Diemroh Ihsan, Diemroh
Unknown Affiliation

Published : 9 Documents
Articles

Found 9 Documents
Search

LINGUISTICALLY INTERCULTURAL PROBLEMS IN LEARNING ENGLISH AS A GLOBAL LINGUA FRANCA (EGLF) Ihsan, Diemroh
Jurnal Bahasa dan Sastra Vol 19, No 1 (2018)
Publisher : Jurnal Bahasa dan Sastra

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: In learning English as a Lingua Franca (ELF) of the globe, Indonesian learners of English as a Foreign Language (EFL) need great effort and seriousness to cope with certain linguistic and incultural problems. If beginning EFL learners make errors in making sentences using certain words, it is not surprising but it is when they are made by quite advanced learn- ers. However, errors should be respected and accepted as signs of learning as no learners create errors on purpose. Teachers should realize that errors are committed due to some factors that are beyond learners? awareness linguistically as well as culturally. This paper is intended to describe some linguistic and incultural errors made by advanced EFL learners and discuss some possible causes and offer ways to help them improve their competence and performance in the English language. The data used in this study are in forms of (a) sentences made by 30 Mag- ister program students using certain words given, and (b) answers they provide based on Yes/ No questions and Tag-questions asked. The study reveals that to make correct sentences using certain words and correct answers to certain questions in English EFL learners are required to build some linguistic, pragmatic, and intercultural comptence both in Indonesian and English.Keywords: linguistic, pragmatic, and intercultural errors and competence,Abstrak: Dalam belajar bahasa Inggris sebagai bahasa perantara antar bangsa di dunia para siswa Indonesia yang belajar bahasa Inggris sbagai bahasa asng memerlukan usaha yang sung- guh-sungguh untuk memahami dan menguasai unsur-unsur kebahasaan dan kebudayaan tert- entu. Jika pembelajar pemula bahasa Inggris Indonesia membuat kesalahan dalam membuat kalimat dengan menggunakan kata-kata tertentu, itu mungkin dianggap wajar tetapi hal tersebut dianggap kurang wajar bila kesalahan seperti itu dibuat oleh pembelajar yang sudah dikategori- kan kelas advanced. Namun demikian, kesalahan apapun yang dibuat pembelajar hendaknya dihargai dan diterima sebagai tanda bahwa mereka sedang belajar karena tidak ada pembelajar yang sengaja membuat kesalahan apabila mereka sudah mengetahui mana yang benar. Para guru harus menyadari bahwa kesalahan terjadi karena beberapa faktor di luar pemahaman pem- belajar baik secara kebahasaan maupun budaya. Tulisan ini mencoba mendeskripsikan beber- apa unsur kebahasaan dan budaya yang dibuat oleh pembelajar bahasa Inggris sebagai bahasa asing, membahas beberapa penyebabnya, dan menawarkan beberapa usaha untuk membantu mereka memperbaiki pengetahuan dan kemampuan berbahasa Inggris mereka. Data penelitian ini berupa (a) sejumlah kalimat yang dibuat oleh 30 orang pembelajar S2 bahasa Inggris, dan(b) kalimat jawaban yang mereka buat berdasarkan pertanyaan Yes/No Question dan Tag-Ques- tion. Hasil studi ini menyatakan bahwa untuk dapat membuat kalimat yang benar dan jawaban dari pertanyaan Yes/No Question dan Tag-Question para pembelajar bahasa Inggris Indonesia dituntut untuk memiliki latarbelakang pengetahuan tentang ilmu bahasa, pragmatik, dan bu- daya sendiri maupun budaya bangsa yang berbahasa Inggris.Kata-kata Kunci: kesalahan dan kemampuan linguistik, pragmatik, interkultural 
TEACHING READING COMPREHENSION TO THE EIGHTH GRADERS OF SMP NEGERI 53 PALEMBANG THROUGH READING, ENCODING, ANNOTATING, PONDERING (REAP) STRATEGY Wulandari, Dessy Nuke; Ihsan, Diemroh; Hayati, Rita
Journal of English Literacy Education Vol 1, No 1 (2014): The Journal of English Literacy Education
Publisher : Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: The study was conducted to find out whether or not there was any significant difference in reading comprehension achievement between the eighth graders of SMP Negeri 53 Palembang who were taught through REAP strategy and those who were not. The population of the study was the eighth graders of SMP Negeri 53 Palembang in the academic year 2013/2014. The total number of the students was 228 students. The sample was 76 students that were taken by using purposive sampling technique. Thirty eight students were in the experimental group and thirty eight students were in the control group. In doing this research, the writer did the experimental research by using quasi experimental design. The instrument for collecting the data was areading test that was given as a pre-test and a post-test. The result of the test that was analyzed by using the independent sample t-test analysis showed that the t-obtained value was 3.704 at the significance level p< 0.05 with df 74 and the critical value of t-table was1.993. Since the t-obtained value was higher than t-table value, that is, 3.704>1.993, the null hypothesis (Ho) was rejected and the research hypothesis (H1) was accepted. It means thatthere was a significant difference in the reading comprehension achievement between the students who were taught through REAP strategy and those who were not. Key words: REAP Strategy, Reading comprehension
STUDENTS’ READING MOTIVATION, READING ACHIEVEMENT AND PARENTS’ ECONOMIC STATUS Aulia, Rahmi; Vianty, Machdalena; Ihsan, Diemroh
Journal of English Literacy Education Vol 1, No 2 (2014): The Journal of English Literacy Education
Publisher : Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: The aims of this study were to find out whether or not there were significant correlations among each aspect of parents’ economic status, students’ reading motivation, and reading achievement. In addition, the contributions of parents’ economic status and reading motivation to reading achievement were also investigated. One hundred twenty students were selected as the sample by using a purposive sampling technique. The data were collected by using a parents’ socioeconomic questionnaire, a reading motivation questionnaire, and a reading test. Pearson product moment correlation and multiple regression analyses were applied to analyze the data. The correlation analysis showed that the aspects of parents’ economic status: parental income (r=.546), property (r=.294), and facilities at home (r=.535) were significantly correlated with reading achievement. However, only parental income (29.8%) and facilities at home (4.8%) gave significant contribution to reading achievement. Significant correlations also existed between parental income (r=.394); property (r=.250); facilities at home (r=.343), and reading motivation, but only parental income gave significant contribution (15.5%). All the aspects of students’ reading motivation were also significantly correlated with reading achievement, but only self-efficacy (18.15%) and competition (7.1%) that contributed significantly. The results of this study confirm the important role of parents’ economic status in their children’s reading motivation and reading achievement. Key words:parents’ economic status, students’ reading motivation, students’ reading achievement
LINGUISTIC COMPETENCE AND SPEAKING PERFORMANCE OF ENGLISH EDUCATION STUDY PROGRAM STUDENTS OF SRIWIJAYA UNIVERSITY Wahyuni, Dwi; Ihsan, Diemroh; Hayati, Rita
Journal of English Literacy Education Vol 1, No 2 (2014): The Journal of English Literacy Education
Publisher : Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract:The objectives of this study were to find out whether or not there was (1) a significant correlation between linguistic competence (LC) and speaking performance (SP), and (2) a contribution of linguistic competence to speaking performance. The method of the study was a correlational study. The population was the fourth, sixth, and the eighth semester students of English Education Study Program, Sriwijaya University in academic year of 2013/2014. The total number of the sample was 100 students. In this study, the students were given two kinds of tests, that is, linguistic competence test and speaking test used to measure the two main variables (LC and SP). The data obtained from the tests were analyzed by using Pearson Product Moment Coefficient on SPSS program for windows. The findings showed that there was a significant correlation between students’ linguistic competence and their speaking performance. The correlation coefficien between linguistic competence and speaking performance was 0.315 and the correlation was low or weak. Furthermore, it was found that the influence of linguistic competence on speaking performance was 9.9 %. It is concluded that linguistic competence gave contribution to students’ speaking performance. Key words:linguistic competence, correlation, speaking performance
LINGUISTICALLY INTERCULTURAL PROBLEMS IN LEARNING ENGLISH AS A GLOBAL LINGUA FRANCA (EGLF) IHSAN, DIEMROH
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
Publisher : Sriwijaya University Learning and Education International Conference

