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Papers by Bambang Irfani, S.Pd, M.Pd

Training, language and culture, Mar 25, 2024

While it is strongly believed that students’ errors must be handled properly, it is crucial to no... more While it is strongly believed that students’ errors must be handled properly, it is crucial to note that teachers and students may have different perspectives upon the effective strategies to deal with the students’ errors, particularly in oral production. Hence, this research is focused on comparing the teacher and student preferences for error correction and feedback in speaking activities. This is a kind of survey research, where data were collected from all lecturers of Speaking subject – there were four – and all students taking the subjects of Speaking for General Purposes and Speaking for Academic Purposes presented in the first and third semester repectively. Data which were primarily collected through questionnaire were, then, analyzed qualitatively and quantitatively. Based on the analysis, it was revealed that there is a discrepancy among teachers and students in terms of beliefs about the relative importance of speaking features and preferences for error correction techn...

The planning of courses including designing curriculum and syllabus is often ignored in English l... more The planning of courses including designing curriculum and syllabus is often ignored in English language teaching and teacher training. Harmer (2000) states that decisions about course content are very often not taken by teachers, but by some higher authority. Even many institutions present the syllabus in terms of the main textbook to be used - by a certain date, teachers are expected to have covered a certain number of units in the book. At the same time teachers are often provided with a list of supplementary material and activities available. Yet, the graduates of such programs as English teacher training are often required to carry out course design task without having received sufficient training to do so. As a matter of fact, course design requires specialized expertise which can be gained through learning and practice. Designing courses is unlike preparing one's own teaching as it should be understood by others who will use the design. Therefore, it is very urgent ...

This research is conducted based on the preliminary research that are many students considered wr... more This research is conducted based on the preliminary research that are many students considered writing is difficult. The students still cannot develThe objective of the research was to find out whether there is influence of graphic organizer towards students’ writing ability in descriptive text. The methodology of this research was quasi experimental design with the treatment held in 3 meetings. In collecting the data, the writers used instruments pre-test and post-test. The instrument was descriptive writing test. After giving the post-test, the writers analyzed the data by using independent sample t-test. From the data analysis, it was found that the result of test was tobserved (2.76) with tcritical (1.684), it means that the score of tobserved was higher than tcritical, so Ha is accepted. So, there was influence of graphic organizer towards students’ writing ability in descriptive text.

This article reveals the phenomenon of speaking anxiety in two foreign languages, Arabic and Engl... more This article reveals the phenomenon of speaking anxiety in two foreign languages, Arabic and English, simultaneously studied by students of Islamic junior high school in Indonesia. It is aimed at analyzing the differences of level, causes as well as coping strategies of speaking anxiety in Arabic and English faced by the respondents.A survey inquiry was conducted by employing questionnaires to gather the data of respondents’level, causes and coping strategies of speaking anxiety. The analysis indicates a similarity of speaking anxiety level of the two languages, yet some major differences regarding the prominent causes occur. Keywords : Speaking anxiety; Arabic; English; Indonesian students

Mengintegrasikan studi ilmu keislaman dan ilmu umum di lingkungan IAIN Raden Intan Lampung menjad... more Mengintegrasikan studi ilmu keislaman dan ilmu umum di lingkungan IAIN Raden Intan Lampung menjadi satu tantangan tersendiri dengan beragamnya latar belakang pendidikan dan status para dosen, serta pengalaman mereka dalam berperan aktif pada forum-forum intelektual. Namun, ini harus terus dijalankan agar muncul satu warna tersendiri yang membedakan antara studi di lingkungan IAIN Raden Intan Lampung dengan perguruan tinggi lainnya, khususnya perbedaan antara studi ilmu umum yang ada di IAIN Raden Intan Lampung dengan studi ilmu serupa di perguruan tinggi umum, salah satunya adalah program studi Pendidikan Bahasa Inggris. Integrasi keilmuan ini hendaknya tercermin mulai dari kurikulum yang dikembangkan dengan mengadopsi materi-materi keislaman dan nilai-nilai keislaman sampai dengan implementasinya dalam kegiatan pembelajaran. Ini semua harapannya adalah akan bermuara pada lulusan yang dihasilkan, yaitu sarjana-sarjana Pendidikan Bahasa Inggris yang Islami.

