Endang Fauziati
Universitas Muhammadiyah Surakarta

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CHALLENGED FOR HIGHER-ORDER THINKING SKILL IMPLEMENTATION: REPORTS FROM EFL CLASSROOM TEACHERS Kusumastuti, Ima; Fauziati, Endang; Marmanto, Sri
International Journal of Language Teaching and Education Vol 3 No 2 (2019): Volume 3, Nomor 2, Desember 2019
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v3i2.7579

Abstract

Higher-Order Thinking Skills (HOTS) become the current educational issues in Indonesia. The teachers have to be aware of its importance and have sufficient knowledge about it. This study aims to investigate junior high school teachers? perceptions and challenges in employing HOTS in the EFL classroom. This case study involved two junior high school English teachers from different schools. Data were collected through interviews and classroom observation for triangulation purposes. The findings showed that teachers have been conscious of the importance of HOTS, but they have different perceptions and different ways of implementing HOTS in their EFL classroom. However, there are also challenges that the teachers have to face when they employ HOTS in their classrooms.
WHY DO THE STUDENTS DO DISRUPTIVE BEHAVIOR IN ENGLISH CLASSROOM? A CASE STUDY ON SENIOR HIGH SCHOOL STUDENTS IN ONE OF THE SMALL TOWN IN INDONESIA Jati, Anida Fadhilah; Fauziati, Endang; Wijayanto, Agus
International Journal of Language Teaching and Education Vol 3 No 2 (2019): Volume 3, Nomor 2, Desember 2019
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v3i2.7701

Abstract

A conducive learning situation is essential in learning English. However, one problem that usually disturbs the learning situation is the appearance of disruptive behavior. Students' disruptive behavior is an inappropriate behavior conducted by students during the learning process which turns the classroom into unconducive. Exactly, there are several factors contribute to the occurrence of disruptive behavior in the English lesson, especially on senior high school students. Thus, the current study was a case study aimed to investigate several causes of students' disruptive behavior in English teaching-learning process in the classroom. The subjects of this study consisted of an English teacher and a class of twelfth-grade students in a small town in Indonesia. The data were collected using observation and interview. The result of this study showed that students' disruptive behavior in the English classroom was caused by internal factor and external factor. Feeling boredom, feeling anxiety, and seeking attention were internal factor that became the occurrence of disruptive behavior. While fatigue was the external factor that causes the emergence of students' disruptive behavior in the English teaching-learning process in the classroom.             Keywords Disruptive Behavior, English Classroom, Senior High School Students, Teachers? Management
FRASA NOMINA PADA SISTIM BAHASA ANTAR SISWA SMA MUHAMMADIYAH II SURAKARTA Fauziati, Endang
Widya Wacana: Jurnal Ilmiah Vol 11, No 2 (2016): Widya Wacana
Publisher : UNIVERSITAS SLAMET RIYADI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33061/ww.v11i2.1491

Abstract

The English of Senior High Schhol students in Indonesia is quite interesting to studybecause it contanis a significant number of errors, especially in the writing of a noun phrase.This phenomenon shows that the English used contains Interlanguage. Selinker states thatInterlanguage has its own linguistic system. This study aims to describe and explain thelinguistic system of noun phrase in the leaners? interlanguage as well as factors that contributeto the formation of the noun phrase. The subjects of this study were 40 students of SMAMuhammadiyah Surakarta II Class X. The data were collected through elicitation technique, thestudents were asked to write free composition. Data were analyzed using framework of erroranalysis which includes four stages: elicitation, identification, description and explanation orinterpretation. The results of the data analysis indicate seven noun phrase patterns as follows:(1) the use of mother tongue (Indonesian), (2) the use of combination of Indonesian and English,(3) the use of cognate, (4) the use of the Arabic already naturalized into Indonesian, (5) theexistence of miscollocation, (6) the use of false friend, and (7) the use of infinitive verbs insteadof Verb-ing. With regards to factors that contribute to the formation of the noun phrase, theresults show that these are due to the following factors: (1) muilingualism of the Englishlearners, (2) the gap between the Indonesian vocabulary repertoire and English, (3) theutilization of the previous lerned languages (Indonesia, Arabic) in their English expressions,and (4) the lack of control of the structure of the English noun phrase.Keywords: noun phrases, noun phrase patterns, factors which contribute to the formation ofnoun phrases
PREFERENCES FOR THE ORAL CORRECTIVE FEEDBACK TYPES IN SPEAKING CLASSROOM: VOICES FROM MALE AND FEMALE UNIVERSITY STUDENTS Amalia, Zaky Dzulhiza Hawin; Fauziati, Endang; Marmanto, Sri
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Publisher : Universitas Sebelas Maret