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

In learning English as a Lingua Franca (ELF) of the globe, Indonesian learners ofEnglish as a Foreign Language (EFL) need great effort and seriousness to copewith certain linguistic and incultural problems. If beginning EFL learners makeerrors in making sentences using certain words, it is not surprising but it is whenthey are made by quite advanced learners. However, errors should be respectedand accepted as signs of learning as no learners create errors on purpose.Teachers should realize that errors are committed due to some factors that arebeyond learners’ awareness linguistically as well as culturally. This paper isintended to describe some linguistic and incultural errors made by advanced EFLlearners and discuss some possible causes and offer ways to help them improvetheir competence and performance in the English language. The data used in thisstudy are in forms of (a) sentences made by 30 Magister program students usingcertain words given, and (b) answers they provide based on Yes/No questions andTag-questions asked. The study reveals that to make correct sentences using certainwords and correct answers to certain questions in English EFL learners arerequired to build some linguistic, pragmatic, and intercultural comptence both inIndonesian and English.
USING RPG VIDEO GAMES TO IMPROVE ENGLISH VOCABULARY ACHIEVEMENT OF THE 8th GRADERS OF SMP LTI IGM PALEMBANG IRFAN, IRFAN; IHSAN, DIEMROH; PETRUS, ISMAIL
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
Publisher : Sriwijaya University Learning and Education International Conference

