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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

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

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.

The Analysis of Interpersonal Meaning (MOOD), Ideational Meaning (TRANSITIVITY) and Textual Meaning (THEME) of News Item Text Entitled “Nikita Mirzani: I`m Not a Prostitute” Indra Yoga Prawiro
Wiralodra English Journal Vol. 1 No. 1 (2017): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v1i1.16

Today, media has become primary needs as food and clothing. It has played significant role in strengthening the society that is as a "mirror" of the modern society. It’s used not only to inform people about current, new affairs and what is happening around them and the world but also to form opinions and make judgments regarding various issues. Cohen, (1963); McCombs & Shaw, (1972) stated that when mass media emphasize a topic, the audience/public receiving the message will consider this topic to be important. However, systemic functional grammar is concerned primarily with the grammar choices makes available to speakers and writers. These choices relate speakers' and writers' intentions to the concrete forms of a language. This study is attempt to investigate the interpersonal meaning (mood), ideational meaning (transitivity) and textual meaning (theme) of news item text entitled “Nikita Mirzani: I`m Not a Prostitute”.The news becomes very interesting for some people, because this news is indicated as distractor issue for Freeport cases.After analyzing the mood system in this text, so the writer can conclude that all of the information in this news is declarative mood. For example when the Nikita stated you can confront me with O and F (pimp suspects). I do not know them. This proof gives us justification that the speakers indeed intentionally give fruitful and clear information to each other. The use of full declaratives here also indicates that the text shares a common focus on the giving of information. There is only full declarative in this text, there is no full polar interrogative, full WH-interrogative, imperative and so on. After we discuss the mood types, and then move on the next table, about Modality and Polarity. There are four modality used in this text. Those are the use of can (two times), could and might. So, it assumes that some information given is in the form of “advice”.Based on the table above, it also can be concluded that there are five transitivity process used in this text. The major process used in this text is attributive process. In the second place is material, mental and verbal process with 17,7 %. Then, the last is 5,8% process of this text used behavioral process. In this text, there are also three major circumstance used those are location, extent and manner with frequency 25%. Then it’s continued by role and cause circumstance with 12,5%. In this text the system of Theme and Rheme provides important ways in which textual meanings at the clause level may be established. Theme-Rheme structure allows information to flow from one clause to another. The logical flow helps create cohesiveness of the text in the news. Theme is realized by position (initial). In the SFL an analysis of language, pattern of thematic choice are seen as realizing textual meanings, which in turn are the realization of mode dimensions of the context of situation, thus thematic choice realize meanings about the organization of the communicative event and the experiential and interpersonal distance.

THE EVALUATION OF NATIONAL EXAMINATION OF ENGLISH SUBJECT AT SECONDARY SCHOOL Indra Yoga Prawiro
Wiralodra English Journal Vol. 2 No. 2 (2018): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v2i2.36

The implementation of National Examination in Indonesia always becomes an interesting discussion both in education field and social life. One of the debates in the implementation of National Examination is about the fairness, many experts stated that the implementation of National Examination is unfair because the threeday exam is used to determine the success or failure of a student’s three years of high school. The second issue is about the quality of education in Indonesia’s school is gravely uneven. Some schools have luxury facilities and infrastructure, while others barely have a school building. So, to apply and expect the same standard from all of them is harsh and unrealistic. This study would like to analyze the questions in National Examination. The writer takes English test for science students as the primary data to answer the questions. The writer focuses on the principle of language assessment implemented in construction of English test in National Examination and the appropriateness of English test questions in National Examination based on the standardize of language assessment. The result shows that National examination in this case English test has been designed accordance to the principle of assessment. For standardized test of national examination, there are some types of test items are hardly to be found in the test. In terms of reading test items, multiple choices which are indicating to find reference words, phrase or sentence are not given in English test. It is dominated by finding out the detail or specific information about the text, implicit and general description about the text. Overall the English test in national examination has been design according to the standardized test. Only for several things need to be improved in term of test items variety in reading skill.

