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EAST JAVA LUDRUK: PRAGMATIC LEARNING PERSPECTIVE ORIENTED CHARACTER EDUCATION 东爪哇鲁德:以语用学视角为导向的品格教育
Pub Date : 2023-02-28 DOI: 10.25134/erjee.v11i1.7316
L. Andriany, P. Purwarno, M. Mustofa, Saiful Anwar Matondang, E. Barus
The East Java Ludruk show contains many moral values, and one of which contained in the East Java Ludruk text is the value of character education as the character building of the nation. This research aims to reveal moral values as the character building of the nation contained in the East Java Ludruk text by paying attention to linguistic (verbal and nonverbal) and non-linguistic (social, cultural, political, and religious) aspects by applying pragmatic learning based on critical discourse analysis so that character students can easily understand moral values found in the text of the East Jawa Ludruk. In addition, this research also aims to reveal that pragmatic learning in East Java Ludruk texts is also very important and needs to be understood by language teachers because the pragmatics emphasized in this study reveal good speech acts according to pragmatic rules, how to speak according to whom, to whom, where, and how. The results of this study indicate that human values related to the formation of the nation's character are found in the Ludruk text of East Java. In addition, the role of pragmatic learning in East Java's Ludruk text is also very important to facilitate language teachers in expressing good speech acts according to pragmatic learning rules.
东爪哇鲁德鲁克剧包含了许多道德价值观,其中东爪哇鲁德鲁克文本所包含的价值观之一是品格教育作为民族品格建设的价值。本研究旨在通过运用基于批判性话语分析的语用学习,从语言(言语和非语言)和非语言(社会、文化、政治和宗教)两个方面揭示道德价值观作为东爪哇勒德鲁克文本中所包含的民族品格建设,使品格学生能够容易地理解东爪哇勒德鲁克文本中的道德价值观。此外,本研究还旨在揭示东爪哇Ludruk语篇中的语用学习也非常重要,需要语言教师理解,因为本研究强调的语用学揭示了根据语用规则的良好言语行为,如何根据谁说话,对谁说话,在哪里说话,如何说话。研究结果表明,在东爪哇的Ludruk文本中发现了与民族性格形成相关的人类价值观。此外,在东爪哇的Ludruk语篇中,语用学习的作用对于促进语言教师按照语用学习规则表达良好的言语行为也非常重要。
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引用次数: 0
ANALYSIS OF MOTIVATION AND NON-COGNITIVE PERSONALITIES IN ENGLISH ACHIEVEMENT AND GLOBAL COMPETENCES: THE CASE OF AGRICULTURE STUDENTS 英语成就与全球能力的动机与非认知人格分析:以农业学生为例
Pub Date : 2023-02-28 DOI: 10.25134/erjee.v11i1.6805
D. Prasetyaningrum, Hafida Ruminar, A. Kustanti, Putra Irwandi
The ability to speak English is essential to compete in global competition. As a provision in this competition, honing global competence must get attention. Good English skills and the knowledge related to the capacity to identify cultural differences and willingness to interact with other people are also critical. The success of mastering these abilities cannot be separated from the role of individual personality and learning motivation as factors that influence the success of educational outcomes. This research aimed to discover the influence of non-cognitive personality that moderates students' motivation to learn English, which also affects the achievement of English learning outcomes and global competence. The non-cognitive personalities are taken from Goldberg's Big Five Personality Traits (1992), namely Openness to new experiences (Openness), conscientiousness, enthusiasm for socializing (extraversion), compliance (agreeableness), and mental stability (Neuroticism). The research used an online survey of 304 First Year Faculty of Agriculture students who took English courses. The data analysis used descriptive qualitative study. The results obtained showed that extraversion personality dominantly influences the motivational variable. Meanwhile, the global competence and skills variables are dominated by Openness. Lastly, the global knowledge variable is dominated by Neuroticism. 
