EDULANGUE
Edulangue is a scientific journal administered and published by the English Language Education Program under the auspices of the Faculty of Education and Teacher Training, Mataram State Islamic University (UIN Mataram). It serves as a scientific platform where professionals or academics share their theoretically and practically informed knowledge, experiences, practices, and innovations. This journal is home to teachers, scholars, researchers, professionals, and academics with interests in research for English teaching and learning. Edulangue is published biannually both in June and December in the form of electronic and paper
Articles
69 Documents
<![CDATA[A Morpho-Syntactic Error Analysis of Students‘ Writing at the State Madrasah Tsanawiyah of Sukoharjo ]]>
<![CDATA[Bayu Nandra Ramadhan]]>
<![CDATA[ EDULANGUE Vol. 1 No. 1 (2018): Edulangue: Journal of English Language Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Mataram ]]>
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DOI: 10.20414/edulangue.v1i1.193
<![CDATA[English is considered as an Indonesian students‘ foreign language which is not used frequently in their daily conversations. Since writing in English is a challenging experience for Indonesian students, they sometimes commit errors in grammar and sentence structures. Learners‘ errors were considered as the best sources to identify students‘ writing skills deficiency. They can be useful for teachers, learners, textbook providers, education system and so on. This descriptive qualitative research investigated the Indonesian EFL linguistics taxonomy of morpho-syntactic errors and the sources of the errors. The participants of the study were the third graders of the State Madrasah Tsanawiyah Sukoharjo. They were asked to write a descriptive text about their mother. After collecting the data and categorizing and identifying the erroneous areas in their work, the data were analysed using the linguistic taxonomy of errorscoined by Keshavarz (2006). The results of this study showed that the most frequent part of the students‘ errors based on morpho-syntactical errors was "errors due to a lack of concord" and the minimum frequency was found to be ?wrong word order?. Then, the most common error viewed from the sources of the errors was overgeneralization error, and the minimum frequency was related to ?faulty categorization.]]>
<![CDATA[The Effects of Emotional Intelligence on Students' Speaking Skills ]]>
<![CDATA[Meiva Eka Sri Sulistyawati]]>
<![CDATA[ EDULANGUE Vol. 1 No. 1 (2018): Edulangue: Journal of English Language Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Mataram ]]>
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DOI: 10.20414/edulangue.v1i1.195
<![CDATA[Emotional Intelligence and students’ speaking skills are correlated. This research aims to examine the effects of Emotional Intelligence on students’ speaking skills. The observed population of this research was the XII graders students of the State Senior High Schools in East Jakarta. The sample was taken using simplerandom sampling technique. The data were garnered from questionnaire, objective test, and oral test for both variables. The gained data were then analyzed by using correlation formula and multiple regressions. The empirical evidence showed that there was a significant effect of Emotional Intelligence on the students’speaking skills given the Sig value 0.000 and t observed=4.375. Since Sig value was less than 0.05 and t observed was higher than t-table, it indicated that H0 was rejected, which means that H1 was accepted. It illustrated that there was a significant effect of independent variable X (emotional intelligence) on the dependentvariable Y (student’s speaking skills).]]>
<![CDATA[Facebook: An Effective WEB 2.0 Technology for Blended EFL Classrooms in Indonesia ]]>
<![CDATA[Husnawadi Husnawadi]]>;
<![CDATA[Nanang Sugianto]]>
<![CDATA[ EDULANGUE Vol. 1 No. 1 (2018): Edulangue: Journal of English Language Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Mataram ]]>
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DOI: 10.20414/edulangue.v1i1.196
<![CDATA[The 21st century learning has been a landmark in the use of digital technologies that serve pedagogical purposes, which includes the proliferating use of blended learning (Henceforth BL). A mixture of face-to-face (FTF) and online learning (Internet Synchronous and Asynchronous media), BL strategy has gained its popularity in the sphere of English language teaching (Hereafter ELT) due to its effectiveness in promoting learners’ language proficiency. However, the discussion on the extent to which e-learning mode plays role in English as a foreign language (Henceforth EFL) classrooms, particularly Indonesia, remains scantily documented; and a query on what can be an effective and efficient medium of e-learning in the strategy remains persistent in the foreignlanguage context. With its popularity and preferred medium of communication among teenagers across the globe, especially Indonesia, Facebook (hereafter FB) can be an answer to such a question. Hence, drawing on the Indonesian ELT context, this paper discusses the nature of BL; argues why FB can be aneffective and efficient add-on to e-learning mode in the Blended ELT context; and presents an example of its application as applied in one of the authors’ English-speaking classroom at a State University for Islamic Studies (UIN Mataram) and a reflection as the lecturer. This paper is expected to inform the English teaching practitioners or teachers on how to use social media, particularly FB, to enhance the students’ learning and learning outcomes particularly in Indonesian adult English classrooms.]]>
<![CDATA[Thematic Progression on Third Grade Students‘ Writing in www.thewritesource.com ]]>