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Abstract

Oral Corrective Feedback (OFC) in language classrooms has received considerable attention for the last few decades. However, most of the studies focus on teachers? practices, and how learners perceive these practices still needs investigation. Based on this, the current studyaims atinvestigating the male and female students? preferences on thesix types of oral corrective feedback as proposed by Lyster and Ranta (1997), and revealing their underlying reasonbased on their preferences. This study was qualitative study. A set of questionnaires wasdistributed to a random sample of thefirst-year university students (15 males and 15 females), and interview was providedas the follow-up activity from the result of questionnaires. The result from the survey indicates that most of the male students have a higherpreference to explicit correction and most of the female students have a higher preference to metalinguistic feedbackcompared to other types of OCF. Furthermore, there are some reasons behind their choice of OCF types.They perceived that clarification request is the most ambiguous type to be comprehended,whereasexplicit correction and metalinguistic feedback are the easiest way to be recognized.  Theresult of this studyaims to improve the practice of oral correctivefeedback in speaking classroom.
CODE-SWITCHING IN EFL CLASSROOM: IS IT GOOD OR BAD? Nurhamidah, N.; Fauziati, Endang; Supriyadi, Slamet
Journal of English Education Vol 3, No 2 (2018): JEE
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (672.369 KB) | DOI: 10.31327/jee.v3i2.861

Abstract

Code-switching has been an evolving topic since the bilingualism blooming in linguistics milieu. However, practitioners or experts have contrastive views regarding its use in classroom setting. While the proponents believe that the presence of code-switching in one side is considered as an asset to teach language, the opponents see it is as merely an obstacle to achieve learning goal that is to acquire target language. Code-switching serves many functions for both teacher and students yet it is still employed. Despite the pro and cons of the code-switching, this research aims to show the perspective of both teacher and students towards code-switching and functions it serve in EFL classroom setting. This research used qualitative descriptive approach and the data were taken from the informants of English department in one of university in Surakarta to explore whether the use of code-switching in EFL classroom was seen as beneficial tool. It begins by the general view of EFL use in everyday classroom. This current study found that code-switching was preserved as benefits as it served some functions for teacher to convey material and for students to received material and communicate in classroom.
ENGLISH TASK TO DEVELOP THE STUDENTS’ COMMUNICATIVE COMPETENCE: A STUDY OF EDUKATIF WORK BOOK FOR JUNIOR HIGH SCHOOL STUDENTS Wati, Dyah Rohma; Fauziati, Endang; Nugroho, Abdillah
Jurnal Penelitian Humaniora Vol 14, No 1: Februari, 2013
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

This study is mainly intended to find out the extent to which tasks in English work books are designed to develop the students’ communicative competence. The objective of this study is to describe how the tasks in Edukatif work books are designed to develop students’ discourse competence, linguistic competence, actional competence, sociolinguistic competence, and strategic competence. This study is a qualitative research which involves content analysis approach. The data are the tasks in Edukatif work books used by eight grade students of the first and second semester. In collecting the data, the writer uses documentation method. The data analysis used Huberman and Miles’ concept which involves data reduction, data display and verification. The findings show that among the five competences and its components of communicative com- petence, some components are not well developed in the work books. The tasks develop all components of discourse competence except one aspect in linguistic competence, that is, phonology. The tasks develop all components of actional competence except the speech act. The tasks develop components of sociolinguistic competence except the cultural and non-verbal communicative factor. The tasks develop only one component of strategic competence, that is, time gaining strategy. The conclusion is that the tasks in Edukatif work books are sufficient to develop the students’ discourse, linguistic, and actional competence. The tasks, however, are not sufficient to develop students’ sociolinguistic and strategic competence.
A State of the Art of Communicative Competence Theory Fauziati, Endang
Ahmad Dahlan Journal of English Studies Vol 2, No 2 (2015): Ahmad Dahlan Journal of English Studies
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (22.303 KB)

Abstract

What is actually involved in learning a foreign language? What kinds of knowledge and skill to be mastered? The answer to these questions deals with language competence, that is, the knowledge of the language and the ability to use that knowledge to interpret and produce meaningful texts appropriate to the situation in which they are used. It corresponds with Ellis’s (1996: 74) statement that the goal of learning a foreign language “is concerned with the ability to use language in communicative situations” and the point of language teaching is to help the students communicate or to develop what Hymes (1972) referred to as “communicative competence”.The idea of communicative competence in language teaching is not really new. It got its first popularity in the 1960s and 1970s when communicative approach was initially adopted. This approach could be said to be the product of educators and linguists who were dissatisfied with the audiolingual and grammar-translation methods of foreign language instruction. They believed that students were not learning enough realistic, whole language; they were at a loss to communicate in the culture of the target language.            This paper tries to provide a review on the kind of knowledge and skill needed to be mastered in foreign language learning, that is, the communicative competence. Linguists often emphasize different components in their description of communicative competence. This discussion will cover the categorization of the knowledge and skill involved in language use offered by different scholars such as Dell Hymes (1972), Canale and Swain (1980), Bachman (1980), Bachman and Palmer (1986) Celce-murcia et al. (1995), and Pawlikowska-Smith (2002).
STRATEGI BELAJAR YANG TERCERMIN DALAM KESALAHAN INTERLANGUAGE SISWA MAN I SURAKARTA Darussalam, Hanif Maghruf; Fauziati, Endang
Jurnal Penelitian Humaniora Vol 16, No 1: Februari, 2015
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

