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Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris
Published by Universitas Islam Nahdlatul Ulama Jepara
ISSN : 23565535     EISSN : 25492667     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Arjuna Subject : -
Articles 9 Documents
 1 
Search results for , issue "Vol 10, No 1 (2023)" : 9 Documents clear
DEVELOPING WEBSITE FOR TEACHING SIMULTANEOUS AND CONSECUTIVE INTERPRETING Atsani Wulansari; Gilang Fadhilia Arvianti
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 10, No 1 (2023)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/edulingua.v10i1.4652

Abstract

The website is needed for the teaching and learning process; furthermore, the website is also an essential element in adding learning material, especially in online learning. In line with that, Rahman et al. (2016) revealed that website-based learning media can be used in the classroom as it can encourage students to do various activities in learning. This research aims to develop and validate the designed website and the material inside it. This study applied Research and Development by Sugiyono, which are (1) Planning; (2) Developing; (3) Validating; (4) Revising. This research involved three expert validators of media and three expert validators of material. In addition, forty-six students in the translation and interpreting class were the respondents in this research. The data were taken from observation, questionnaires distributed to students and expert validators, and interviews. The findings of this study show that the website should be developed based on the students' needs and suggestions. Aside from that, the validation results state that the web is feasible to use with a few revisions.
CREANOVA WEBBING: A CREATIVE AND INNOVATIVE WEB-BASED LEARNING TO TEACH CHILDREN’S LITERATURE IN ONLINE CLASSROOM Eko Heriyanto
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 10, No 1 (2023)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/edulingua.v10i1.3757

Abstract

COVID-19 pandemic around the world in 2020–2022 shifted physical learning into distance learning. In Indonesia, particularly since COVID-19 had been announced to disappear, the learning process in several schools still adopts online learning. However, online learning led to certain challenges, one of which relates to the practical method of lecturing to teach children's literature for undergraduate students in universities. This study aims at exploring Creanova Webbing as an alternative method for teaching children’s literature as well as examining the level of respondents' satisfaction with the method. Thus, this research employs qualitative and quantitative methods by describing the implementation of Creanova Webbing, using a questionnaire, and applying the Likert Scale. The findings reveal that the stages of applying Creanova Webbing in the online classroom were the preparation/creation of a website consisting of particular learning material from children’s literature, teaching using the website, and withdrawing feedback from students. In addition, the content of children’s literature on the website is about the relation between Javanese children’s songs and nursery rhymes. Furthermore, the Creanova Webbing belongs to “good” category based scored 68.6% of Likert scale. Further studies are expected to focus on validating and developing the learning materials contained on the website.
POWER RELATIONS IN STUDENT-STUDENT INTERACTION: A PORTRAIT ON GENDER Aldha Williyan; Aprilia Riyana Putri; Mochamad Guntur; Lili Sururi Asipi
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 10, No 1 (2023)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/edulingua.v10i1.4675

Abstract

The students do not always feel at ease when working in groups or pairs. One of the reasons for this discomfort is the presence of power dynamics among the students. Therefore, this study focuses on investigating these dynamics and aims to achieve three main goals. Firstly, it aims to identify the indicators of power in student-student interactions between female and male EFL learners. Secondly, it aims to describe the relationships that are formed among them. Lastly, it aims to determine which participants exhibit more power in these interactions. The methodology employed in this study is qualitative, utilizing a classroom discourse analysis to identify the behaviors that manifest during student-student interactions. The data is examined using the theories of process types within systemic functional linguistics. The findings are then utilized to infer which participants wield more power in the interactions. The analysis reveals that a significant majority of the participants' process types indicate the presence of power. Furthermore, the relationship between female and male EFL learners is neither cooperative nor competitive, as one gender tends to dominate while the other has less ability to challenge this dominance. Thus, either female or male EFL learners can exhibit more power in the interaction. These findings indicate that power dynamics in interactions are not inherently tied to gender.
THE PERFORMANCE OF LMS USE AND ITS IMPACT ON ENGLISH LEARNING OUTCOMES Hefri Asra Omika
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 10, No 1 (2023)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/edulingua.v10i1.3646

Abstract

Learning management systems (LMS) are strong integrated systems that help teachers and students complete a range of tasks during the online learning process. For three semesters, the SMAN Titian Teras twelfth graders have used LMS Moodle to learn English. This study aims to (1) describe the accomplishment of twelfth-grade students' online English learning activities using LMS Moodle; (2) identify differences in twelfth-grade students' English learning outcomes based on LMS Moodle performance, and (3) identify differences in twelfth-grade students' English learning outcomes based on gender. The population of this research is grade 12 students of SMA Negeri Titian Teras H. Abdurrahman Sayoeti in the academic year 2021/2022, totaling 336 students. The sampling method used was simple random sampling, based on the Slovin formula, 182 students were assigned as the research sample. Data collection instruments used in this study: (1) Moodle log data which shows student performance in learning using LMS Moodle; and (2) computer-based semester exam results data on English subjects. Analysis of performance data using the LMS Moodle using the Sum Activity Rating (SAR) instrument developed by Singh et al. The statistical test used in this study is the Mann-Whitney U Test. The results showed that the level of achievement of the twelfth-grade students' English learning activities was high (84.3%). The English learning outcomes of students who have high LMS usage performance are better than students who have low LMS usage performance. English learning outcomes of female students are better than male students.
STUDENTS’ PERCEPTION TOWARD MERDEKA CURRICULUM IMPLEMENTATION THROUGH PROJECT BASED LEARNING IN SPEAKING CLASS Muh Shofiyuddin; Nina Sofiana; Santi Andriyani; Husni Mubarok
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 10, No 1 (2023)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/edulingua.v10i1.5270

