers focus on specific objects and issues in translation studies.
Is collaborative peer assessment model effective for genre-based writing in university? Mazulfah Mazulfah; Abdurrachman Faridi; Dwi Rukmini; Yan Mujiyanto
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i4.25640

Abstract

The existing peer assessment model for genre-based writing must be developed to gain the maximum quality of the assessment. It needs to be integrated with collaborative learning and problem-based learning and make the peer assessment as part of learning. Thus, this research has aim to determine the effectiveness of the peer assessment model in the group genre-based writing class. The method used was quantitative method with comparative design. The model was developed at seventh semester of English Education Department, Universitas Islam Negeri Salatiga, Indonesia. There are 23 pre-service English teachers (PSETs) joining on the implementation developed peer assessment model collaborative genre-based writing peer assessment model. The result revealed that there is no difference between the score from the peer assessment and the score given by the lecturer. It can be concluded that the collaborative genre-based writing peer assessment conducted by students has similarities with the assessment conducted by the teacher. It supports that the students’ and teacher’s assessment has the same quality.
Co-Authors Adi Susanto Agatha Lisa Agatha Lisa Ajeng Hidayatul Maghdalena Atika Azarine Shafa Milannisa Bayu Ariwibowo Damar Isti Pratiwi Delta Apriyani Dwi Anggani Linggar Bharati Dwi Rukmini Endang Sulistianingsih Endang Susilowati Fajriyati Waibah Mosambonga Frimadhona Syafri Frimadhona Syafri Hartono, Rudi Hendi Pratama Isnaini Eddy Saputro Isnaini Eddy Saputro Issy Yuliasri Januarius Mujiyanto Mazulfah Mazulfah Mazulfah Mazulfah Mega Mulianing Maharani Muhammad Zaiim Muhtadi Mursid Saleh Mursid Saleh Mursid Saleh Natalia Manuhutu Novita Eka Tristiana Perwari Melati Akmilia Rudi Hartono Salamatul Chasanah Sayyidatul Fadlilah Seftika Seftika Sita Nurmasitah Siti Nurhidayah Sri Wuli Fitriati Sri Wuli Fitriati Sri Wuli Fitriati Surti Milarisa Testiana Deni Wijayatiningsih Ummi Mukhoyyaroh Yan Mujiyanto Yentri Anggeraini zulfa Sakhiyya Zulfa Shakiyya