在全球竞争中,说英语的能力是必不可少的。作为这场竞争的一项规定,磨练全球竞争力必须得到重视。良好的英语技能和识别文化差异的相关知识以及与他人互动的意愿也很重要。掌握这些能力的成功离不开个人个性和学习动机作为影响教育成果成功的因素的作用。本研究旨在发现非认知人格对学生英语学习动机的调节作用,从而影响英语学习成果的实现和整体能力。非认知人格来源于Goldberg的五大人格特征(1992),即开放性(Openness)、严谨性(conscientiousness)、社交热情(extraversion)、依从性(agreeableness)和精神稳定性(Neuroticism)。这项研究使用了对304名农学院一年级英语课程学生的在线调查。数据分析采用描述性定性研究。结果表明,外向型人格对动机变量的影响显著。同时,全球能力和技能变量以开放性为主导。最后,整体知识变量以神经质(Neuroticism)为主。
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引用次数: 0
THE DEVELOPMENT OF INQUIRY METHOD BASED EXPLANATORY TEXT WITH PISA FRAMEWORK FOR JUNIOR HIGH SCHOOL 基于Pisa框架的初中解释性文本探究方法的开发
Pub Date : 2023-02-19 DOI: 10.25134/erjee.v11i1.7263
Riszky Pabela Pratiwi, M. Purnomo, Z. Alwi, Z. Zulkardi
Research and development of a module for reading explanatory texts based on inquiry methods and PISA standardized questions has been carried out in class VIII SMP N 52 Palembang. This study aimed to produce reading modules that suit the needs of teachers and students. The research method used was development research with the steps of research on the development of the Jolly and Bolitho and Dick, Carey Carey models which include identification of needs, exploration of material needs, contextual realization, production of materials, expert validation, one to one evaluation, small group and field tests. Data was collected through questionnaires, interviews, validation sheets, and tests. The results showed that the feasibility aspect of content and presentation obtained a percentage of 84% in the very good category, linguistic feasibility obtained a percentage of 90% and was categorized as very good, graphics obtained a percentage of 76% in the good category, validation questions received a percentage of 85% in the very good category. Practicality in the one-to-one evaluation stage and the small group gets a percentage of 80% in the practical category. The effectiveness measured in the field test is 0.49 and is in the medium category. Thus, the product in the form of a module for reading explanatory texts based on inquiry methods and PISA standardized questions can be used in learning explanatory texts.
基于探究方法和PISA标准化问题的解释性文本阅读模块的研究和开发已经在八年级SMP N 52 Palembang进行。本研究旨在制作适合教师和学生需求的阅读模块。研究方法为开发研究,采用Jolly、Bolitho和Dick、Carey Carey模型的开发研究步骤,包括需求识别、材料需求探索、情境实现、材料生产、专家验证、一对一评估、小组和实地测试。通过问卷调查、访谈、验证表和测试收集数据。结果表明,内容和演示的可行性方面在非常好类别中获得了84%的百分比,语言可行性获得了90%的百分比并被归类为非常好,图形在良好类别中获得了76%的百分比,验证问题在非常好类别中获得了85%的百分比。实用性在一对一的评估阶段,小团体在实用性类别中获得80%的百分比。田间试验测得的效度为0.49,属中等效度。因此,基于探究方法和PISA标准化问题的解释性文本阅读模块形式的产品可以用于解释性文本的学习。
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引用次数: 0
A NEED ANALYSIS OF ENGLISH HYBRID LEARNING USING OPEN BROADCASTER SOFTWARE (OBS) THROUGH PROJECT-BASED LEARNING (PJBL) MODEL TO PRIMARY SCHOOL STUDENTS 基于项目学习模式的小学生开放式广播软件(obs)英语混合学习需求分析
Pub Date : 2023-02-19 DOI: 10.25134/erjee.v11i1.7226
Freshy Loisan Pandesha, Makmun Roharjo, Soni Mirizon
This study aimed to determine the need for English hybrid learning using the Open Broadcaster Studio (OBS) through Project Based Learning (PjBL) Model. This research applied research and development (RD) approach. The development model used was ASSURE model.  Preliminary study conducted on 37 respondents consisting of 12 teachers and 25 students of primary school at RSI Indonesia School. The results of the study showed that the need for English hybrid learning is very necessary to overcome problems found during the learning process. Teachers need teaching model that can support the learning process and provide solutions if students experience obstacles during learning.  The results of the research at the needs analysis showed that there were obstacles in the implementation of online learning that need to be solved. A learning model that can solve problems occurred in online learning, and also has a systematic learning stages to make students participate actively in learning process and to produce a project that can improve students' creative thinking is crucially needed. This study provides an overview and direction to teachers to continue developing effective hybrid learning and become a resource for further research in hybrid learning model development.
