PANYONARA: Journal of English Education
PANYONARA: Journal of English Education, known as journal which publishes articles in the field of ELT from various perspectives, covering both literary and fieldwork studies. It Publishes manuscripts within the fields of teaching English as a second or foreign language, English language teaching and learning, English language teachers training and education. Furthermore, the journal puts on aspects related to any kind of problems found in the process of classroom teaching and learning of English, dealing with method, techniques or strategies used by the teachers in their teaching-learning process
Articles
68 Documents
<![CDATA[Google Translate on Grab Application: Translation Study ]]>
<![CDATA[Niswatin Nurul Hidayati]]>
<![CDATA[ PANYONARA: Journal of English Education Vol. 3 No. 1 (2021): PANYONARA: Journal of English Education ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Madura ]]>
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DOI: 10.19105/panyonara.v3i1.4204
<![CDATA[The Google Translate service is widely used in Indonesia because it is considered very helpful, including being used by the Grab application platform, which the public has increasingly used in recent years. This research focused on the study of translation used in conversations between drivers and consumers. There were indeed many kinds of research on translation, but not many have discussed the translation used on Grab platforms. This research aimed to describe some of the translation styles used and deemed necessary for Grab and Google Translate improvement. Researchers used a qualitative approach by presenting data in the form of descriptions and analysis. Several points were found to be improved in the process of translating sentences in the grab application, including omitting the translation into the target language, word by word translation, inconsistency in translating a term, the application was unable to detect abbreviations, so it was not translated, the interrogative sentence in the source language was translated into a statement sentence in the target language. This research had many limitations so that other researchers can develop it more widely in the future.]]>
<![CDATA[Students’ Perceptions Toward Quizizz as an Online Learning Media ]]>
<![CDATA[Sari Rahmawati]]>
<![CDATA[ PANYONARA: Journal of English Education Vol. 3 No. 1 (2021): PANYONARA: Journal of English Education ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Madura ]]>
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DOI: 10.19105/panyonara.v3i1.4282
<![CDATA[Indonesia adapted a new change in the education system since Pandemic COVID-19, especially for having online learning. The purpose of this study was to examine students' perceptions toward the use of Quizizz as an online learning media in English courses during the COVID-19 pandemic. The design of the study was descriptive qualitative. The subjects of the study were 89 Information Systems students of STMIK Jayanusa. The data was collected through a questionnaire on Google Forms and they were analyzed by using the Likert Scale. The study revealed that students responded to Quizizz use positively; they strongly agreed about the use of Quizizz in distance learning]]>
<![CDATA[The Practices and Obstacles of English Language Teaching in Intellectual Disability Classroom: A Case Study at Special School (SLB) in Palembang ]]>
<![CDATA[Dalilan]]>;
<![CDATA[Eka Sartika]]>;
<![CDATA[Deyana Indah Lestari]]>
<![CDATA[ PANYONARA: Journal of English Education Vol. 3 No. 1 (2021): PANYONARA: Journal of English Education ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Madura ]]>
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DOI: 10.19105/panyonara.v3i1.4319
<![CDATA[Individuals with disabilities learn with difficulties such as physical, emotional, mental, and social deficiencies. In a limited physical and mental condition, they are faced with problems in learning, particularly in learning English. This study aims at revealing practices and obstacles in learning English in an intellectual disability classroom that affected the teaching practices. A case study method was used in this study. This study's participants were two teachers at SLB-C Tuna Grahita Palembang selected by a typical sampling technique. The observation and interview were used to collect data regarding realized practices and obstacles in teaching English to students with intellectual disabilities. Data were analyzed using thematic analysis. The study results indicated that English language teaching practices in intellectual disability classrooms were similar to the regular ones but more oriented to students' needs. The obstacles of English language teaching were affected by intellectual disability students' limitations in writing, reading, speaking, listening skills, and heterogeneous ability.]]>
<![CDATA[The Impact of Multisensory Method on Students’ Memorizing Vocabulary at Halimah Kindergarten Prenduan Sumenep ]]>
<![CDATA[Nailan Al Adzillina]]>;
<![CDATA[Henny Uswatun Hasanah]]>
<![CDATA[ PANYONARA: Journal of English Education Vol. 3 No. 2 (2021): PANYONARA: Journal of English Education ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Madura ]]>
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DOI: 10.19105/panyonara.v3i2.4317
