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Muhammad Ahkam Arifin
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International Journal in Applied Linguistics of Parahikma
Published by Institut Parahikma Indonesia
ISSN : 2614364X     EISSN : 27746682     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
International Journal in Applied Linguistics of Parahikma is a semiannual, peer-reviewed, official, international journal of Institut Parahikma Indonesia. It publishes articles (e.g., conceptual paper, research papers, review articles, book reviews) on applied linguistics in relation to language learning and teaching.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 7 Documents
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Search results for , issue "Volume 2 Number 1, August 2020" : 7 Documents clear
Promoting assessment for learning: Students’ perceptions of informal assessment in the English classroom Sri Rejeki
International Journal in Applied Linguistics of Parahikma Volume 2 Number 1, August 2020
Publisher : Institut Parahikma Indonesia

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Abstract

This study aims at investigating students' perceptions of informal assessment conducted by the teacher. This assessment provides a solution regarding the fact that many Indonesian students feel frustrated due to the use of formal assessment. The participants of this study were 22 graduate students majoring in English Education in one of the universities in Indonesia. The design of this study was qualitative. This study used observation and a questionnaire to collect the general data and an interview to investigate students' more in-depth understanding. The finding revealed two aspects: the types of informal assessment by the lecturers and the benefits of using informal assessments in the learning activities. The types of assessment the lecturers were linguistic and nonlinguistic aspects, presentation, observation, giving compliment, group discussion, question and answer, interview, and portfolio. Furthermore, several benefits of this assessment viewed from students’ perspective were they more focused on the process instead of the judgment, they got useful feedback based on the learning problems faced by the students, they could solve their learning problems using the feedback given, and it made them more motivated in participating the classroom activities, they felt less stressful while doing this assessment, they got more knowledge and more in-depth understanding about the material, they got reflections which is very crucial in altering their learning progress, and it improved their participation in the classroom activities.
Factors Causing Students’ Disruptive Behavior in Learning English: A Case Study Hardiani Ardin
International Journal in Applied Linguistics of Parahikma Volume 2 Number 1, August 2020
Publisher : Institut Parahikma Indonesia

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Abstract

One of the most serious problems in effective teaching and learning processes at the secondary level is students' disruptive behavior. All stakeholders should have been giving more attention to students' disruptive behavior especially during learning processes.  This study aimed to give a descriptive account of the factors causing students’ disruptive behavior in learning English based on the case study of a student who is categorized as the most disruptive student in learning English. This study applied descriptive qualitative research by using a purposive sampling technique. Two of the EFL teachers, a counselor, two of his classmates, and one of his family were interviewed for the data collection. The observation checklist and field notes were also used to show the student's disruptive behavior when learning English. The data analysis consisted of the data collection, data reduction, data display, and conclusion: drawing/verification. The findings showed that the factors causing the student’s disruptive behavior in learning English were (a) seeking attention, (b) classmate, (c) close friend, (d) learning environment, (e) family, and (f) social environment. It can be inferred that the most dominant cause of student’s disruptive behavior came from external factors.
The application of cluster mapping technique in writing descriptive paragraphs Rahayu
International Journal in Applied Linguistics of Parahikma Volume 2 Number 1, August 2020
Publisher : Institut Parahikma Indonesia

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Abstract

The objective of this study was to examine the effect of using cluster mapping technique to the writing ability of the second-year students of state junior high school (SMPN) 4 Makassar. A quasi-experimental design was adopted in this study. The population of this research was the second year students of SMPN 4 Makassar in the academic year 2018/2019. The researcher used cluster random sampling technique to determine the two classes involved as sample. Class VIII.5 consisting of 36 students was assigned as experimental group and class VIII.6 composed of also 36 students was involved as control group. There were two variables in this research, namely the use of cluster mapping technique as independent variable and students’ writing ability as dependent variable. The data were collected from writing tests administered in pretest and posttest of each group. The posttest results demonstrated that the experimental class was significantly better than control class. The posttest mean score of experimental class (70.86) was higher than the control group (65.86), and the value of t-test was higher than the value of t-table (5.144>1.994). Based on the findings and discussion of the study, it can be concluded that the cluster mapping technique can significantly improve the ability in writing descriptive paragraph of the second-year students of SMPN 4 Makassar.
Critical pedagogy and race in TESOL Ammar Tekin
International Journal in Applied Linguistics of Parahikma Volume 2 Number 1, August 2020
Publisher : Institut Parahikma Indonesia

