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All Journal Jurnal Penelitian Humaniora Voices of English Language Education Society JEELS (Journal of English Education and Linguistics Studies)
Anisa, Khairani Dian
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Arts Humanities Education Languange, Linguistic, Communication & Media

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THE REFUSAL STRATEGIES EMPLOYED BY PRE-SERVICE EFL TEACHERS: A COMPARISON BETWEEN JAVANESE AND SUMATRANS Dewi, Lintang Indah Ayu Respati; Aniq, Lailatun Nurul; Anisa, Khairani Dian
Jurnal Penelitian Humaniora Vol 21, No 2: Agustus 2020
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/humaniora.v21i2.9924

Abstract

Refusing is a part of commissive speech acts. Refusing is a face-threatening act (FTA) that needs a good pragmatic competence since it probably gives risk to the interlocutor's positive or negative face. However, it indicates that people from various cultural backgrounds employ dissimilar refusal strategies. This study aimed at providing a comparison of refusal strategies used between Javanese Pre-service English Teachers (JPETs) and Sumatranese Pre-service English Teachers (SPETs) in accordance with different levels of power. The data were elicited from the DCT given to 10 JPETs and 10 SPETs. The participants were asked to fill the DCTs with written responses in which each DCT described different contexts and settings. Based on the analysis, JPETs and SPETs employed similar strategies in refusing to a request. The difference was only on the frequency usage of a certain strategy. Furthermore, all of the indirect strategies were applied to refuse a request meanwhile only a strategy comes from a direct strategy called the negation of proposition that is applied. A direct refusal strategy call bluntness was not applied. This study evoked pre-service awareness of pragmatic competence which could be taught to their future students and larger participants were encouraged for future study.
Investigating the Influence of Experience on Language Assessment Literacy Development: The EFL Teachers' Voices Anisa, Khairani Dian; Sumardi, Sumardi; Setyaningsih, Endang
VELES Voices of English Language Education Society Vol 7 No 3 (2023): VELES (Voices of English Language Education Society)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i3.24069

Abstract

Research in various educational settings reveals that in-service teachers often demonstrate a limited proficiency in language assessment literacy (LAL). Recognizing this, scholars have been investigating factors that might enhance LAL, particularly focusing on the role of experience. Despite this interest, the specific influence of experiential factors on LAL development remains relatively unexplored. Addressing this gap, our study utilized semi-structured retrospective interviews in a narrative inquiry framework to assess how experience impacts the LAL development of two Indonesian EFL teachers. Both teachers, equipped with Master's degrees and relevant assessment training, have differing lengths of teaching experience and work in distinct educational institutions. Our findings indicate that foundational LAL knowledge and skills acquired through language assessment courses (LACs) were further enhanced by additional training and practical application in teaching contexts. Both participants, despite their varied teaching tenures, showed similar patterns of LAL development. This progression appeared influenced by their educational backgrounds, positive attitudes towards assessment, and a shared commitment to refining their assessment practices. The study concludes with recommendations for language educators, EFL teachers, and areas for future research.
Oral Peer Feedback in A Flipped Speaking Job Interview Class: Practice And Learners’ Attitudes Sumardi; Anisa, Khairani Dian; Aniq, Lailatun Nurul
JEELS (Journal of English Education and Linguistics Studies) Vol. 7 No. 2 (2020): JEELS November 2020
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v7i2.2001

Abstract

Since flipped learning facilitates student-centered approach, it is necessary to administer such assessment which involves students’ participation. As the assessment as learning, peer feedback facilitates students to offer and receive comments from their peers. The present study aimed at investigating the practice and students’ voices of peer feedback in their flipped speaking job interview class. Twelfth graders of a state vocational high school in Indonesia (n=30) participated in this case study. The data gathered from the result of observation, student questionnaire, and semi-structured interview. The study indicated that students had a positive attitude toward peer feedback. It fostered more interaction with peers resulting in a more dynamic atmosphere. Moreover, students perceived peer feedback as a useful activity to locate their errors and learn strategies to soften their comments. The study serves as a guideline for applying peer feedback in the speaking area utilizing flipped instruction.
Co-Authors Aniq, Lailatun Nurul Dewi, Lintang Indah Ayu Respati Endang Setyaningsih Sumardi Sumardi .