The current study concerns learning strategy and its relation to interlanguage  errors as Selinker believes that interlanguage errors are the result of cognitive mechanism or learning strategy used by second language learner. This specifically tries to describe the learning strategy used by the learners which result in interlanguage errors. The data are in the form of sentences containing errors taken from students’ compositions. The technique used to collect the data is elicitation and documentation. The data were analyzed qualitatively. The result of the research indicates that there are three major types of learning strategy used by the learners, namely: overgeneralization, first language transfer, and simplification and the dominant learning strategy is overgeneralization. This implies that the students have relied more on their linguistic knowledge on the target language (English) rather than on that of their first language. The pedagogical implication is that English teachers should have positive attitude on interlanguage errors since errors are inevitable process in foreign language learning. They must also provide appropriate training so that students are aware the differences between English and Indonesian. Such an understanding may help them eliminate the interlanguage errors and develop their interlanguage system.
ANALISIS PERTANYAAN PADA BUTIR SOAL READING COMPREHENSION PADA TEST TOEIC Fauziati, Endang
Jurnal Penelitian Humaniora Vol 17, No 1: Februari, 2016
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/humaniora.v17i1.2347

Abstract

Penelitian mengenai model test TOEIC ini bertujuan untuk mendapatkan deskripsi dan penjelasan yang komprehensif mengenai sejumlah aspek yang terkait dengan butir butir soal yang ada. Penelitian ini bertujuan untuk: (1) mendeskripsikan polapertanyaan pada butir soal Completion dan Error Recognition pada Reading TOEIC, (2) mendeskripsikan konteks bacaan pada soal pemahaman teks Reading TOEIC, (3) mendeskripsikan pola pertanyan pada butir soal pemahaman teks pada ReadingTOEIC, dan (4) memaparkan frekuensi masing masing tipe pertanyaan pada butir soal pemahaman teks pada Reading. Lingkup penelitian ini adalah model test TOEIC, khususnya structure dan reading comprehension yang diambil dari beberapa buku latihan test TOEIC. Data terdiri dari 500 butir soal yang yang diambil dari buku latihan TOEIC yang diterbitkan oleh Barron’s Educational Series, Prentice Hall, dan Longman. Teknik pengumpulan data berupa teknik dokumentasi. Data dianalisisdengan metode deskriptif interpretatif. Hasil penelitian menunjukkan sebagai berikut: (1) komponen linguistik yang ditanyakan pada bagian Completion and Error recognition meliputi pertanyaan tentang penguasaan vocabulary (54.34%), Classof words (15%) (Verb, Noun, Adjective), Verb tense (11.33%), determiner (5.33%) preposition (4%), conjunction (3.67%), Degree of comparison in Adjective (3.33%), dan Conditional sentence (3%); (2) Konteks bacaan pada butir soal Reading Comprehension meliputi bisnis, manufacturing, finance and Budgeting, Offices,personnel, purchasing, housing/corporate property, travel, dining out, entertainment, dan Health; (3) pola pertanyaan Reading Comprehension meliputi: (a) gagasan utama dan kemungkinan judul yang tepat, (b) informasi yang tersurat dalam teks, (c)informasi yang tersirat, dan (d) dan tujuan penulisan. Berdasarkan hasil penelitian di atas disimpulkan bahwa penguasaan kosakata sangat penting untuk keberhasilan dalam test TOEIC karena 50%-nya berupa penguasaan kosakata.
THE INSTRUCTIONAL DELIVERY OF WRITING COURSE AT ENGLISH DEPARTMENT OF UMS: A NATURALISTIC STUDY Anindyawati, Fibrian; Fauziati, Endang
Kajian Linguistik dan Sastra Vol 27, No 1 (2015)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/kls.v27i1.4946

Abstract

 The objective of this research is to get a thorough description of the teaching learning process of Writing Course at English Department of Muhammadiyah University of Surakarta, covering the syllabuses, the learning objectives, the instructional materials, the teachers’ roles, the students’ roles, the classroom techniques, the classroom procedures, the teaching media, and the assessment models. The data of this research were collected through observation, interview, and documentation. This research was a naturalistic study. The result shows that the syllabus used in Writing I& II is grammatical syllabus and Writing III & IV task-based syllabus. The learning objectives categorized into two namely, general objectives and specific objectives. The instructional materials were divided into three categories: printed materials, visual materials, and materials from the internet. The teachers’ roles were as organizer, consultant, feedback provider, assessor, and motivator. The students’ roles were as active participant, peer reviewer, and peer editor. The classroom techniques consist of brainstorming, discussion, question and answer, self-correction, assignment. The classroom procedures of Writing I & II were BKOF-MOT-ICOT; Writing III were reviewing, gathering ideas, organizing, build writing activity; and Writing IV were reviewing, explaining the materials, gathering ideas, organizing, build writing activity. The media used were LCD Projector, board, slides, and videos. The assessment model consisted of: multiple choices, weekly assignments, quizzes, mid-test, and final-test.  Keywords: Instruction, writing course, teaching writing