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All Journal Language Circle : Journal of Language and Literature Vision: Journal for Language and Foreign Language Learning English Education Journal Indonesian TESOL Journal Mumtaz: Jurnal Studi Al-Quran dan Keislaman Jurnal Pengabdian Masyarakat Intimas (Jurnal INTIMAS): Inovasi Teknologi Informasi Dan Komputer Untuk Masyarakat ETERNAL: English Teaching Journal Language Circle : Journal of Language and Literature
Kasprabowo, Teguh
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Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media

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Journal : Language Circle : Journal of Language and Literature

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Tell me about your Day: Portraying Students Reflective Practice through Diary Writing Kasprabowo, Teguh; Rahayu, Endang Yuliani; Widyaningrum, Agnes
Language Circle: Journal of Language and Literature Vol 15, No 2 (2021): April 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v15i2.29252

Abstract

Although commonly understood that diary writing benefits language learners in many ways, the use of diary writing as a medium for reflective practice in higher education is still rarely considered. The study aimed to portray the student's reflective practice through diary writing - to display how the student made meaning of her daily life and learning experiences. Employing qualitative case study, we observed one of our students reflective practice through her diary entries. Our study employed Rodgers summary of Deweys reflective practice (2019) as the theoretical framework. The data of this research was a handwritten diary of a student named Lana containing 30 diary entries written from September 6, 2018, to October 22, 2018. The entries were written in the period when she joined a Creative Writing class. The diary writing activity was mainly aimed to help the students in the class to build their writing habits by writing reflections of their daily activities. The result showed that diary writing provided room for Lana to carry out the reflective practice. This practice helped her to see and to understand herself as a learner. Also, Lana specifically expressed that diary writing helped her to have ideas for writing easily. Based on the findings, we argue that in the Indonesian higher education context diary writing needs to be incorporated in the learning process to benefit learners in their personal development and their language learning process.
“From now on, I am Fearless” Portraying Students’ Learning Process in Creative Writing Class through their Poems Kasprabowo, Teguh; Soepriatmadji, Liliek; Yulistiyanti, Yulistiyanti; Rahayu, Endang Yuliyani
Language Circle: Journal of Language and Literature Vol 18, No 1 (2023): October 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v18i1.45672

Abstract

This study aims to portray how students reflect their learning process in a creative writing course through their poems. Forty-seven students of an English Literature Department in a private university in Semarang participated in this study. The course mainly covered the short story and poetry writing. Poetry writing was started in the second half of the semester. In this study, the students were required to write a learning reflection to look back at the process they had been through. Employing Hanauer’s meaningful literacy concept (2012), the researchers analyzed how students reflected their learning process in their poems. It is argued that language learning should enable students to use language in a way that is more meaningful and relevant to their personal experiences. In terms of reflection, it is believed that by deliberately looking back at their learning process students can objectively evaluate, understand and make sense of their journey. This study found four major themes in the students’ reflective poems namely altered perspective, students’ struggle, increased self-assurance, and students’ future expectations. In conclusion, language learning should embrace meaningful literacy in which students should be allowed to deliver their personal and meaningful expressions, in this case by writing poetry.
Co-Authors Agnes Widyaningrum Ahmad Sofwan Aji Supriyanto Anam, Zuhrul Davantya Setiaji , Monica Evelyne Dwi Anggani Linggar Bharati Endang Yuliani Rahayu Girindra Putri Dewi Saraswati, Girindra Putri Dewi Jeffri Alfa Razaq Katharina Rustipa Liliek Soepriatmadji Puji Astuti Putri Amalia Rahayu , Endang Yuliani Rahayu, Endang Rahayu, Endang Yuliyani Sugeng Purwanto Suharmanto, Eko Taufiq Yulistiyanti Yulistiyanti Yulistiyanti Zuly Budiarso