Siska Rizkiani, Siska
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AUTHENTIC VIDEO AND SUBTITLES ON ENGLISH VOCABULARY ENHANCEMENT (A Quasi-Experimental Study in One Private College in Bandung) Rizkiani, Siska
ELTIN Journal Vol 3, No 2 (2015): Volume 3, Issue 2, October 2015
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (229.044 KB) | DOI: 10.22460/eltin.v3i2.p%p

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Video is commonly used in instructional settings. The mixture of sound, image, and text -in the form of subtitles- has valued the video. It considers video as an understandable media for teaching vocabulary to foreign language students. This study is aimed at finding the effectiveness of using authentic video and subtitles in EFL teaching learning. This study is conducted at one of private colleges in Bandung. It is an experimental study. It compares the result of pre-test and post-test given to the students. The result of the t-test is the score in the t-test table (2.03 and 2.75) is smaller than the score obtain in this study (13.52), so the alternative hypothesis is accepted and the null hypothesis is rejected. It means that using authentic video and subtitles in teaching English vocabulary is effective.Keywords: Authentic Video, Vocabulary, Subtitles
ANALISIS KEBUTUHAN SISWA DALAM MATERI BUKU TEKS BAHASA INGGRIS TINGKAT SMK Cahyati, Sri Supiah; R, Cynantia; Rizkiani, Siska
P2M STKIP Siliwangi Vol 2, No 2 (2015): Volume 2 No. 2 November 2015
Publisher : STKIP Siliwangi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (737.962 KB) | DOI: 10.22460/p2m.v2i2p209-216.180

Abstract

ABSTRAK Pembelajaran bahasa Inggris di Sekolah Menengah Kejuruan (SMK) berbeda dengan pembelajaran bahasa Inggris di Sekolah Menengah Umum lainnya. Di SMK, orientasinya adalah mempersiapkan siswa agar mampu berkiprah di dunia kerja. Melihat fenomena di atas, guru-guru Bahasa Inggris di SMK diharapkan memiliki kemampuan dalam menganalisis kebutuhan siswa sehingga mereka dapat merancang proses belajar- mengajar yang sesuai, terutama dalam keterampilan berbahasa Inggris (Listening, Speaking, Reading, dan Writing) dan komponen dalam bahasa Inggris (Grammar & Vocabulary). Tujuan dari penelitian ini adalah untuk mengidentifikasi beberapa informasi faktual mengenai kebutuhan siswa SMK dalam pembelajaran bahasa Inggris,.dan menganalisis kesesuaian antara kandungan dalam buku teks pelajaran Bahasa Inggris dengan siswa di SMK dari segi kebutuhan siswa (students’ needs). Subjek yang diteliti adalah siswa SMK dan buku pelajaran bahasa Inggris, baik edisi KTSP maupun edisi Kurikulum 2013, dari 7 (tujuh) SMK yang menyelenggarakan jurusan TKJ di daerah Bandung dan Cimahi. Hasil menunjukkan kebutuhan siswa terhadap pembelajaran bahasa Inggris adalah untuk memenuhi kebutuhan profesi akademik dan masa depan siswa, yang melibatkan kemampuan bahasa dan beberapa komponen bahasa. Sedangkan dalam hal kesesuaian antara kandungan dalam buku teks bahasa Inggris dengan jurusan siswa di SMK TKJ dari segi students need, hasil menunjukkan bahwa buku teks bahasa Inggris lebih menjabarkan kompetensi bahasa Inggris secara umum dan tidak terarah pada jurusan TKJ itu sendiri. Kata Kunci: Analisis Kebutuhan Siswa, Buku Teks Bahasa Inggris, SMK.  ABSTRACT Learning English in Vocational High School (SMK) is different from teaching English in Senior High School. In SMK, the orientation is to prepare students to be able to take part in the work field. Consequently, English teachers in vocational school are expected to have the ability to analyze the needs of the students so that they can design an appropriate teaching-learning process. The aim of this study was to identify some factual information about the needs of vocational students in learning English, especially in the English-language skills (Listening, Speaking, Reading and Writing) and some of language components in English (Grammar & Vocabulary), and to analyze the conformity between the content of English textbooks with the vocational students’ needs. The subjects in this study were the vocational students and English textbooks, both SBC and Curriculum 2013 edition, of 7 (seven) SMK which organized the TKJ department in Bandung and Cimahi. The results showed that the needs of students towards learning English is to meet the academic professions and the future needs of the students, which involved the skills of the language and some of the language components. Whereas in the case of conformity between the content of the English textbooks and the vocational students’ needs, it was found that the English textbooks was more focused on describing the English language competences generally and not directed to the Department of TKJ itself. Keywords: Students’NeedsAnalysis, English Textbooks, Vocational School
ANALISIS KEBUTUHAN SISWA DALAM MATERI BUKU TEKS BAHASA INGGRIS TINGKAT SMK Cahyati, Sri Supiah; Rizkiani, Siska
P2M STKIP Siliwangi Vol 4, No 1 (2017): Volume 4, No. 1 Mei 2017
Publisher : STKIP Siliwangi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (229.163 KB) | DOI: 10.22460/p2m.v4i1p39-47.390