本研究旨在通过基于项目的学习(Project Based learning, PjBL)模式确定开放式广播演播室(OBS)英语混合学习的必要性。本研究采用研究与开发(RD)方法。使用的开发模型是ASSURE模型。初步研究对象为RSI印尼学校小学12名教师和25名学生共37人。研究结果表明,英语混合式学习对于克服学习过程中发现的问题是非常必要的。教师需要能够支持学习过程的教学模式,并在学生在学习过程中遇到障碍时提供解决方案。需求分析的研究结果表明,在线学习的实施存在需要解决的障碍。一种既能解决在线学习中出现的问题,又有系统的学习阶段的学习模式,使学生积极参与到学习过程中,并产生一个能提高学生创造性思维的项目,是至关重要的。本研究为教师继续发展有效的混合学习提供了一个概述和方向,并为进一步研究混合学习模式的发展提供了资源。
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引用次数: 0
EXPLORING GENDERED LANGUAGE USE: MULTILINGUAL FEMALE ADOLESCENTS IN BANDUNG, INDONESIA 探索性别语言使用:印尼班东多语言女性青少年
Pub Date : 2023-02-19 DOI: 10.25134/erjee.v11i1.6667
Ida Zuraida Supri, Tajudin Nur, S. Yuliawati, R. Amalia
This study focuses on the language characteristics of multilingual female teenagers in Bandung, a city with a diverse ethnic population. The research is based on a small sample of 16-18 year old students from a private high school and uses a descriptive-analytic method to analyze recorded conversations as primary data and interviews as secondary data. The study categorizes and analyzes the language variations and characteristics of the teens' speech, using theories from Lakoff (2017) and Holmes (2022). The results suggest that some, but not all, of the language features proposed by Lakoff are present in the teens' speech. Additionally, the study identifies six language functions used, including lexical hedges, tagging questions, empty adjectives, reinforcers, emphasis stress, and rising intonation. Due to the participants' multilingualism, the conversations often involve a mix of Indonesian, local (Sundanese), and English codes.
本研究的重点是万隆这个多民族城市多语女性青少年的语言特征。该研究基于一所私立高中16-18岁学生的小样本,并使用描述性分析方法分析录音对话作为主要数据,访谈作为次要数据。本研究使用Lakoff(2017)和Holmes(2022)的理论,对青少年言语的语言变化和特征进行了分类和分析。结果表明,Lakoff提出的一些语言特征(但不是全部)存在于青少年的言语中。此外,该研究还确定了六种使用的语言功能,包括词汇模糊限制语、标注问题、空形容词、强化语、重音和上升语调。由于参与者使用多种语言,对话通常涉及印尼语,当地(巽他语)和英语代码。
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引用次数: 0
INVESTIGATING THE SUNDANESE TRADITIONAL CUISINE PROPER NAMES THROUGH COGNITIVE LINGUISTIC STUDY FOR SUNDANESE LANGUAGE LEARNING 从认知语言学的角度探讨巽他族传统菜名对巽他族语言学习的影响
Pub Date : 2022-12-30 DOI: 10.25134/erjee.v10i3.6725
Elvi Citraresmana, Lusi Susilawati, Hermandra Hermandra
This research investigated the Sundanese traditional cuisine proper names. The purpose of this research is to find out how Sundanese people name their food through the mental lexicon that appeared in the Sundanese traditional cuisine proper name. The proper cuisine names are collected from Sukabumi, Garut, and Bandung restaurants. The research method applied is a qualitative one. Through a Cognitive Linguistic study, the researchers investigated the phonological sounds and morphological processes that appeared in the Sundanese cuisine proper names. The research revealed that the two and three-vowel sound combinations appear in the proper Sundanese food names through conceptualization in cognitive linguistics. Furthermore, the acronym also happens in this food’s proper names, considering the sound that could produce the exciting names. The research results show that names from the Javanese region experience changes. Sundanese people add the morpheme into the first syllables since Sundanese people are not familiar with two syllables. To conclude, Sundanese people name their food based on how the body reacts to a specification. The form of Sundanese food’s proper name comes from the vowel sounds, which experience a morphemic process—the vocal sounds result in the rhyme. The consonant also tends to form a conceptual meaning that needs further discussion. The resulting research is also beneficial for learning the Sundanese language.
