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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Indonesian Journal of Applied Linguistics (IJAL) LingTera Journal on English as a Foreign Language (JEFL) Journal of English and Education E-Structural Jurnal Bahasa Lingua Scientia International Journal of Pedagogy and Teacher Education Wiralodra English Journal (WEJ) Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Learning (JETLE) Borneo Educational Journal (Borju) Education and Linguistics Knowledge Journal (Edulink)
Rochma, Anis Firdatul
Universitas Negeri Yogyakarta
Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Implementation of peer-assessment system in speaking courses Rochma, Anis Firdatul; Suharso, Suharso; Sudiyono, Sudiyono; Fitriana, Rahma
LingTera Vol. 11 No. 2 (2024)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v11i2.76154

Abstract

The ability to speak effectively refers to an individual's capacity to convey thoughts and ideas orally. Various teaching strategies are employed to enhance speaking skills, with traditional methods primarily relying on teacher-driven assessments. However, incorporating peer assessment has emerged as a valuable approach that enables students to identify their strengths and areas for improvement, promoting the development of language proficiency, metacognitive awareness, and related skills. This study aims to implement peer assessment as an alternative evaluative method in the Speaking in Academic Contexts course, which includes both informative and persuasive speech tasks. Quantitative data were analyzed descriptively, with mean and standard deviation calculations comparing peer assessment scores to those assigned by the instructor. The Wilcoxon Signed Ranks Test was applied to determine statistically significant differences between the two sets of scores. Qualitative data, derived from students' reflections, were analyzed using thematic analysis. Overall, students in the Speaking in Academic Contexts course reported positive perceptions of peer assessment, recognizing its potential to enhance their language skills and foster learner autonomy.
Navigating rhetoric in academic writing: Key structures in effective dissertation Rochma, Anis Firdatul; Nurhayati, Endang; Widodo, Pratomo; Triastuti, Anita; Musfiroh, Tadkiroatun
Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Vol 8, No 2 (2024)
Publisher : Directorate of Research and Community ServiceUniversitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v8i2.78319

Abstract

A dissertation represents a key academic work produced by doctoral students as a requirement for graduation and the attainment of a doctoral degree. Consequently, doctoral candidates are expected to demonstrate strong and precise dissertation writing skills. This study aims to (1) analyze the rhetorical structures employed in each section of dissertations authored by doctoral students in the Doctoral Program in Language Education, and (2) compare these rhetorical structures with established academic writing conventions. The research utilizes a mixed-methods approach, adopting the textual organization framework of the Academic Phrasebank by Morley (2014) as the primary guide, supplemented by Santos' (1996) framework for abstract structure. Data collection includes both qualitative and quantitative components. The data analysis is conducted using AntConc 4.0.11, developed by Laurence Anthony from Waseda University, with an emphasis on calculating the frequency of words, phrases, collocations, concordances, and specific expressions within the dissertations. The findings reveal distinctive rhetorical patterns in the abstract, introduction, literature review, methodology, results, discussion, and conclusion sections of the dissertations produced by doctoral students within the field of Language Education.
Rhetorical analysis in scholarly texts: Insights into introduction and literature review patterns Rochma, Anis Firdatul
Journal on English as a Foreign Language Vol 15 No 1 (2025): Issued in March 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i1.9095

Abstract

The rhetorical moves of doctoral students remain underexplored compared to published authors. Addressing this gap offers insights into academic writing development. This study explores rhetorical differences in research article introductions and literature reviews by comparing the strategies of doctoral candidates in linguistics and language education with those of authors in Scopus-indexed journals to highlight their impact on clarity. A mixed-method approach was employed, integrating qualitative analysis using Morley’s (2014) Academic Phrasebank and quantitative data to identify patterns in rhetorical strategies, offering a comprehensive view of writing practices across academic levels. The findings reveal a significant difference in the rhetorical devices used, with Scopus-indexed articles featuring a more complex range of patterns which doctoral students less frequently utilize. These findings underscore the necessity for enhanced academic writing instruction that equips doctoral students with rhetorical strategies. This research provides key insights for academic writing pedagogy, advocating for the integration of targeted approaches such as advanced writing workshops, structured peer review, and the use of rhetorical analysis frameworks to foster the development of writing sophistication and meet publication standards. This research offers valuable insights into academic writing pedagogy, emphasizing the importance of rhetorical sophistication in achieving publication standards.
CONCEPT-BASED INSTRUCTION: A THREE-STAGE TEACHING STRATEGY FOR THE ENGLISH-SPEAKING CLASS Rochma, Anis Firdatul
Wiralodra English Journal (WEJ) Vol. 7 No. 2 (2023): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v7i2.230