Abstract

Tujuan dari penelitian ini adalah menyusun buku teksbahasa Inggris berdasarkan kebutuhan siswa SMK jurusan TKJ. Penelitian inji menunjukkan bahwa sumber-sumber bacaan dalam penyusunan buku teks pelajaran adalah berupa buku, jurnal, maupun artikel dari berbagai media yang dianalisa berdasarkan konten. Konten tersebut didasarkan pada kesesuian dengan kebutuhan siswa SMK jurusan TKJ, kesesuaian dengan materi dalam silabus untuk siswa TKJ Kelas X Semester 1, juga kesesuaian dengan muatan materi Bahasa Inggris yang seharusnya diajarkan pada siswa Kleas X semester 1 seperti yang terkandung dalam silabus. Dalam penelitian ini, susunan metodologi dan sistematika penulisan buku mengikuti susunan materi yang tercantum dalam silabus Bahasa Inggris untuk SMK Kelas X. Ejaan yang dipakai dalam buku teks ini mengikuti kaidah tata bahasa Inggris yang baik dan benar, atau sering dikenal dengan istilah Grammar. Kemudian, keragaman tulisan, disain, dan warna telah diterapkan dalam penyusunan buku teks pelajaran ini. Mengenai soal-soal latihan, buku teks pelajaran Bahasa Inggris untuk SMK Kelas X jurusan TKJ ini berdasarkan pada beragamnya aktivitas yang termuat di dalamnya, yang diharapkan dapat mencakup keterampilan kebahasaan dalam Bahasa Inggris (Reading, Writing,Speaking, dan Listening) juga kompetensi kebahasaan (Vocabulary, Grammar, dan Pronunciation). Untuk melengkapi dan rangkuman dari setiap unit, di bagian akhir setiap unit terdapat Competency Test yang dapat dijadikan bahan evaluasi pemahaman siswa akan materi yang dibahas. Adapun mengenai gambar dan ilustrasi yang digunakan dalam buku teks pelajaran ini masih mengambil beragam gambar yang bersumber dari internet. Mengenai ukuran buku, Buku Teks Pelajaran Bahasa Inggris untuk SMK Kelas X jurusan TKJ ini menggunakan kertas ukuran A4 dengan ukuran huruf 12 berspasi tunggal.Kata Kunci: Buku teks pelajaran, SMK, TKJ
“DEBAT RUKUN ISLAM” WAYANG GOLEK BOBODORAN PERFORMENCE Ardiansyah, Ardiansyah; Sadikin, Irma Savitri; Rizkiani, Siska
PROJECT (Professional Journal of English Education) Vol 2, No 2 (2019): Volume 2 Number 2, March 2019
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (168.704 KB)

