Article Per Year (5 Year)
p-Index From 2021 - 2026
0.947
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Bahasa Inggris LEKSIKA Kompetensi: Jurnal Bahasa Dan Seni Studies in English Language and Education
Deisyi Anna Batunan
Universitas Negeri Manado
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences

Published : 5 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 5 Documents
Search

 1 
THE USE OF SMALL GROUP DISCUSSION IN IMPROVING STUDENTS’ READING COMPREHENSION (A STUDY CONDUCTED AT SMP NEGERI 1 LANGOWAN) Stella S Tambuwun; Deysi Batunan; Tirza Kumayas
KOMPETENSI Vol. 1 No. 11 (2021): KOMPETENSI: Jurnal Ilmiah Bahasa dan Seni
Publisher : Fakultas Bahasa dan Seni, Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (732.347 KB) | DOI: 10.36582/kompetensi.v1i11.3584

Abstract

The purpose of this research is to found out whether or not small group discussion could improve students’ reading comprehension through pre experimental design with one group pre-test and post-test design as quantitative research. The data collection in this research consists of 10 essay questions with 2 points for each question and 20 points for total point of the questions. The subject of this research was the eighth students in SMP N 1 Langowan which consisted of 20 students. This research is conducted during pandemic of Covid-19 so it is held online with using social media and video call to ensure students and teacher health following the health protocol to minimalized physical interaction and to make sure parents and students feel save in their house but still maintained to make sure students were focus in their online class meeting. The data of this research are analysed statistically using mean score formula. The result in this study shows that the score of the post-test is higher than the result of the pre-test. The mean score of the pre-test is 42,5 and in post-test is 77,5. It could be concluded that Small Group Discussion is effective to improve students’ reading comprehension on narrative text.
Teachers made writing assessment instrument: Pedagogical insight from process to product Khusnul Khotimah; Deisyi Anna Batunan; Nur Mukminatien
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.26774

Abstract

Despite the urgency of assessment instruments in teaching foreign language writing, evidence regarding how teachers develop assessment instruments and maintain their quality, particularly for comparison and contrast essay writing based on a genre-based approach to teachers classroom practices, is scantily reported. To address this empirical need, this article showcases how a set of teacher-made assessment instruments for a comparison and contrast essay based on a genre-based approach in a writing essay course at a public university in East Java was carefully and deliberately developed. To attain the research objective, this research enacted design-based research (DBR) inspired by Cavallaro and Sembiante (2021). In addition to content validity, face validity and inter-rater reliability were ensured by involving ten students, three fellow writing teachers, and two trained raters. This assessment instrument development project produces a set of valid formative assessment instruments, comprising a writing prompt and scoring rubric. The inter-rater reliability shows a high degree of positive correlation with a reliability coefficient of 0.862 from a correlational analysis based on Pearson correlation coefficient. This in-practice assessment instrument development can be used as a reference, contributing to the teachers assessment literacy development. It also serves as a valuable model for future researchers to develop and expand nested classroom assessment scholarship. A well-structured validity and reliability process of assessment instrument development will practically enhance the teaching practices in the essay writing course in particular and EFL teaching in general.
Intercultural Citizenship in Indonesian EFL Higher Education: Exploring Students and Teachers’ Perception and Teaching Praxis Deisyi Anna Batunan; Józef Trzebuniak
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 14 No. 1 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v14i1.102859