<![CDATA[Lia Elyani Sukawatie]]>
<![CDATA[ EDULANGUE Vol. 1 No. 1 (2018): Edulangue: Journal of English Language Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Mataram ]]>
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DOI: 10.20414/edulangue.v1i1.198
<![CDATA[This paper aims at describing the thematic progression which appears in the native 3rd grade students. This study examines the native students‘ writing, particularly their persuasive paragraph and narrative personal paragraph. The researcher took 2 texts out of 12 texts in www.thewritesource.com. The data analysis was grounded in the technique developed by Martin and Rother in Paltridge (2000:140). The result of this study showed that multiple theme patterns dominated the thematic progression development. The second one was reiteration theme, and the last was zig-zag pattern.]]>
<![CDATA[Speech Acts Proficiency of Junior High School English Teachers ]]>
<![CDATA[Kamarudin Kamarudin]]>;
<![CDATA[Lume Lume]]>
<![CDATA[ EDULANGUE Vol. 1 No. 1 (2018): Edulangue: Journal of English Language Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Mataram ]]>
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DOI: 10.20414/edulangue.v1i1.199
<![CDATA[Junior High School English teachers involved in this study taught English‘ speech acts at a Junior High School, where the materials taught include high level of spoken English. Thus, the English teachers need to be proficient in this particular skill. As professional educators, the teachers must have professionalcompetencies, particularly a good comprehension of the materials. Speech act constitutes spoken English, which is generally taught in Junior High School. Developing communication competence in English is the main purpose of English teaching in Junior High School. This descriptive qualitative research aims to describe a phenomenon: the ability of speech acts of Junior High School teachers. This knowledge comprises of several categories, namely the ability to define of speech acts, to identify speech acts conversations and to figure out speech act utterances. Drawing on the data garnered through the interviews, it was unveiled that most of the Junior High School English teachers could respond the given questions pertinent to speech acts. They could define the meaning of speech acts, identify the speech act conversations and figure out the speech act utterances. This study demonstrates that the proficiency level of the Junior High School English teachers is very good as they comprehend teaching materials and have good pedagogical skills.]]>
<![CDATA[A Study of EFL Students‘ Awareness on Apology through Cross Cultural Learning Activities ]]>
<![CDATA[Ardiyani Widya Permatasari]]>;
<![CDATA[Diah Kristina]]>;
<![CDATA[Sumardi Sumardi]]>
<![CDATA[ EDULANGUE Vol. 1 No. 1 (2018): Edulangue: Journal of English Language Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Mataram ]]>
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DOI: 10.20414/edulangue.v1i1.202
<![CDATA[This study was aimed at exploring what types of cross cultural learning activities used that contribute to EFL students’ awareness on apology function, and how the process occurred at an EFL tertiary level. The data analyzed in this study were collected in Satya Wacana Christian University and Sebelas Maret University. The study was a mixed method in nature using a questionnaire and interview adapted from previous studies. The quantitative data was obtained from six Indonesian EFL students using Discourse Completion Tasks Questionnaires (DCTQ), while the qualitative data obtained from individual interviews carried out with six EFL students. The results showed that there were group discussion and role playing used as cross cultural learning activities which contributed to EFL students’ awareness on apology functions. Another finding also indicated the use of apology strategies performing those two learning activities. It was unveiled that that EFL students employed numerous apology strategies that they were well aware of how to use adequate apology forms to meet the requirement of certain situations and relationships, and that they felt the need for explaining and avoiding interpretation of their responses as an apology.]]>
<![CDATA[The Use of Course Review Horray (CRH) Strategy to Promote Students' Self-Confidence in Learning Vocabulary ]]>
<![CDATA[Kamarudin Kamarudin]]>;
<![CDATA[Tawali Tawali]]>;
<![CDATA[Muhammad Muhlisin]]>
<![CDATA[ EDULANGUE Vol. 1 No. 2 (2018): Edulangue: Journal of English Language Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Mataram ]]>
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DOI: 10.20414/edulangue.v1i2.262
<![CDATA[This research aims at finding out whether Course Review Horray strategy has effect to promote students’ self-confidence in learning vocabulary at the seventh grade students of MA NW Senyiur Keruak Lotim or not. This research rises since the use of English vocabulary plays crucial roles of mastering English language. Students will gain a huge number of benefits in which they can cope with various vocabulary items. For instance; students will automatically convince their self to speak up fluently where they know much of variety of vocabulary. This phenomenon comes up along with students of MA NW Senyiur Keruak Lotim. This research was a quasi-experimental with two group pre-test and post-test design. The population was all the students of the seventh grade at MA NW Senyiur Keruak Lotim consisted of 74 students from 3 classes. The samples of this research were 2 classes consisted of 25 students each group. The experimental group was treated by using Course Review Horray strategy and control group was using Engage Study and Activate Strategy. The instruments of collecting the data were vocabulary test and questionnaire. After the data analysis completed, it was found that the questionnaire of students’ percentage was 56% the students got qualification A as criteria Student master 90%-100% of all indicators, 24% students get qualification as B master 80%-89% of all indicators, 16% students get qualification as C master 65%-79% of all indicators, 4% students get qualification as D master 55%-64% and 0% students got qualification as E master 0%-54% of all indicators. The number of T-test score was (2.865) > T-table (2.011). So, Course Review Horray (CRH) has effect towards students’ self-condident in learning English vocabulary]]>