Jurnal English Education, Mar 4, 2015

Jurnal English Education, Mar 1, 2012

JEELS (Journal of English Education and Linguistics Studies)

This study aims 1) to compare the speaking performance of university students who graduated from ... more This study aims 1) to compare the speaking performance of university students who graduated from Islamic boarding school and public school-based senior high schools and 2) to investigate the potential factors affecting the difference of their speaking performance. First year students of a State Islamic University in Lampung - Indonesia participated as the subjects of research. The data of students’ speaking performance was obtained from the documentation of students’ speaking entrance test score. Then, a semi-closed-ended questionnaire investigating the curricular, co-curricular, and extra-curricular programs in their previous high schools covering the sorts, the frequency, and the duration of the activities was distributed to disclose the underlying reasons of the speaking performance differences. The results revealed that generally the Islamic boarding school-based senior high school graduates’ speaking performance is slightly better than the public-based one with a minor differen...

JEELS (Journal of English Education and Linguistics Studies), 2018

This study aims 1) to compare the speaking performance of university students who graduated from ... more This study aims 1) to compare the speaking performance of university students who graduated from Islamic boarding school and public school-based senior high schools and 2) to investigate the potential factors affecting the difference of their speaking performance. First year students of a State Islamic University in Lampung-Indonesia participated as the subjects of research. The data of students' speaking performance was obtained from the documentation of students' speaking entrance test score. Then, a semi-closed-ended questionnaire investigating the curricular, co-curricular, and extra-curricular programs in their previous high schools covering the sorts, the frequency, and the duration of the activities was distributed to disclose the underlying reasons of the speaking performance differences. The results revealed that generally the Islamic boarding school-based senior high school graduates' speaking performance is slightly better than the public-based one with a minor difference on the five aspects of speaking assessment. The former showed better achievement in fluency, vocabulary and comprehension, whereas the latter got better result in grammar and pronunciation. Dissimilar variations of the co-curricular and extra-curricular activities at both types of school and the frequency of the activities might be the potential factors affecting the differences.

While it is strongly believed that students' errors must be handled properly, it is crucial to no... more While it is strongly believed that students' errors must be handled properly, it is crucial to note that teachers and students may have different perspectives upon the effective strategies to deal with the students' errors, particularly in oral production. Hence, this research is focused on comparing the teacher and student preferences for error correction and feedback in speaking activities. This is a kind of survey research, where data were collected from all lecturers of Speaking subject – there were four – and all students taking the subjects of Speaking for General Purposes and Speaking for Academic Purposes presented in the first and third semester repectively. Data which were primarily collected through questionnaire were, then, analyzed qualitatively and quantitatively. Based on the analysis, it was revealed that there is a discrepancy among teachers and students in terms of beliefs about the relative importance of speaking features and preferences for error correction techniques in speaking activities. A. Rationale " A man who has committed a mistake and doesn't correct it is committing another mistake " (Confucius in Harmer, 2004:108). It means that it is humane to make a mistake, but we must not make the same mistake for the second time, so we have to be aware of our mistake and make some necessary correction in order that we will not do the same mistake in the future. In the context of English Language Teaching (ELT), students are encouraged to do trial and error. They are put in such a condition that they have to practice using the target language regardless of the deviations they may make as the primary goal of language learning is to enable the students to use the language as a means of communication. It means that they have to practice using the language to convey the message either in spoken or in written form to make them acquire the goal, that is communicative competence (Brown, 2001:69). Furthermore, it is believed that making mistakes is a process to make progress. It is the step stone to have a better understanding of concept and language skills. Dulay et al. (1982:138) assert that making error is an inevitable part of learning. People cannot learn language without first systematically committing errors. In other words, without making mistakes, it is impossible for the students to reach success in language learning. Therefore, English teacher must be able to convince his/her students that committing errors is a natural part of the learning process. Students commonly make mistakes when they are learning a new language item. Even though it has been explained in detail and regularly practiced, still, students can make mistakes. Unquestionably, errors and mistakes will always occur. Thus, error correction is important for students to make them aware of their misconception of a certain language rule and improve their language production. Errors and their correction can be used to help students consolidate their knowledge of a language point and to foster good learning habits (Pollard, 2008:60).