Abstract

Research into intercultural citizenship (IC) has emerged since the last decade, yet teachers’ and students’ perspectives towards IC construct and teachers’ teaching praxis to address IC have been surprisingly absent from this body of literature. This investigation was intended to fill this empirical lacuna. Drawing on a survey with both 100 students majoring in English education and 10 teaching staff from a state-owned university located in the eastern part of Indonesia and on a semi-structured interview with 10 students and 10 lecturers, the study focused on how teachers and students perceived IC construct and what action to take as an intercultural citizen and how teachers delivered IC-laden instruction in their daily teaching praxis. In particular, teachers' and students’ beliefs and experiences as well as teachers’ instructional strategies were explored. The data revealed that students and teachers had an impartial understanding of the IC construct. Furthermore, from the teachers’ side, this suboptimal understanding of IC dimensions, inter alia, communication, knowledge, and attitude, governed how teachers delivered incomprehensive IC-laden instruction and thus adversely influenced how students constructed their beliefs, even more so with the absence of civic action in teaching IC. As a pedagogical implication, the authors suggest how to incorporate IC into regular instruction at both theoretical and practical levels through specific designs of task, text, and test and through the empowerment of teachers’ professional development
ISOL Examining cultural representation in Kurikulum Merdeka English textbooks: A content analysis Syntha Octoviani; Deisyi Anna Batunan; Fridolin Kukus
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol. 20 No. 3 (2026): October 2026
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v20i3.30382

Abstract

Framed from a qualitative content analysis, this study aims to examine cultural representations and the promotion of intercultural communicative competence within three Kurikulum Merdeka textbooks: Work in Progress (Grade 10), English for Change (Grade 11), and Life Today (Grade 12). The findings indicate that cultural products are more prominently represented than persons, perspectives, and practices. In terms of Kachru’s three circles, expanding circle cultures—primarily Indonesian cultures—are overwhelmingly represented, whereas inner circle and outer circle cultures receive comparatively limited attention. Regarding ICC dimensions, the textbooks show stronger emphasis on the development of knowledge than attitudes and critical cultural awareness. Moreover, the skills of interpreting/relating and discovery/interaction are insufficiently addressed. The study recommends a more balanced representation of cultural aspects across the three circles, along with a more systematic integration of intercultural communicative competence. This study provides empirical evidence of the gap between the goals of the Kurikulum Merdeka and the implementation of the curriculum in the textbooks. It provides practical guidance for textbook developers, curriculum designers, and educators to create more balanced materials that systematically integrate ICC, especially the interpreting/relating and discovery/interaction dimensions, which are still underdeveloped, enabling Indonesian students to develop both cultural roots and global intercultural competencies.
Rhetorical Appeals of Indonesian EFL Students’ Presentations: An Aristotelian Triadic Analysis Nurul Inayah Mahmud; Feronica Talimpong; Erasari Pratiwi Pantow; Deisyi Anna Batunan
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 14 No. 2 (2026): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v14i2.109949

Abstract

Persuasive competence plays a critical role in learning English as a Foreign Language (EFL), yet scholarship on how Indonesian university students employ rhetorical strategies to engage effectively in oral presentations remains sparse. Despite the extensive emphasis on written persuasive discourse among prior studies, little is known about how ethos, pathos, and logos are utilized in spoken academic discourses mediated by digital platforms. The researchers sought to address that gap by investigating Indonesian EFL students’ video-recorded presentations. The investigation operationalized a qualitative descriptive design in examining two YouTube videos, particularly probing into how the presenters employed Aristotelian persuasive pillars during their video-recorded presentation. Prior to the analysis, the presentation was transcribed verbatim, and the resultant transcripts were interpreted through the lens of Aristotle’s triadic framework. The researchers underscored three persuasive modes consistently operative, with logos identified as the most dominant move. The presenters were extensively concerned with using accurate definitions, classifications, structured sequencing, and rule-based explanations. Ethos is constructed implicitly through accuracy, organization, and professional delivery. In contrast, pathos appears subtly through the use of polite tone, relatable examples, and attention to the audience. The findings further suggest that Indonesian EFL learners possess foundational rhetorical awareness but still struggle in applying the persuasive strategies evenly. Another challenge was concerned with the limited intentional use of emotional and credibility-based appeals. The study endorses the use of explicit rhetorical instruction in EFL speaking curricula as a measure to enhance students’ persuasive competence and a more balanced use of Aristotelian modes in academic communication.
Co-Authors Erasari Pratiwi Pantow Feronica Talimpong Fridolin J. P Kukus Józef Trzebuniak Khusnul Khotimah Nur Mukminatien Nurul Inayah Mahmud Stella S Tambuwun Syntha Octoviani Tirza A Kumayas