<![CDATA[The Impact of PQ4R Strategy Use on EFL Students' English Reading Comprehension ]]>
<![CDATA[Nurul - Lailatul Khusniyah]]>
<![CDATA[ EDULANGUE Vol. 1 No. 2 (2018): Edulangue: Journal of English Language Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Mataram ]]>
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DOI: 10.20414/edulangue.v1i2.266
<![CDATA[The aim of this study is to examine the effect of PQ4R strategy on reading learning at English Study Program Universitas Islam Negeri Mataram. The research was used action research method. The sampling was taken by 34 students. The validity of data used credibility, transferability, dependability, and conformability. Reading comprehension ability achievement questions prepared by the researcher. It was used as the data collecting tool. These questions were implemented to both groups before the experiment. Independent sample t-test was used for data analysis. The result of the study that t-test result is t-stat (5.38) > t-table (1.99). It means that there is a significant difference was found in reading comprehension learning]]>
<![CDATA[Lecturers’ Motivational Strategy in ESP Classroom ]]>
<![CDATA[Afif Ikhwanul Muslimin]]>
<![CDATA[ EDULANGUE Vol. 1 No. 2 (2018): Edulangue: Journal of English Language Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Mataram ]]>
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DOI: 10.20414/edulangue.v1i2.285
<![CDATA[Abstract: This study is aimed to investigate how teachers’ motivational strategies use in ESP classrooms in the success of language teaching. Hence, the present study is trying to examineteachers’ motivationalstrategies and their reasons in ESP classrooms in teaching EnglishatFDIK UIN Mataram from their point of views. This research employed descriptive qualitative design on lecturers’ motivational strategies in ESP classrooms. The subjects of this study are four lecturers of ESP classes representing each departmentsat faculty of dakwah and communication science (FDIK) ofUIN Mataram. Management dakwahdepartment, Islamic community development department, Islamic counseling guidance department, and Islamic communication and broadcasting department. Then, it was found that ESP teachers in FDIK UIN Mataram generally employ all Ten Commandments for motivating language learner as proposed by Chengand Dornyei(2007). Further, researcher found additional motivational strategy appeared in lecturer no 3that interview strategy is not belong to the ten commandment but also stated in Chengand Dörnyei (2007)as main instrument, it is promoting self-motivating learner strategy. Finally, the reasons why the teachers consider to use those motivational strategies are: (1) bringing teaching practicality and interaction to be easier, more comfortable, and being more fun, (2) creating students’ awareness on the future success, (3) showing their care on students’ learning improvement and interest, and (4) being fair and wise in assessment. Keywords: Lecturers’ motivational strategy, and ESP Classroom]]>
<![CDATA[Investigating the Professional Competency and Reflective Practices of State Islamic Primary School English Teachers ]]>
<![CDATA[Hery Rahmat]]>
<![CDATA[ EDULANGUE Vol. 1 No. 2 (2018): Edulangue: Journal of English Language Education ]]>
Publisher : <![CDATA[Universitas Islam Negeri (UIN) Mataram ]]>
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DOI: 10.20414/edulangue.v1i2.304
<![CDATA[Continuous teacher reflection is part of the teachers’ education literature. However, in practice, teachers rarely carry out self-reflection processes to make a number of improvements toward their professional performance. This research aimed to know (1) the professional competency of State Primary Islamic School (MIN) English teachers in Mataram in conducting learning process; (2) the reflective practice of these teachers to improve their professional competencies in conducting learning process. This is a qualitative descriptive research as it describes data of the professional competency and the reflective practice of State Primary Islamic School (MIN) English teachers in Mataram in conducting learning process. To collect data, the reseracher uses observation, interview and dokumentation. The research informen are MIN headmasters, English language teachers, and some students. The data analysis technique used (1) data reduction; (2) data verification; and (3) Conclusion. The reserach result showed that (1) the professional competency of State Primary Islamic School (MIN) English teachers in Mataram in conducting learning process is good enough. It is indicated through implementation of three learning activities (Introduction Activity, Main Activity, and Closing Activity) with the supported activities; (2) There are 3 types of reflective practice done by English teachers of State Primary Islamic School (MIN) in Mataram through learning process namely (a) the use of learning media; (b) the addition of exercise score; and (c) the chianging of exercise content.]]>