PRE-SERVICE EFL TEACHERS’ PERCEPTIONS AND ACTUAL PRACTICES OF GIVING ORAL FEEDBACK IN APPRENTICESHIP PROGRAM: EXPLORATORY STUDY Atikah Wati; Indra Yoga Prawiro
Wiralodra English Journal Vol. 3 No. 2 (2019): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v3i2.63

The purposes of this study were to know the pre-service EFL teachers’ perceptions of their own oral feedback in apprenticeship program and to investigate the types of oral feedback that pre-service EFL teachers use in apprenticeship. It is supported by some problems found in the previous year apprenticeship program, pre-service teachers were seldom to give feedback to their students’ work or performance during the teaching and learning process, those pre-service teachers seem to be afraid to give more information or explanation about students’ work, tell the students’ incorrect work and give the students the correct answer explicitly, correct the students pronunciation, restate the correct form of students’ utterances, etc. To achieve the purpose of study, the writer used qualitative research method. The research participants were be taken from English Department students of Wiralodra University Indramayu that applied for apprenticeship program, there were 20 students that experienced their apprentceship program in several schools in Indramayu. The instrument of the research were observation and questionnaire modified from Sultana (2015). The finding showed that pre-service teachers’ were aware by the important of oral feedback to correct students’ mistakes, clarify the incorrect information, correct the students’ pronunciation, and restate the correct form of students’ utterances. Unfortunately in the teaching and learning process many of pre-service teachers did not execute oral feedback when they have to. Most of the oral feedback given to the students were focused on mispronunciation, grammar and vocabulary. Pre-service teachers seems did not notice misinformation mistakes and did not really aware of giving advice on students’ performance as the improvement strategy

AN EXPLORATION OF POTENTIAL REWARDS IN ENGLISH FOR YOUNG LEARNER (EYL) CLASSROOM Indra Yoga Prawiro; Natalia Anggrarini
Wiralodra English Journal Vol. 3 No. 2 (2019): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v3i2.68

In the 21st century, many parents try to introduce foreign language since earlier. The introduction is started since very beginning because some experts believed that the students who learn foreign language especially English on their primary schools or pre-schools, it will contribute the successful of them in learning language in the next level Ferrandino and Tirozzi as cited in MacDonell, C. (2007:1). This research is a case study. It aims to find out the use of potential rewards in kindergarten schools. This study will also investigate some challenges and efforts of five EYL teachers in teaching English. Hence this study will also focus on the benefits of potential rewards in motivating the EYL students in learning English. The result showed that social reinforcers is the most used reward and three activities that usually implemented in the class are giving applause, smiles and teacher’s signature. Then, there are two main challenges in teaching English in kindergarten school. The first is the use of technology and the second is classroom management. While the efforts used in teaching EYL are the use of media, strategy and rewards. So, the students will be more fun and enjoyable in learning English. Then, the last is the benefits. The result showed that by implementing the rewards system in the class. It can encourage the students to achieve the target learning. The students are happy to follow the instructions from the teacher and can complete the task well.

AN INVESTIGATION OF UNDERGRADUATE STUDENTS' ORAL COMMUNICATION STRATEGY (OCS) IN DEBATE CLASS Indra Yoga Prawiro; Chintia Fita Diyales; Atikah Wati
Journal of English Language Learning Vol. 6 No. 1 (2022)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v6i1.2502

Dornyei (1995) classifies communication strategies based on the problem-oriented perspective. In this taxonomy, the oral communication strategies refer to the speakers’ strategies used when encountering some communication problems. This qualitative study was conducted in a descriptive case study to investigate undergraduate students’ oral communication strategy in debate class. The participants of this study were the third semester of undergraduate students who join in a critical speaking class. There were 24 students. The observation was used to obtain the data. The data has been collected from this instrument was analyzed using the steps from Gay et al. (2006) with memoing, describing, and classifying. The result of the study revealed that the students used 11 of 12 types of oral communication strategies. The first is message abandonment with 12 utterances (4.5%). The second is topic avoidance with five utterances (1.81%). The third is circumlocution with one utterance (0.37%). The fourth is an approximation with six utterances (2.25%). The fifth is using all-purpose words with five utterances (1.81%). The sixth is word coinage with five utterances (1.81%). The seventh is using non-linguistic means with 12 utterances (4.5%). The eighth is foreignizing with two utterances (0.75%). The ninth is code-switching, with 27 utterances (10.2%). The tenth is the appeal for help with 35 utterances (13.2%), and the last is the use of fillers applied by students with 157 utterances (58.8%). Meanwhile, the students do not apply the literal translation as a communication strategy when conducting a debate. It implies that the types of oral communication strategies used by the students in this study involve the ability to overwhelm language faults in English.