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Abstract

Having been initiated by the work of Paolo Freire in Brazil and other South American countries, critical pedagogy has continued to influence the English language teaching profession since the 1980s. Focusing on social change and social justice via education, critical pedagogy views education as a political activity. On the edges of the spectrum, education can maintain the status quo or challenge the social, political, economic, and cultural structures locally and globally. In this regard, language becomes a crucial element in maintaining or challenging the status quo. In English language teaching, the development of the field is directly related to colonialism and recently to globalism. Through its aims and content, English language teaching needs to be critically evaluated in terms of the values being transmitted in schools, training centres, textbook, media, and so on. Moreover, although learning the English language is a global phenomenon, especially textbooks used in language teaching continues to marginalise various races, with a colour blindless mentality. Critical multiculturalism can be an organic response to this distorted perspective, whether it is made consciously or unconsciously.
Language learning strategies of successful EFL learners Sri Mulyani
International Journal in Applied Linguistics of Parahikma Volume 2 Number 1, August 2020
Publisher : Institut Parahikma Indonesia

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Abstract

This study aimed at exploring language learning strategies applied by successful EFL learners, specifically in learning language elements: vocabulary, pronunciation, and grammar. This study employed qualitative design, involving three participants identified as successful EFL learners. Data were collected through in-depth interviews and document examinations. Miles and Huberman’s model was used as the technique of data analysis. The research findings demonstrated that successful EFL learners in this study employed cognitive, memory, and compensation strategies in learning vocabulary. In learning pronunciation, cognitive and metacognitive strategies were utilized. Meanwhile, in learning grammar, EFL successful learners used cognitive and social strategies. Cognitive strategies were the most frequent strategies used by the participants, while memory, metacognitive, and compensation strategies were the least.
Contextualizing civilized character in ELT: Philosophical approach Aminah Aminah
International Journal in Applied Linguistics of Parahikma Volume 2 Number 1, August 2020
Publisher : Institut Parahikma Indonesia

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Abstract

Every knowledge in this life must be under the philosophy scope including education. Moreover, education is not only a matter of transferring knowledge from a teacher to the students but also a matter of educating them to have good character. Some educators ignore it due to the materialistic or hedonism perspective which is dominant in dealing with their job performances. As a result, character value seems to be neglected. Moreover, moral education is discussed in several terms namely character building, character value and, in this article, it is called civilized character. In term of instilling or contextualization of civilized character depends on the quality and awareness of the teacher. Teacher professional development is the key before realizing it and applying it to be a good pattern for the student. Hence, enriching teachers’ quality in cognitive and soft skill is urgent. In ELT, the integration of technology, general knowledge, and religious studies are broken down into learning activities. Similarly, the integration is assimilated with the students learning styles (kinesthetic, audio, and visual). Thus, the assessment aspect also should consider civilized character, affective, psychomotor, instead of focusing on cognitive only. It is expected that teacher contribution is in line with the civilized character internalized during teaching and learning process and will be inherent in daily life since philosophically all of us are the lifelong learners who face the real faculty of education.
Students' perceptions of mobile apps: A needs analysis of EFL learners Nurwahida Nurwahida
International Journal in Applied Linguistics of Parahikma Volume 2 Number 1, August 2020
Publisher : Institut Parahikma Indonesia

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Abstract

In the current digital age, mobile apps are increasingly being employed to expedite the learning process. However, in order to incorporate mobile apps effectively into classrooms, EFL teachers must first be aware of the logistics of applying mobile apps. The purpose of this research was to investigate the current use of mobile technology in studying English and make recommendations for choosing apps for English learners in EFL contexts. There were 32 students of English Education department chosen as the sample for this study. The data were gathered through semi-structured interviews and questionnaires to find out their perceptions about the use of mobile apps and its current use in the classroom. The study revealed that most of the participants in the study highly appreciated the effectiveness of using mobile apps in their learning. Furthermore, the students were critical in selecting the appropriate apps that suit them and their learning purposes. Based on the study, the researcher found out the top five prevalent apps that students frequently used including English Grammar Test, Duolinggo, Busuu, kamusku and English Listening and Speaking. The criteria of choosing the apps are ranging from tha app relevant to students’ need, the user-friendly app, the free of cost app, and the app with gamification features.

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