<![CDATA[Young learners were aged 5-6 have a golden age to master a new language since they have good memorization in their brains. It is similar to the phenomenon at Halimah Kindergarten Prenduan Sumenep. 11 students had mastered their first language (Indonesian) 8 of 11 students among them cannot answer the teacher's question about English vocabulary of profession after the teacher taught learning vocabulary in the classroom. Additionally, the students are still difficult to answer the questions. Ultimately, this research measures whether kindergartens students learning vocabulary with the Multisensory Method have better-memorizing vocabulary and the significant impact of the Multisensory Method after treatment. The researcher conducted research using a quantitative approach with consist pre-experimental design. The data was obtained by observing pre-test and post-test. Likewise, documentation was used to legitimize the data. The data result found that learning vocabulary for the young learner is easier to understand if the teacher applies a multisensory method (t value: 5.164) which is higher than t table 2.23. Hence, the multisensory method is an excellent method to be applied for kindergarten in the classroom.]]>
<![CDATA[Teaching Reading Through KWL (Know-Want to know-Learned) Strategy In Islamic Economics Text ]]>
<![CDATA[Muzayyinatul Hamidia]]>
<![CDATA[ PANYONARA: Journal of English Education Vol. 3 No. 2 (2021): PANYONARA: Journal of English Education ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Madura ]]>
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DOI: 10.19105/panyonara.v3i2.4329
<![CDATA[KWL strategy is a reading strategy used by teachers or educators to improve the students' reading skills by activating their prior knowledge, encouraging their motivation, and making the student comprehend the text holistically. The purpose of this research is to (1) apply the K-W-L Strategy in Reading Islamic Economics Text (2) know How do the students apply the K-W-L strategy in reading Islamic economics text. This research is conducted in a descriptive qualitative design. The data is collected by observation and documents. Data analysis procedure based on Creswell, Rossman & Marshall, 1) Organizing and familiarizing 2) Coding and reducing 3) Interpreting and representing. The results present that the application of K-W-L strategy is made through three steps, namely 1) Pre-reading, where the teacher or researcher created a good condition of the classroom and introducing passage, and the students filling the chart in K column 2) Whilst reading, the teacher leads the student read the text and started to write down what they want to learn in W column 3) Post-reading in which the students started to comprehend the passage, make a conclusion and stated what they have learned from text based on their comprehension in L column. The study also concluded that the KWL strategy was appropriate in teaching reading on Islamic Economics Text, and it can be applied in reading for any level of English learners.]]>
<![CDATA[Exploring the EFL Students’ Reading Strategies Used on Reading Academic Articles ]]>
<![CDATA[Giwang Indriyani]]>;
<![CDATA[Indah Sekar Pertiwi]]>
<![CDATA[ PANYONARA: Journal of English Education Vol. 3 No. 2 (2021): PANYONARA: Journal of English Education ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Madura ]]>
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DOI: 10.19105/panyonara.v3i2.5008
<![CDATA[Reading activity is one of the essential skills for English language learners. Therefore, the use of reading strategies as one of the reading process rules should be considered. In considering the importance of reading strategies, this present study is intended to explore the reading strategies utilized by third-year EFL students on reading academic articles. To answer the research question, writers adopted the reading strategies questionnaire proposed by Oxford (1990). There were 21 statements and 31 samples involved in this present study. The significance of this study showed that meta-cognitive techniques were most frequently used by the students, followed by cognitive and affective, and then the less frequently used is social strategies. According to this finding, reading strategies should be noticed and taken as one of the considerations by lecturers and students to improve the EFL students’ comprehension of reading academic articles.]]>
<![CDATA[An Analysis of Madurese Dialect in the English Conversation by the Members of Bata-Bata English Centre (BBEC) ]]>
<![CDATA[Imroatul Mufidah]]>;
<![CDATA[Eva Nikmatul Rabbianty]]>
<![CDATA[ PANYONARA: Journal of English Education Vol. 3 No. 2 (2021): PANYONARA: Journal of English Education ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Madura ]]>
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DOI: 10.19105/panyonara.v3i2.5085
<![CDATA[The concept of world Englishes refers to English as a global language that means communication in numerous dialects and the movement towards an international standard for English. Varieties of English are used in various sociolinguistic contexts in different parts of the world, also in Indonesia. Since English plays as a foreign language, sometimes Indonesians still use their dialect. This study was mainly purposed to describe Madurese dialect in the English conversation made by Bata-Bata English Centre (BBEC). Mainly, this research is aimed to (1) Describe the patterns of Madurese dialect in English conversation by the members of the Bata-Bata English Centre (BBEC). (2) Know the factors that affect the pattern of Madurese dialect in the English conversation by the Bata-Bata English Centre (BBEC). This research belongs to qualitative research which investigates the group of BBEC about Madurese dialect in their English conversation. The researcher observed the students' learning process, interviewed them and took notes, recordings, and pictures. The study results were that the researcher found the patterns of Madurese dialect occur in the English conversation in three features: pronunciation which caused sound changing, a grammatical pattern that caused incorrect grammar; and inappropriate vocabulary. Second, the researcher found that three factors affected how their dialect in the English conversation. The first is lack of speech, Madurese language influences second, and the last factor is never listening to native English speakers. Madurese language that plays as their mother tongue influences their dialect in the English conversation]]>