Training, language and culture, Mar 25, 2024

While it is strongly believed that students’ errors must be handled properly, it is crucial to no... more While it is strongly believed that students’ errors must be handled properly, it is crucial to note that teachers and students may have different perspectives upon the effective strategies to deal with the students’ errors, particularly in oral production. Hence, this research is focused on comparing the teacher and student preferences for error correction and feedback in speaking activities. This is a kind of survey research, where data were collected from all lecturers of Speaking subject – there were four – and all students taking the subjects of Speaking for General Purposes and Speaking for Academic Purposes presented in the first and third semester repectively. Data which were primarily collected through questionnaire were, then, analyzed qualitatively and quantitatively. Based on the analysis, it was revealed that there is a discrepancy among teachers and students in terms of beliefs about the relative importance of speaking features and preferences for error correction techn...

The planning of courses including designing curriculum and syllabus is often ignored in English l... more The planning of courses including designing curriculum and syllabus is often ignored in English language teaching and teacher training. Harmer (2000) states that decisions about course content are very often not taken by teachers, but by some higher authority. Even many institutions present the syllabus in terms of the main textbook to be used - by a certain date, teachers are expected to have covered a certain number of units in the book. At the same time teachers are often provided with a list of supplementary material and activities available. Yet, the graduates of such programs as English teacher training are often required to carry out course design task without having received sufficient training to do so. As a matter of fact, course design requires specialized expertise which can be gained through learning and practice. Designing courses is unlike preparing one's own teaching as it should be understood by others who will use the design. Therefore, it is very urgent ...

This research is conducted based on the preliminary research that are many students considered wr... more This research is conducted based on the preliminary research that are many students considered writing is difficult. The students still cannot develThe objective of the research was to find out whether there is influence of graphic organizer towards students’ writing ability in descriptive text. The methodology of this research was quasi experimental design with the treatment held in 3 meetings. In collecting the data, the writers used instruments pre-test and post-test. The instrument was descriptive writing test. After giving the post-test, the writers analyzed the data by using independent sample t-test. From the data analysis, it was found that the result of test was tobserved (2.76) with tcritical (1.684), it means that the score of tobserved was higher than tcritical, so Ha is accepted. So, there was influence of graphic organizer towards students’ writing ability in descriptive text.

This article reveals the phenomenon of speaking anxiety in two foreign languages, Arabic and Engl... more This article reveals the phenomenon of speaking anxiety in two foreign languages, Arabic and English, simultaneously studied by students of Islamic junior high school in Indonesia. It is aimed at analyzing the differences of level, causes as well as coping strategies of speaking anxiety in Arabic and English faced by the respondents.A survey inquiry was conducted by employing questionnaires to gather the data of respondents’level, causes and coping strategies of speaking anxiety. The analysis indicates a similarity of speaking anxiety level of the two languages, yet some major differences regarding the prominent causes occur. Keywords : Speaking anxiety; Arabic; English; Indonesian students

Mengintegrasikan studi ilmu keislaman dan ilmu umum di lingkungan IAIN Raden Intan Lampung menjad... more Mengintegrasikan studi ilmu keislaman dan ilmu umum di lingkungan IAIN Raden Intan Lampung menjadi satu tantangan tersendiri dengan beragamnya latar belakang pendidikan dan status para dosen, serta pengalaman mereka dalam berperan aktif pada forum-forum intelektual. Namun, ini harus terus dijalankan agar muncul satu warna tersendiri yang membedakan antara studi di lingkungan IAIN Raden Intan Lampung dengan perguruan tinggi lainnya, khususnya perbedaan antara studi ilmu umum yang ada di IAIN Raden Intan Lampung dengan studi ilmu serupa di perguruan tinggi umum, salah satunya adalah program studi Pendidikan Bahasa Inggris. Integrasi keilmuan ini hendaknya tercermin mulai dari kurikulum yang dikembangkan dengan mengadopsi materi-materi keislaman dan nilai-nilai keislaman sampai dengan implementasinya dalam kegiatan pembelajaran. Ini semua harapannya adalah akan bermuara pada lulusan yang dihasilkan, yaitu sarjana-sarjana Pendidikan Bahasa Inggris yang Islami.