Abstract

Wayang golek is one of world’s cultural heritage since 2003 that approved by UNESCO and counted as a puppet show. It is performed by Dalang. Dalang on the stage utters the conversation of the wayang and acts as several wayang characters at the same time. In delivering utterance dalang uses different types of tone and also some intonation. Not only to have meaning, but dalang also do it in purpose to deliver the context of the utterance. This research aims to investigate what types of tone that are used and to find out which type is mostly used. This research utilized a video of sundanese wayang golek as the source of data. It used descriptive qualitative design and discourse analysis approach. It was found  that there are five types of tone, such as : rise, fall, fall-rise, rise-fall and level. Those types of tone have their own meaning depending on utterance delivery and discourse context
Students' Speaking Anxiety in EFL Classroom Asysyfa, Asysyfa; Handyani, Ayu Maulidia; Rizkiani, Siska
PROJECT (Professional Journal of English Education) Vol 2, No 4 (2019): VOLUME 2 NUMBER 4, July 2019
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (594.972 KB)

Abstract

This study investigated the students’ speaking anxiety in the first grade of vocational high school. It emphasized on the level, the causal factors and the strategy to reduce the anxiety. It applied descriptive qualitative to answer the research questions. The data were obtained through questionnaire and interview. The Foreign Language Classroom Anxiety Scale (FLCAS) questionnaires and interview were administered to 30 students. It was revealed that [a1] the factors that make students feel anxious in speaking in English were lack of preparation, afraid of left behind in understanding the material or what the teacher talks about, afraid of making mistakes, afraid of being laughed by his/her friends, unconfident to spell, pronounce and select the words in English. It was also found that there were eight students in level Relaxed, twelve students in level Mildly Anxious, and ten students in level Anxious. Last, the strategies that students should do to reduce their anxiety are do more preparation before speaking, try to be more confident in saying English words, and pronunciation practice. Keywords:   Speaking, Speaking anxiety, EFL Classroom. [a1]It was revealed that
PRE-SERVICE EFL TEACHERS’ COGNITION OF ENGLISH TEXTBOOKS IN VOCATIONAL SCHOOLS Maulana, Angga; Rizkiani, Siska
ELTIN Journal Vol 7, No 2 (2019): VOLUME 7, ISSUE 2, OCTOBER 2019
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (374.23 KB) | DOI: 10.22460/eltin.v7i2.p%p

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Teacher cognition may define teachers? professionalism. It refers to the teachers? ability of knowing, believing, and thinking about teaching. This study is trying to look at the pre-service English teachers? cognition on English textbook of vocational schools in order to raise the quality of pre-service English teacher and benefit the foundation of thinking abilities and teaching reflection on the textbook usage in their classroom. It is widely known that textbooks are one of the important aspects in the teaching-learning process. This research used descriptive method. The participant of this study were three pre-service English teachers who has passed the teaching training program. They used to be assigned to do their teaching training at different vocational schools. Each school applied different English textbook. Descriptive analysis employed to obtain a picture of pre-service English teacher cognition on English textbooks after distributing the questionnaire and administering interview. The results showed that all the participants believe that there is no specific material in English textbooks to any particular major or department of vocational school. It was also found that the textbooks do not meet and train students' four language skills in balance. This made them to create or add related materials from various sources.Keywords: English Textbook, Pre-service EFL Teacher, Teacher Cognition
CODED VS UNCODED CORRECTIVE FEEDBACK IN TEACHING WRITING DESCRIPTIVE TEXT Rizkiani, Siska; Bhuana, Gartika Pandu; Rizqiya, Rissa San
ELTIN Journal Vol 8, No 1 (2020): Volume 8, Issue 1, April 2020
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v8i1.p%p

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Written Corrective Feedback (WFC) has been in dispute for several decades whether it is effective or ineffective. This study aims at finding out whether there is difference between students who are taught by giving indirect coded feedback and those who are given indirect uncoded feedback. Quasi experimental applied in conducting this research. 35 students in control group were given uncoded feedback, and 35 students in experimental were given coded feedback. The result of descriptive statistic revealed that indirect writing corrective feedback statistically improved the students? writing score. Furthermore, there was a significant mean difference in students? score between the students who were given coded and those who received uncoded writing corrective feedback.
PEMANFAATAN BARANG BEKAS SEBAGAI MEDIA PEMBELAJARAN KOSA KATA BAHASA INGGRIS Rizkiani, Siska; Bhuana, Gartika Pandu; Rizqiya, Rissa San
JURNAL CEMERLANG : Pengabdian pada Masyarakat Vol 2 No 1 (2019): JURNAL CEMERLANG: Pengabdian pada Masyarakat
Publisher : LP4MK STKIP PGRI Lubuklinggau

