Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
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This Author published in this journals
All Journal ASANKA: Journal of Social Science And Education Journal on English as a Foreign Language (JEFL)
Sri Lestari
Universitas PGRI Madiun, Madiun, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Penerapan Penilaian Portofolio untuk Meningkatkan Karakter Mandiri Siswa dalam Pembelajaran IPS Kelas VIII MTs Negeri 1 Sragen Sri Lestari; Sudarmiani; Yudi Hartono
ASANKA : Journal of Social Science and Education Vol. 6 No. 2 (2025)
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/asanka.v6i2.11237

Abstract

The teaching methods and assignment variations are crucial in enhancing student learning outcomes and character development. This research seeks to improve students' academic performance and character development by applying an independent character-building learning approach. A classroom action research design was adopted over two cycles between January and April 2025. Data were gathered through observation and testing, and subsequently analyzed using qualitative and quantitative methods. The research results indicate that student learning outcomes and character in Class VIII E at MTs Negeri 1 Sragen can be improved through learning using the portfolio assessment method. Learning outcomes improved, as evidenced by the average score rising from 72.41 in Cycle I to 93.10 in Cycle II. Meanwhile, the improvement in character is shown by a "Good" category in Cycle I and a "Very Good" category in Cycle II. Thus, the classical completeness achievement has been reached because it exceeds the established work indicator of 85%.
Shifts in communicative competence and metacognitive awareness during podcast-based ESP tasks: A mixed-methods study with pre-service primary teachers Sri Lestari; Aulia Putri; Eka Wilany; Desi Surlitasari Dewi
Journal on English as a Foreign Language Vol 16 No 2 (2026): Issued in September 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i2.10538

Abstract

Podcast-based speaking tasks are increasingly used in English for Specific Purposes (ESP), but evidence on how they relate to communicative competence and metacognitive awareness in teacher education remains limited. This study examined pretest-to-posttest changes in these outcomes and explored participants’ experiences. An explanatory sequential mixed-methods design was used with 42 second-semester pre-service primary teachers at a private university in East Java, Indonesia. All participants completed a speaking assessment and an adapted Metacognitive Awareness Inventory (MAI) before and after six weeks of podcast-based tasks. Ten participants then joined semi-structured interviews. Paired-samples t tests showed higher posttest scores for communicative competence, t(41) = -13.34, p < .001, and metacognitive awareness, t(41) = -10.39, p < .001. Interviewees described how planning, recording, playback, and revision supported confidence, fluency, audience awareness, and reflection; they also reported vocabulary, pronunciation, and technical challenges. Because the study used a one-group pretest–posttest design, the score changes cannot be attributed to podcasting alone. The findings suggest that structured podcast tasks may connect speaking practice with reflection when teachers provide clear goals, feedback, and self-evaluation.
Co-Authors Aulia Putri Desi Surlitasari Dewi Eka Wilany Sudarmiani Yudi Hartono