本研究调查了巽他族传统菜名。本研究的目的是通过出现在巽他族传统菜肴名称中的心理词汇来了解巽他人是如何命名食物的。真正的美食名称来自Sukabumi、Garut和万隆餐厅。所采用的研究方法是定性的。通过认知语言学研究,研究人员调查了巽他菜专有名称中出现的语音和形态过程。研究表明,通过认知语言学中的概念化,两个和三个元音组合出现在巽他语的食物名称中。此外,考虑到可能产生令人兴奋的名字的声音,这种食物的专有名称中也会出现首字母缩写。研究结果表明,爪哇地区的名字会发生变化。由于孙达人不熟悉两个音节,孙达人将语素添加到第一个音节中。总之,巽他人根据身体对特定食物的反应来命名食物。巽他语食物的专有名称来源于元音,元音经历了一个语素过程——元音形成了韵。辅音也倾向于形成一个概念意义,需要进一步讨论。由此产生的研究也有利于学习巽他语。
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引用次数: 0
PRACTICE ASSESSMENT OF ENGLISH TEACHERS IN STATE MADRASAH SCHOOL IN MATARAM CITY 马塔兰市国立伊斯兰学校英语教师的实践评估
Pub Date : 2022-10-30 DOI: 10.25134/erjee.v10i3.6819
Pauzan Pauzan, Ribahan Ribahan
This study aims to describe the assessment practices carried out by English teachers of state madrasah schools in Mataram City at the stages of planning, implementation, supervision, and recording. In this descriptive study, the researcher used qualitative and quantitative descriptive approaches. A total of 18 teachers from both state MTS and MA in the city of Mataram participated in the study. The data collection technique used a questionnaire in the form of a google form containing a number of statements related to the assessment practice at the four stages of the assessment with the answer format using a Likert scale with a range of answers strongly disagree, disagree, not sure, agree, and strongly agree. The data were the results of the average calculation of each item was analyzed descriptively. The results of the study showed that (1) teachers were not sure to ask for parental approval before the assessment was carried out, (2) teachers agreed that the assessment was carried out within a certain time, according to the situation and conditions and accompanied by feedback, (3) teachers felt hesitant to share the findings of the assessment with fellow teachers and the involvement of parents in the assessment process, and (4) the teacher felt aware and responsible for recording or documenting the results of the assessment that were carried out. Thus, assessment is an important part that cannot be separated from learning activities and teachers are expected to keep conducting assessments.
本研究旨在描述马塔兰市州立伊斯兰学校英语教师在计划、实施、监督和记录阶段的评估实践。在这个描述性研究中,研究者使用了定性和定量的描述方法。共有18名来自马塔兰市州MTS和MA的教师参与了这项研究。数据收集技术使用谷歌形式的问卷,其中包含与评估四个阶段的评估实践相关的一些陈述,答案格式使用李克特量表,答案范围为强烈不同意、不同意、不确定、同意和强烈同意。数据是对各项目的平均计算结果进行描述性分析。研究结果表明:(1)教师在进行评估前不确定是否征得家长同意;(2)教师同意在一定时间内根据情况和条件进行评估,并伴有反馈;(3)教师对与其他教师分享评估结果和家长参与评估过程感到犹豫。(4)教师意识到并有责任记录或记录所进行的评估结果。因此,评估是学习活动中不可分割的重要组成部分,教师应该不断地进行评估。
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引用次数: 0
STUDENTS' PROBLEMS IN WRITING ANALYTICAL EXPOSITION TEXT IN EFL CLASSROOM CONTEXT 学生在英语课堂语境中分析性说明文写作中的问题
Pub Date : 2022-10-30 DOI: 10.25134/erjee.v10i3.6633
Lala Nurlatifah, F. Yusuf
Writing is perceived as the most challenging skill among other productive skills in English language learning. This preliminary study aims at revealing problems encountered by secondary EFL students writing analytical exposition. Employing students' writing and interviews in qualitative manner, 25 second-year EFL secondary students in Bandung, Indonesia, were purposefully involved. Result indicated that students encountered three major problems in writing their analytical exposition; cognitive, linguistic, and psychological problems. Cognitively, most students had limited knowledge of the topic, problems with the structure of the text, the mechanism for capitalization, punctuation, and spelling, and difficulties in sharing ideas due to limited English vocabulary. Linguistically, students frequently encounter the two most challenging areas: vocabulary and grammar. Psychologically, students often found difficulties starting writing, lack of interest, laziness, and confusion in deciding sentence structures. Further discussion of the results is recommended to take into consideration to determine the appropriate treatment for the follow-up research.