Abstract

This study aims to find out how the students perception toward the implementation of Merdeka curriculum through Project based Learning in speaking class. It is a descriptive qualitative designn by using close questionnaire as the instrument of collecting data. the subjects of this study is semester four students having joined speaking for academic purposes consisting of 48 students. The result of analyzing the data shows that most of the students gave positive responses. The highest response, 100% of the students stated “yes” to the question if their speaking competence was increased by being taught using Project based Learning. Then, 80% students gave response “helpful” on the questioin, if Project based Learning help them improve your speaking skill. It can be concluded that the use implementation of Merdeka curriculum through Project based Learning gained very positive perception from the students.
SELF-ESTEEM, PERSONALITY TYPES AND SPEAKING PROFICIENCY OF TENTH GRADERS OF ISLAMIC HIGH SCHOOL Masrifatul Afifah; Ary Setya Budhi Ningrum
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 10, No 1 (2023)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/edulingua.v10i1.4005

Abstract

Self-esteem and personality types are required to accomplish self-quality. Some experts assume that speaking is correlated with self-esteem and personality types. Therefore, the goal of the research is to investigate the correlation between self-esteem, personality types and speaking proficiency. This correlational study involved 129 of tenth graders students of MAN 1 Kediri. To collect data, the instrument used include a closed-ended questionnaire about self-esteem and personality types and a speaking test. There are some findings according to the research problem stated in this research. The first, significant positive correlation between self-esteem and speaking proficiency evidenced by Sig.000<0.05 was found. The second, there was a significant positive correlation between personality types and speaking proficiency evidenced by Sig.000<0.05. The last, there was significant simultaneous positive correlation between self-esteem and personality types with speaking proficiency evidenced by Sig.000<0.05. From those findings, all of the alternative hypothesis (Ha) was accepted, it means that all of the variables examined have positive significant correlation.
THE TORCH WAR TRADITION AS A MEDIA OF INTRODUCING LOCAL WISDOM FOR BIPA STUDENTS Aliva Rosdiana; Olyvia Revalita Candraloka; Haryanto Haryanto; Hayu Dian Yulistiati; Aprilia Riyana Putri
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 10, No 1 (2023)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/edulingua.v10i1.5205

Abstract

The Torch War, as part of the Jepara culture, is a traditional ceremony held in the village of Tegalsambi, Tahunan, Jepara. Through cultural-based BIPA learning media, foreign students who learn Indonesia is expected to be closer to know about multiculturalism in Indonesia. This study uses a qualitative descriptive method through an anthropolinguistic approach to examine the culture and history of the Torch War as its object through an interview process through engaging, skilled, recorded and note-taking techniques The result of the study found that through cultural portraits, BIPA students have insight into the culture and beliefs of the Javanese people, especially the people of Tegalsambi Village, Jepara through meaning of symbols used in Torch War ceremony. The offerings used in Torch War ceremony symbolized were buffalo head, Sega Golong, Tumpeng kuning, Kupat, or ketupat, Dekem or Ingkung Ayam, Bubur abang Putih, Arang-arang Kambang, Jajan Pasar, Pisang Raja (Plantains), and Kembang. The sparks from the torch and symbols used in offerings are believed to avert harm and bring health. The symbols used in offering, BIPA students engages deeper existing local heritages and appreciating it as Indonesia’s national wealth through values, such as tolerance, affection, mutual cooperation, andhap ashor, humanity, respect, etc. Keywords: Torch War; Literature; Culture; BIPA; Diversity; Anthropolinguistics 
EFL STUDENTS’ PREFERENCES FOR CLASSROOM FEEDBACKS Asfar Arif Nurharjanto
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 10, No 1 (2023)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/edulingua.v10i1.4060

Abstract

Language learners’ environment holds vital contribution to learners’ language development. It provides them with the target language, in this case, English as a Foreign Language, which is usually taken in the form of input and feedback. Learners may choose the feedback variously depending on their proficiency and background. However, prior studies in this area show inconsistent results regarding the effect of learners’ background and proficiency on their preference for feedback.  Hence, this study aimed to explore EFL University students’ preferences for classroom feedback. The data were gained through interviews involving 20 students of the Graduate Program of English Education whose English competencies are mostly upper intermediate to advanced level. This study found that the learners could accommodate all types of given feedbacks and they do not significantly tend to choose particular types of feedback. This implies that learners’ language proficiency and surrounding environment could determine their choice of feedback. As a result, teachers or other language trainers should take their learners’ current language development into account in order to give those appropriate types of feedback.
FACTORS INFLUENCING EFL LEARNERS’ WILLINGNESS TO SPEAK ENGLISH IN THE CLASSROOM Nailin Nafisah; Ahmad Hilal Madjdi; Fitri Budi; Rismiyanto Rismiyanto
Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Vol 10, No 1 (2023)
Publisher : Universitas Islam Nahdlatul Ulama Jepara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34001/edulingua.v10i1.4613

Abstract

In the term of English as Foreign Language, the learners have few chances to be exposed to English for communication. A very common problem faced by many EFL teachers in the classroom is the learners have lack willingness to speak. The present study is conducted to know the EFL learners’ perception of factors that influence their willingness to speak English in the classroom. The qualitative research is conducted by having questionnaire with 10 EFL learners in Kudus to discover such factors. Several factors were identified in this research, including topic of discussion, task type, interlocutor, and teacher’s role. It is expected that teachers would choose certain approach aims at facilitating students to participate more during the class.

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