Abstract

A mastery of English-speaking skills is a necessary ability for language learners. However, it is found that there is a treatment of oversimplifying talk found in the English learning materials, such as English textbooks, which creates a situation for the learners to fail in placing and applying the right expressions for a wider interaction in the real-life situation. It is vital for teachers to implement a teaching strategy to initiate an innovative English learning situation. Hence, this research suggests for the implementation of Concept-Based Instruction involving three stages, the orientation stage, execution stage, and control stage, within the English-speaking class. In specific, this research intends to (1) examine the implementation of CBI strategy to improve the speaking performance of language learners, and (2) identify the language learners’ perceptions towards the implementation of CBI strategy. The methods used in this paper were quantitative and qualitative designs involving the records of learners’ speaking performance as well as the researcher’s written notes. The results of the research reported that the CBI strategy can be considered a significant method to assist learners in obtaining the courage and confidence to actively engage in English-speaking activity.
Assessing undergraduate students' level of independent learning as a manifestation of learner autonomy Rochma, Anis Firdatul
LingTera Vol. 10 No. 1 (2023)
Publisher : Department of Applied Linguistics, FBSB, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/lt.v10i1.59870

Abstract

Previous studies related to learner autonomy have been conducted, yet those studies seem to focus on formative assessment as a guarantee for the development of learner autonomy. This study is projected to assess the undergraduate students' level of independent learning since learner autonomy tends to manifest itself in various degree of independence. A questionnaire related to independent learner was adopted as the main instrument. The data were analyzed both quantitatively and qualitatively. The quantitative data were obtained to assess the students' level of independent learning while the qualitative data were gained to reveal the students' perceptions and thoughts about independent learning. The results show that most of the students have moderate independence. Moreover, most of the students are considered able to relate the concept of independent learning with various degrees of independence that are included in the notion of learner autonomy. Nevertheless, the findings also show that some students tend to have low interest in their studies, low expectation about what they want to learn, and low possibility in questioning what they are told. It is important for the teachers to enhance the students' moderate independence into high independence by providing the access to a number of learning opportunities. Thus, the students are able to critically reflect on their own learning and effectively develop awareness to help them learn constructively.
Integrating AI in academic writing: Lecturers and students' experiences related to benefits and challenges Andriyanti, Erna; Murtafi’ah, Banatul; Zudianto, Hardian; Rochma, Anis Firdatul; Tuilan, Jeane; Akhyari, Muhammad Wafa
Journal of English and Education (JEE) Vol. 11 No. 2 (2025): Vol 11 No. 2 (2025): VOLUME 11 NO 2 NOVEMBER 2025
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v11i2.44036

Abstract

The rapid development of Generative Artificial Intelligence (Gen AI) has influenced how English as a Foreign Language (EFL) learners and educators engage in academic writing. This study aims to explore how lecturers and students in Indonesian higher education integrate AI tools into their academic writing practices, perceive benefits and challenges of using AI, and concern with ethical considerations. Using a qualitative approach combining interviews and photovoice, the study involved thirteen participants from western, central, and eastern Indonesia. The findings show that AI tools are used not only for linguistic assistance but also for idea generation, prompt refinement, and collaborative meaning-making, reflecting an interactive relationship between users and technology. Participants reported that AI improves efficiency, creativity, and clarity in writing, while concerns were raised regarding hallucinated references, inconsistency, and overreliance that may reduce critical thinking and authenticity. The study also finds that AI should be used ethically as a complementary partner that supports, rather than replaces, human intellect in academic writing. The main ethical considerations include maintaining authorship, content verification, and proper referencing. The findings imply the need for pedagogical frameworks and institutional policies that promote ethical, reflective, and responsible AI use in higher education.  
Co-Authors A. Ashadi, A. Akhyari, Muhammad Wafa Anita Triastuti Basikin Basikin Dzul Rachman, Dzul ENDANG NURHAYATI Erna Andriyanti Fitriana, Rahma Jeane Tuilan Murtafi'ah, Banatul Paulus Widiatmoko Pratomo Widodo Sudiyono Sudiyono Suharso Suharso Sulis Triyono Sutrisna Wibawa Tadkiroatun Musfiroh Zudianto, Hardian