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All Journal IZUMI Ahmad Dahlan Journal of English Studies PREMISE: Journal of English Education and Applied Linguistics Journal of English Language Studies Bianglala Informatika : Jurnal Komputer dan Informatika Akademi Bina Sarana Informatika Yogyakarta JELLT (Journal of English Language and Language Teaching) LLT Journal: A Journal on Language and Language Teaching Kiryoku: Jurnal Studi Kejepangan Jurnal Onoma: Pendidikan, Bahasa, dan Sastra PROJECT (Professional Journal of English Education) Journal of English Language and Pedagogy Pioneer: Journal of Language and Literature Journal Corner of Education, Linguistics, and Literature Edu Cendikia: Jurnal Ilmiah Kependidikan
Sari, Angela Bayu Pertama
Universitas Bina Sarana Informatika
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : llt journal a journal on language and language teaching

 1 
EFL PEER FEEDBACK THROUGH THE CHATROOM IN PADLET Sari, Angela Bayu Pertama
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 1 (2019)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (810.642 KB)

Abstract

This research was conducted to achieve two objectives. The first one is to give a vivid explanation about the peer feedback practice through Padlet chatroom. Secondly, it was carried out to dig out the students’ responses toward that practice. It was conducted within qualitative descriptive research by employing observation and open-ended questionnaires of 70 non-English university students as its data collecting technique. Then, qualitative data analysis was utilized by the researcher. The results revealed Padlet usage is a new thing for most of the students, yet they can use it easily because it is user-friendly and cost-free. Moreover, anonymity becomes one of the prominent features in Padlet chatroom. The students found it more convenient as being anonymous in giving and receiving feedback due to the freedom of expressing the students’ feedback without worrying about their friends’ sense of emotion. The last finding showed that the peer feedback practice through Padlet chatroom had met five principles out of seven principles that are proposed as the basic requirements of feedback practices. DOI: doi.org/10.24071/llt.2019.220105
THE IMPACTS OF MENTIMETER-BASED ACTIVITIES ON EFL STUDENTS’ ENGAGEMENT IN INDONESIA Sari, Angela Bayu Pertama
LLT Journal: A Journal on Language and Language Teaching Vol 24, No 1 (2021): April 2021
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v24i1.3025

Abstract

The effort to enhance students’ engagement in the EFL classroom is still becoming an issue. Fortunately, some studies have shown a positive correlation between technology utilization to elevate the students’ engagement. Based on that potential finding, this study aims at digging out the impact of Mentimeter, as one of the popular tools in this recent time, on EFL students’ engagement. It is a descriptive qualitative study. There are 70 respondents of the non-English students that were selected by using purposive sampling. The results of the study reveal that there are three most prominent students' positive perception towards the implementation of Mentimeter in the EFL classroom, namely practicality, anonymity, and freedom. Those three aspects foster the students to be engaged in the process of English learning. Then, most students perceive that no reason makes them dislike Mentimeter usage in the EFL classroom. The next finding depicts a significant impact of Mentimeter on the students’ engagement in English learning by giving opinions and discussion activities. It was proven with the percentage of students’ participation, reaching 82% and 91%, above the average of Mentimeter participants’ contribution.
EFL PEER FEEDBACK THROUGH THE CHATROOM IN PADLET Sari, Angela Bayu Pertama
LLT Journal: A Journal on Language and Language Teaching Vol 22, No 1 (2019): April 2019
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v22i1.1701

Abstract

This research was conducted to achieve two objectives. The first one is to give a vivid explanation about the peer feedback practice through Padlet chatroom. Secondly, it was carried out to dig out the students responses toward that practice. It was conducted within qualitative descriptive research by employing observation and open-ended questionnaires of 70 non-English university students as its data collecting technique. Then, qualitative data analysis was utilized by the researcher. The results revealed Padlet usage is a new thing for most of the students, yet they can use it easily because it is user-friendly and cost-free. Moreover, anonymity becomes one of the prominent features in Padlet chatroom. The students found it more convenient as being anonymous in giving and receiving feedback due to the freedom of expressing the students feedback without worrying about their friends sense of emotion. The last finding showed that the peer feedback practice through Padlet chatroom had met five principles out of seven principles that are proposed as the basic requirements of feedback practices. 
Co-Authors Anik Andriani Atiqah, Annisa Nurul Catharina Brameswari Cindyra Galuh Wardani Cindyra Galuhwardani Devita Widyaningtyas Yogyanti Dwi Iswahyuni Eko Saputro Haya Haratikka Haya Haratikka Helta Anggia Helta Anggia Nur Amalia Solikhah Paulus Tofan Rapiyanta Sardiarinto Sardiarinto Sri Rejeki Sri Rejeki Sutanto Sutanto Sutanto Sutanto Wardani, Cindyra Galuh