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The objectives of this study were to find out: (1) whether or not there was any significant improvement in students’ English vocabulary achievement after they were taught by using Role-Playing Game (RPG) Video Games and (2) the students’ perceptions on using RPG video games in learning English vocabulary. This study involved 20 eighth grade students. However, only 14 students were taken as the sample for the vocabulary tests and 19 students as the sample for the preference questionnaire due to the students’ absence during the vocabulary test and questionnaire administration. To collect the data, the students were given 4 vocabulary tests consisting of a pre-test, two progress tests, and a post-test, as well as a preference questionnaire which were analyzed by using paired sample t-test and percentage procedure. The findings showed that: (1) there was a significant improvement in the students’ vocabulary achievement between the pre-test and the post-test (p=0.000 < α=0.05) and (2) 95% of the students preferred using RPG video game to study English vocabulary. In conclusion, RPG video game was effective and preferable to be used in teaching vocabulary for the eighth grade students of SMP LTI IGM Palembang.
IDEA-DETAILS TO ENHANCE NARRATIVE WRITING ACHIEVEMENT TASYKIRAH, FITRIAH; INDERAWATI, RITA; IHSAN, DIEMROH
Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC
Publisher : Sriwijaya University Learning and Education International Conference

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Teacher is the creator and designer, the one who creates the design of media that will be used during the learning process. Teaching media for language learning especially in writing skill is needed since writing is the most difficult skill to be acquired. One of media for improving writing skill is picture-based media. In this case,Multifunctional Folklore Card (MFC), a medium designed and created for English learning by Bella, Rizqiyah, Tasykirah, Andani, Pangestu and Inderawati (2015), offers picture-based for writing skill learning particularly in narrative text. The term multifunctional in this media refers to its functions to be applied for improving students’ English skill. MFC is a game; learning media with the focus on narrative since one of the materials for MFC is folklore (traditional story) of which features are character- match card, sequence card, and vocabulary card. A study of MFC has been conducted by Bella et al. (2015), it focused on vocabulary achievement from students of MTs Ilham Palembang which let students to match similar meaning between local language and English. Besides using media for writing skill improvement, Idea-Details strategy also helps the learners to organize their narrative writing from MFC picture cards into a complete narrative text paragraph with the table of pre-writing activity on idea and details from those pictures.This paper aims to elaborate the use of MFC as a medium in narrative writing skill improvement and the use of Idea-Details as the strategy in helping students to organize their narrative text writing
FAKTOR PENDUKUNG KEBERHASILAN BELAJAR BAHASA INGGRIS Ihsan, Diemroh
Ilmu Pendidikan: Jurnal Kajian Teori dan Praktik Kependidikan Vol 32, No 1 (2005)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study describes some faktors that make individuals successful in learning English based on research done using questionnaire as the instrument. Ninety three respondents consisting of students, teachers, and lecturers of English, and lecturers of non-English majors who returned the questionnaires were used as the sample. The questionnaires were analyzed using the simplest form of statistical analysis-percentages-with qualitative explanation. The result shows, among others, that (1) 82% of the respondents state that they succeed learning English because they themselves want to learn it as they realize they need it; (2) 63% claim that they learn English successfully through English courses; and (3) the appropriate modes of teaching to enhance student autonomy in learning are group discussion and seminar procedures --51% and 47%, respectively.
INTERLANGUAGE ANALYSIS OF SYNTACTIC AND DICTION ERRORS FOUND IN THESES WRITTEN BY MAGISTER STUDENTS Handayani, Rindu; Ihsan, Diemroh; Mirizon, Soni
International Journal of Indonesian Education and Teaching (IJIET) Vol 3, No 1 (2019)
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (965.125 KB)

Abstract

Postgraduate students are expected to show more advanced writing skill than others. However, the writer observed that they still made some errors in their thesis writing. Having reread the theses written by graduate students, Linguistic Surface Category and Surface Strategy Taxonomy proposed by Dulay, Burt &amp; Krashen were utilized to analyze the data. It was found that syntactic errors (89%) such as subject-verb agreement (15.42%), tenses (15.71%), redundancy (13.14%), article (7.71%), and pluralization (6.28%) are the most frequent errors occured. While lexical errors (11%) such as wrong selection of verb (5.14%) and adjective (3.14%) also still made by graduate students. The study revealed that intralingual interference still be the cause of the blunders in writing a thesis.  It is hoped that the present study could  initiate university students to contemplate that self-correction and self-awareness in making errors in scholarly writing are essential. Emphasizing more assignments in academic writing can be applied by the lecturers of higher education know  students’ ability and  train students to write academically. Faculty of teacher training of education should afford students with seminars and workshop  of  academic writing to motivate them to write and enhance their knowledge about academic writing.DOI: doi.org/10.24071/ijiet.2019.030110