写作被认为是英语学习中最具挑战性的技能。本初步研究旨在揭示中学生在分析性论述写作中遇到的问题。采用学生写作和访谈的定性方式,25名印度尼西亚万隆的二年级英语中学生有目的地参与其中。结果表明,学生在撰写分析性文章时遇到了三个主要问题;认知、语言和心理问题。在认知上,大多数学生对主题的知识有限,在文本结构、大写机制、标点符号和拼写方面存在问题,并且由于英语词汇量有限,在分享观点方面存在困难。在语言方面,学生经常遇到两个最具挑战性的领域:词汇和语法。从心理上讲,学生们经常发现写作困难,缺乏兴趣,懒惰,以及在决定句子结构时感到困惑。建议对结果进行进一步讨论,以确定后续研究的适当治疗方法。
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引用次数: 1
FACTORS AFFECTING STUDENTS’ FAILURES DUE TO ANXIETY IN LEARNING ENGLISH 影响学生英语学习焦虑失败的因素
Pub Date : 2022-10-30 DOI: 10.25134/erjee.v10i3.6462
Lamhot Naibaho
Abstract: This study aims to determine the factors affecting students' failures due to anxiety in learning English. It was conducted at Universitas Kristen Indonesia, Jakarta, within three months. This study was a descriptive qualitative study with a survey design. The study's respondents consisted of 98 from three parallel classes at UKI. The sampling method in this study uses the cluster sampling method. In this study, a set of questionnaires was used to collect the data. It is used to measure English language anxiety. It has three constructs: communication anxiety, fear of negative assessment, and anxiety in exams, and the English learning anxiety has four constructs: personal reason, teacher attitude, test situation, and teaching procedure. The finding of this study is that English language learners have moderately high speaking skills anxiety and that the level of English language anxiety of English language learners at UKI as a whole in the two English language skills, namely listening and speaking skills, reached a medium-high level. Then it is concluded that teachers emphasize compelling and diverse strategies and techniques of teaching English for English language skills, namely listening and speaking skills, to help reduce anxiety among students applying English.
摘要:本研究旨在探讨影响学生英语学习焦虑失败的因素。这项研究是在雅加达的印尼克里斯汀大学(Universitas Kristen Indonesia)三个月内进行的。本研究采用调查设计的描述性定性研究。该研究的调查对象包括来自东京大学三个并行班级的98名学生。本研究的抽样方法采用整群抽样方法。在本研究中,我们使用了一套问卷来收集数据。它被用来测量英语语言焦虑。英语学习焦虑有三个构念:交际焦虑、害怕负面评价和考试焦虑;英语学习焦虑有四个构念:个人原因、教师态度、考试情境和教学程序。本研究发现,英语学习者的口语技能焦虑水平为中高水平,大学英语学习者在听、说两项英语语言技能上的整体英语语言焦虑水平为中高水平。然后得出结论,教师强调引人注目和多样化的英语教学策略和技巧,以提高英语语言技能,即听力和口语技能,以帮助减少学生应用英语的焦虑。
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引用次数: 2
THE RECORD OF USING PICTURE SERIES TO DEVELOP STUDENTS’ WRITING SKILLS 利用图画系列培养学生写作技巧的记录
Pub Date : 2022-10-30 DOI: 10.25134/erjee.v10i3.6830
S. Wahono, Kholidatul Afifah
Based on the observations results, the learners had difficulty in exploring their ideas. They took more time and could only write some sentences. Another barrying that students faced was that they could not write well-organized paragraphs. The students also often had difficulty in learning grammar, especially English tenses. Lack of vocabulary mastery was also the cause of writing difficulties. They stated that writing in English was difficult and complicated. That’s why the researchers used classroom action research to apply picture serias as media. It was conducted by two cycles.The subjects were seventeen students of tenth grade science student at Banyuwangi. To get the data, the researchers used observation, interview, and test. The research result could be stated that using the picture series improved the learners’ writing narrative text competence. They could improve their writing gradually from the first cycle to the second one. The picture series that implemented significantly improved their skill in English writing.
根据观察结果,学习者在探索自己的想法方面存在困难。他们花了更多的时间,只能写一些句子。学生们面临的另一个障碍是他们不能写出组织良好的段落。学生们在学习语法方面也经常遇到困难,尤其是英语时态。词汇掌握不足也是造成写作困难的原因。他们说用英语写作既困难又复杂。这就是为什么研究人员使用课堂行动研究来应用连环画作为媒介。它由两个循环进行。实验对象为班渝旺吉小学十年级理科生17名。为了获得数据,研究人员采用了观察、访谈和测试的方法。研究结果表明,使用图片系列提高了学习者的叙事文本写作能力。从第一个周期到第二个周期,他们可以逐渐提高他们的写作水平。这一系列的图片极大地提高了他们的英语写作能力。
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引用次数: 1
期刊
English Review Journal of English Education
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