Jurnal English Education, Mar 4, 2015

Jurnal English Education, Mar 1, 2012

JEELS (Journal of English Education and Linguistics Studies)

This study aims 1) to compare the speaking performance of university students who graduated from ... more This study aims 1) to compare the speaking performance of university students who graduated from Islamic boarding school and public school-based senior high schools and 2) to investigate the potential factors affecting the difference of their speaking performance. First year students of a State Islamic University in Lampung - Indonesia participated as the subjects of research. The data of students’ speaking performance was obtained from the documentation of students’ speaking entrance test score. Then, a semi-closed-ended questionnaire investigating the curricular, co-curricular, and extra-curricular programs in their previous high schools covering the sorts, the frequency, and the duration of the activities was distributed to disclose the underlying reasons of the speaking performance differences. The results revealed that generally the Islamic boarding school-based senior high school graduates’ speaking performance is slightly better than the public-based one with a minor differen...

JEELS (Journal of English Education and Linguistics Studies), 2018

This study aims 1) to compare the speaking performance of university students who graduated from ... more This study aims 1) to compare the speaking performance of university students who graduated from Islamic boarding school and public school-based senior high schools and 2) to investigate the potential factors affecting the difference of their speaking performance. First year students of a State Islamic University in Lampung-Indonesia participated as the subjects of research. The data of students' speaking performance was obtained from the documentation of students' speaking entrance test score. Then, a semi-closed-ended questionnaire investigating the curricular, co-curricular, and extra-curricular programs in their previous high schools covering the sorts, the frequency, and the duration of the activities was distributed to disclose the underlying reasons of the speaking performance differences. The results revealed that generally the Islamic boarding school-based senior high school graduates' speaking performance is slightly better than the public-based one with a minor difference on the five aspects of speaking assessment. The former showed better achievement in fluency, vocabulary and comprehension, whereas the latter got better result in grammar and pronunciation. Dissimilar variations of the co-curricular and extra-curricular activities at both types of school and the frequency of the activities might be the potential factors affecting the differences.

While it is strongly believed that students' errors must be handled properly, it is crucial to no... more While it is strongly believed that students' errors must be handled properly, it is crucial to note that teachers and students may have different perspectives upon the effective strategies to deal with the students' errors, particularly in oral production. Hence, this research is focused on comparing the teacher and student preferences for error correction and feedback in speaking activities. This is a kind of survey research, where data were collected from all lecturers of Speaking subject – there were four – and all students taking the subjects of Speaking for General Purposes and Speaking for Academic Purposes presented in the first and third semester repectively. Data which were primarily collected through questionnaire were, then, analyzed qualitatively and quantitatively. Based on the analysis, it was revealed that there is a discrepancy among teachers and students in terms of beliefs about the relative importance of speaking features and preferences for error correction techniques in speaking activities. A. Rationale " A man who has committed a mistake and doesn't correct it is committing another mistake " (Confucius in Harmer, 2004:108). It means that it is humane to make a mistake, but we must not make the same mistake for the second time, so we have to be aware of our mistake and make some necessary correction in order that we will not do the same mistake in the future. In the context of English Language Teaching (ELT), students are encouraged to do trial and error. They are put in such a condition that they have to practice using the target language regardless of the deviations they may make as the primary goal of language learning is to enable the students to use the language as a means of communication. It means that they have to practice using the language to convey the message either in spoken or in written form to make them acquire the goal, that is communicative competence (Brown, 2001:69). Furthermore, it is believed that making mistakes is a process to make progress. It is the step stone to have a better understanding of concept and language skills. Dulay et al. (1982:138) assert that making error is an inevitable part of learning. People cannot learn language without first systematically committing errors. In other words, without making mistakes, it is impossible for the students to reach success in language learning. Therefore, English teacher must be able to convince his/her students that committing errors is a natural part of the learning process. Students commonly make mistakes when they are learning a new language item. Even though it has been explained in detail and regularly practiced, still, students can make mistakes. Unquestionably, errors and mistakes will always occur. Thus, error correction is important for students to make them aware of their misconception of a certain language rule and improve their language production. Errors and their correction can be used to help students consolidate their knowledge of a language point and to foster good learning habits (Pollard, 2008:60).