<![CDATA[English Education Department Students’ Difficulties in Translating English News Report ]]>
<![CDATA[Nurlaila Nurlaila]]>;
<![CDATA[Andi Irlina]]>
<![CDATA[ PANYONARA: Journal of English Education Vol. 3 No. 2 (2021): PANYONARA: Journal of English Education ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Madura ]]>
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DOI: 10.19105/panyonara.v3i2.5089
<![CDATA[Different language systems between English and Indonesian cause difficulties in communication, both written and oral. This case can be solved with translation. This research aims to find about types of translation difficulties in translating English news reports encountered by the fourth semester of English Education Department students of Tarbiyah and Teacher Training Faculty at UIN Antasari Banjarmasin. This research is a qualitative descriptive research by analyzing the text of the news report entitled "London is the Best Destination in the World in the 2019 Trip Advisors Travellers' Choice Awards," published on 29 March 2019 at 00.48:00 a.m translated into Bahasa Indonesia by involving 50 of the students. The number of the students are the participants taken by using purposive sampling. The writers collect the written documents due to translating the text of the English News Report by the students, analyze the words, phrases, and sentences to find the students' difficulties based on Hartono's theory. There are four difficulties the writers found in this study. The difficulties are lexical, grammatical, stylistic, and cultural difficulties.]]>
<![CDATA[Indonesian EFL Students’ Perceptions on Learning Autonomy in Online Learning Delivery Mode ]]>
<![CDATA[Dalilan Dalilan]]>
<![CDATA[ PANYONARA: Journal of English Education Vol. 3 No. 2 (2021): PANYONARA: Journal of English Education ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Madura ]]>
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DOI: 10.19105/panyonara.v3i2.5140
<![CDATA[The online learning delivery method is increasingly used in the teaching and learning process at universities. This type of learning is relatively new to students, in particular to Indonesian EFL students. Students' learning autonomy in an online learning system is inevitably required. Autonomy in online learning and in offline learning can be differently perceived by the students. This study aimed at revealing EFL students' perception on learning autonomy in an online learning method. A questionnaire was used as the single instrument to obtain data from 35 students of the English Education Study Program of Tarbiyah and Teacher Education Faculty, State Islamic University Raden Fatah Palembang. The study sample was selected using opportunity sampling, and data were analyzed using a simple percentage statistic formula. The study results indicated that the majority of the students perceive online learning as independent learning in which they must have self-learning awareness and motivation, self-learning responsibility, and self-directed and governed learning. They also perceived that they could develop the problem-solving ability, critical thinking, and learning initiative in autonomous online learning. In the context of learning independently in an online learning system, self-time management is also essential to support their learning optimally.]]>
<![CDATA[English Learning Using Infographics for Balinese Secondary School Students ]]>
<![CDATA[Putu Sora Dipa]]>;
<![CDATA[I Gusti Ayu Lokita Purnamika Utami]]>;
<![CDATA[Made Hery Santosa]]>
<![CDATA[ PANYONARA: Journal of English Education Vol. 4 No. 1 (2022): PANYONARA: Journal of English Education ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Madura ]]>
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DOI: 10.19105/panyonara.v4i1.5852
<![CDATA[As the facilitator of the learning process, the teacher needs to utilize appropriate media for students to help them learn better. Visual media is considered a great help as it provides information more attractively. Thus, this study aimed to develop infographics as an English teaching medium for 8th-grade junior high school students. The subject of this research was the English learning media used by the 8th-grade teacher at SMPN 4 Singaraja. This study was a Design and Development research which consisted of 3 steps of research, namely design, development, and evaluation. The researcher's notes, infographic development blueprints, instrument validation, and expert judgment were used to collect the data. The data were from the researchers' notes, and the infographic development blueprint was described qualitatively. Meanwhile, the score obtained from the instrument validation and the results of the expert judgment were explained quantitatively. The final result indicated that the infographic is very good to be used as an English teaching medium, especially for the 8th grade of junior high school students. Therefore, this research concluded that by developing books containing infographics, English teachers could have another type of visual media to teach all topics in grade 8 by using infographics.]]>