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (679.689 KB) | DOI: 10.31540/jpm.v2i1.728

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Komponen pembelajaran dibutuhkan untuk mendukung proses belajar yang efektif dan efisien. Salah satu komponen tersebut adalah media. Hasil temuan penelitian lain menemukan minimnya pemanfaatan media dalam pengajaran bahasa Inggris untuk anak usia dini, khususnya pengajaran kosa kata. Oleh karena itu, pengabdian ini bermaksud untuk membekali keterampilan dan kreatifitas guru dalam pembuatan media pembelajaran bahasa Inggris dengan menggunakan barang-barang yang ada di lingkungan sekitar, terutama barang bekas seperti kardus, botol air minum kemasan, kertas, sedotan, dll. Metode yang digunakan dalam kegiatan pengabdian ini adalah pelatihan. Pelatihan diberikan pada guru-guru bahasa Inggris di Desa Jalancagak, Subang pada 10 Agustus 2019.  Hasilnya, pada dasarnya guru mampu dan cukup kreatif dalam memanfaatkan barang bekas sebagai media pembelajaran. Beberapa media ajar yang dihasilkan adalah ular tangga, papan huruf, dan wayang mobil. Namun, hal ini harus terus dimotivasi dan dikembangkan sehingga tercipta pembelajaran yang inovatif dan atraktif. Media pembelajaran dari barang bekas, bagaimanapun, memiliki keunggulan yang tidak kalah dari media pembelajaran berbasis teknologi.  Selain biaya yang murah, aturan main dari pemanfaatan barang bekas ini sangat mudah dan familiar bagi siswa. Selain itu, guru juga dapat mengembangkan kreatifitas siswa dengan mengajak mereka bersama-sama membuat media dari barang bekas.
DEIXIS IN THE CLEVER SERVANT STORY Liawati, Azizah; Rizkiani, Siska; Jamaludin, Agil
PROJECT (Professional Journal of English Education) Vol 3, No 1 (2020): VOLUME 3 NUMBER 1, JANUARY 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v3i1.p54-58

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Pragmatics is a study of contextual meaning. Finding out the context and meaning of a conversation can be learned through deixis. This research analyzes types of deixis such as personal, time and place deixis. This research discusing about recount text entitled "The Clever Servant" as the instrument of this study. This research applied a descriptive qualitative method. The steps to analyze data are searching the story, reading the story, finding the data based on three kinds of deixis above. In this research, there was 27 deixis found in the text. The most common type of deixis is person deixis with 19 words. Whereas place deixis has 5 words and time deixis has 3 words. In this study, the researcher find out that personal deixis is the dominant type in the text. Keywords:  Deixis, Pragmatics, The Clever Servant
EFL STUDENTS’ RESPONSE TO INDIRECT CORRECTIVE FEEDBACK IN WRITING FOR GENERAL COMMUNICATION COURSE Rizqiya, Rissa San; Rizkiani, Siska; Bhuana, Gartika Pandu
P2M STKIP Siliwangi Vol 7, No 1 (2020): Volume 7 Nomor 1, Mei 2020
Publisher : IKIP Siliwangi Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/p2m.v7i1p29-36.1527

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Written corrective feedback aims at developing students writing proficiency where they are aware of what is expected as writers and are capable to create text with minimal errors and maximum clarity. This study aims at finding the students? response towards teacher?s coded and uncoded written corrective feedback on their writing. A total of 79 freshmen majoring English Education Study Program of IKIP Siliwangi participated in filling questionnaire and twelve of them were interviewed using a semi-structured format. Qualitative method was applied in conducting this study. The data were labeled, coded and categorized in four dimensions: value, positivity, participation, and evaluation. The findings showed that in term of value students who got coded feedback showed positive opinion; while students who got uncoded feedback felt confusion. Further, in terms of positivity, participation and evaluation both classes showed positive response. Both classes agree they favor the teacher to provide the feedback by giving a mark, suggesting error correction, and providing written comments on the content. To conclude, students approve written corrective feedback on condition that teacher provides suggestions to improve their writing. Thus, it is suggested for the teacher to consider the feedback types in correcting the students? written error.