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All Journal Vision: Journal for Language and Foreign Language Learning JELLT (Journal of English Language and Language Teaching) Globish: An English-Indonesian Journal for English, Education, and Culture JELL (Journal of English Language Learning) Wiralodra English Journal (WEJ) J-REaLL CONCEPT JELL (Journal of English Language Learning Room of Civil Society Development NaCoLET EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Room of Civil Social Development
Prawiro, Indra Yoga
Universitas Wiralodra
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : JELL (Journal of English Language Learning)

 1 
THE IMPACT OF WRITTEN CORRECTIVE FEEDBACK TOWARDS THE SENIOR HIGH SCHOOL STUDENTS’ WORK: TEACHER’S AND STUDENTS’ PERCEPTIONS Indra Yoga Prawiro
Journal of English Language Learning Vol 4, No 1 (2020)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v4i1.2336

Abstract

This study figures out the teacher and students’ perceptions toward teacher’s written corrective feedback and to describe how the teacher gives written corrective feedback on the students writing. The writer uses descriptive case study as the design of the research with three techniques of data collection. Questionnaire and interview are used to know teacher’s and students’ perception toward written feedback. Students’ document used to analyse teacher’s way in providing written corrective feedback on student’s task. The result of the research showed that the teachers used almost categories of written corrective feedback. As the findings of the research showed that teachers mostly use direct corrective feedback in providing written feedback on students’ work. Also the students mostly like when the teacher providing direct corrective feedback and the language that used by teachers in giving explanation on students mistakes. Whereas students has understanding in what is feedback actually and how importance feedback in the teaching and learning process. Also they have positive acceptance toward teacher’s written corrective feedback because they are aware to improve their skill.  From 19 students, the average of students’ answer in percentage related to teacher’s way in giving written corrective feedback is 44 % who chose “Always”, 34 % who checklist “Sometimes”, and 22 % who answer “Never”. Moreover, for preferences would students’ like when receiving written corrective feedback, the result showed that 67 % of students chose first option “Like”, 23 % checklist “Neutral”, and 10 % answered “Dislike”. It is indicated various perception from students.
EFL PRE-SERVICE TEACHERS' IDENTITY CONSTRUCTION DURING TEACHING PRACTICE PROGRAM Indra Yoga Prawiro
Journal of English Language Learning Vol 5, No 2 (2021)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v5i2.3372

Abstract

Professional teachers are an essential element in realizing the quality of education (Boyle, 2013). The teaching practice program is conducted as one of the training programs to become professional teachers for the pre-service teachers. During this program, EFL pre-service teachers begin to construct their teacher identity with various images of teachers. This case study explored the process of the pre-service teachers' identity construction from the perspective of sociocultural theory and the factors that contribute to the process. By distributing interviews and personal narratives to three EFL pre-service teachers in Wiralodra University, findings demonstrated that the process of pre-service teachers' identity construction is complex and personal. The teachers' identity construction involves both personal and social perspectives. From a personal perspective, it involves emotions and the self (self-image and self-esteem), and social perspective involves experiences and social interaction. This study also found that the preparation of materials and the choice of suitable methods and media for learning became challenges for the pre-service teachers. In addition, the pre-service teachers' identity construction is influenced by some factors. For example, they were mentoring and supervising, tensions, identity recognition, previous teaching experiences, pedagogy, content-area knowledge, relationship with students. That led to the development of pre-service teachers' identities.
Co-Authors Anggrarini, Natalia Atikah Wati Atikah Wati, Atikah Chintia Fita Diyales Dian Novitasari Larasaty, Gina Linda Yuliyah Ningrum Maulana Subagio Maulida Nur Fauziah Melawati Melawati Nasir Noha Roihatul Jannah Siska Nurhasanah Sri - Lefina Yulianawati, Ida