Pre-Service Teachers’ Challenges in Managing Students’ Interaction and Students’ Participation Using the Zoom Application in Teaching English During Apprenticeship Practice Roihatul Jannah; Natalia Anggrarini; Indra Yoga Prawiro
JELLT (Journal of English Language and Language Teaching) Vol 6 No 2 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v6i2.12721

Various applications or online learning media are scattered during the Covid-19 pandemic. One of them is Zoom which is beneficial for communicating remotely; all teacher explanations can be conveyed clearly without having to meet physically. This study aims to discover the challenges in managing students’ interaction and the level of student participation by using the Zoom application in teaching English during the Covid-19 pandemic. This descriptive case study reported that the preservice teachers’ challenges in managing student-to-teacher interaction while learning English using the Zoom application were the lack of feedback given by students to the teacher, the lack of immediacy between students and teachers, and the internet connection. Meanwhile, in managing student-to-student interaction, the challenges are lack of interaction, motivation, and social presence. The student participation in learning English using zoom was at the level of inbound participants. The students use verbal or oral as their way to contribute and participate in online discussions. In addition, students also provide interesting questions and meaningful feedback so that the three indicators refer to the characteristics possessed by inbound participants. This study concludes that feedback and immediacy by teachers are consistently needed during online meetings. To build meaningful interaction among students, interaction, motivation, and social presence should be maintained. Students’ awareness of interaction, motivation, and social presence in online meetings is essential. Although teachers and students have online meetings, inbound participation is reflected. The students do their verbal and oral online as they do in offline meetings.

The effectiveness of generating interactions between schemata and text (gist) strategy towards the students' writing skill in Indramayu Indra Yoga Prawiro; Siska Nurhasanah
Journal of Research on English and Language Learning (J-REaLL) Vol. 2 No. 1 (2021): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v2i1.9323

Many students have difficulties in writing the text. Some of the problems in writing such as the difficulties in expressing their idea into the words, time consuming activities and the limited number of vocabularies. This study focused on the effectiveness of GIST (Generating Interaction between Schemata and Text) strategy in improving students' writing skill at the second grade of SMK Negeri 1 Sindang. The GIST is strategy for taking notes while the students are reading and writing good summaries. This strategy works on many levels, this allows students to put concept into their own words. This activity helps teachers and students to identify key concept. By using quasi-experimental method non-equivalent design, the instruments of this research were pre-test and post-test. The participants of the research were class XI TOI 1 and XI TOI 2 of first semester in SMK Negeri 1 Sindang. Each class consisted of 33 students. The statistical analysis showed the value of Tobs was 2.23 while the value of Ttable was 1.669 which means Tobs was higher than Ttable 2.23>1.669 (Tobs>Ttable). It means that the GIST strategy is effective in teaching and learning writing especially in report text.

An Analysis of Students' Errors in Using Simple Past Tense in Writing Recount Text at Senior High School Indramayu Maulana Subagio; Indra Yoga Prawiro
National Conference on Language, Education, and Technology Proceeding Vol. 2 No. 1 (2022): December 2022
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/nacolet.v2i1.3437

Writing is one of the skills in English which is quite difficult to master because writing is a thinking activity or thought process that we put into the form of text or sentences. The definition is also supported by Harris (2014), who stated that writing is an activity of thinking to find or put ideas, concepts, and feelings that are expressed through writing in the form of sentences or paragraphs with the aim of readers understanding the intent and purpose of the author. This research was conducted to find out the errors that appeared in students' writing, especially in recount text. This research was carried out using a qualitative method which used document instruments from the results of students' writing on recount texts. Then, from the results of the documents written by the students, the researchers examined them to find out what errors often appeared in student writing, especially in recount texts. The results of this study show that errors in students' writing include omission, addition, misformation, and misordering. Then the results of this study also show that the most frequent errors in student writing are misformation with a total of 177 errors, the second is misordering errors with a total of 17, the third is omission errors with a total of 8, and the last is addition errors with a total of 4. The results of this study provide significant results for teachers and especially students. A significant research result for teachers is being able to provide evaluations of their teaching methods to students to provide more effective methods. Then the results of this study provide evaluations to students on how they do something, especially in writing activities.

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