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TEACHER’S CORRECTIVE FEEDBACK ON STUDENTS’ ORAL RESPONSES Febrianingrum, Lasmi
English Community Journal Vol 4, No 1 (2020): English Community Journal
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/ecj.v4i1.2600

This study investigated oral corrective feedback provided by the teacher and students’ uptake following teacher’s corrective feedback in accelerated class. The researcher explored how the teacher provided corrective feedback during speaking activity and how the high proficiency level students were encouraged to react to it. The observations in several meetings were done with the help of some other instruments like audio video recorder, fieldnote and interview guide. The results show that the teacher preferred to use recast in order not to interrupt the flow of students’ speech and keep students’ mood or feeling. On the contrary, the students preferred to be corrected using other techniques that could make them think more, encourage them to correct the utterances by themselves. Moreover, the results show that students applied repetition and incorporation uptake that let the students construct longer utterance. It can be concluded that there is a gap between teacher’s choice in correcting students’ error and students’ expectation.

Students' perception of the use of infographics at Canva application in accomplishing TOEFL class assignment Zahroh, Aminatus; Febrianingrum, Lasmi
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 28 No 1a (2023)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v28i1a.8499

Canva application is an application that provides some features that allow the user to make some interesting designs. This application was used in a TOEFL class assignment in sixth semester of the English Study Program IAIN Madura in the year 2021-2022; the lecturer asked her students to make an infographic dealing with the material that was discussed in the class by using Canva application. How the students perceive in accomplishing the TOEFL class assignment by using an infographic at Canva application and how they used it are the focuses discussed in this study. The mixed method design was used as a data collection procedure by obtaining the data through interview, observation, questionnaire, and documentation. The sixth-semester students of English Education Department IAIN Madura in the year 2021-2022 who join the TOEFL class become the primary source, while their assignment result, especially their infographic, is secondary source of this study in knowing how the students use Canva application. The result shows that most sixth-semester students have a positive form of perception. They feel enjoy and comfortable and find it easier to do the assignment since it provides interesting features and design, easy to apply and modify. The students acknowledged that the use of the Canva application in making infographics worthy enough to resume any materials in a picturesque, readable, and memorable manner. Most students also use Canva Application with infographic design features with free templates.

Enhancing students' English short story writing skills containing religious moderation values: A mentorship program Azizah, Siti; Rahmawati, Fithriyah; Febrianingrum, Lasmi; Rabi'ah; Sufyan, Akhmad Farid Mawardi
PERDIKAN (Journal of Community Engagement) Vol. 6 No. 1 (2024)
Publisher : IAIN Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/pjce.v6i1.15198

Religious moderation is an essential concept that should be taught and practiced by the students in Islamic senior high schools (Madrasah Aliyah), particularly in the context of an increasingly diverse society. Religious moderation emphasizes on balance, moderation, tolerance and respect for differences, both in terms of beliefs and religious practices. This community service program aimed to enhance students’ English short story writing skills which is integrated with religious moderation values. The mentorship program was conducted at MAN 2 Pamekasan and enrolled 25 students as participants. The program was carried out by applying Asset Based Community Development (ABCD) as a community service approach which consists of discovery, dream, define, design, and destiny. The activities were internalizing the religious moderation values to the students and practicing to write English short stories guided by facilitators. The result of the present community service shows that the students are gaining a better understanding of religious moderation, demonstrating improved writing skills, and being able to reflect the values of religious moderation in their short stories. The result suggested that combining creative writing with religious moderation value-based education can foster both linguistics competence and character development. Therefore, it contributes to a more harmonious school environment.[Moderasi beragama merupakan konsep penting yang harus diajarkan dan dipraktikkan oleh siswa di Madrasah Aliyah, terutama dalam konteks masyarakat yang semakin beragam. Moderasi beragama menekankan keseimbangan, toleransi, dan penghormatan terhadap perbedaan, baik dalam hal keyakinan maupun praktik keagamaan. Program pengabdian masyarakat ini bertujuan untuk meningkatkan keterampilan menulis cerpen berbahasa Inggris siswa yang terintegrasi dengan nilai-nilai moderasi beragama. Program pendampingan ini dilaksanakan di MAN 2 Pamekasan dengan melibatkan 25 siswa sebagai peserta. Program ini menggunakan pendekatan Asset Based Community Development (ABCD) dalam pengabdian masyarakat yang terdiri dari tahap discovery, dream, define, design, dan destiny. Kegiatan yang dilakukan yaitu internalisasi nilai-nilai moderasi beragama kepada siswa serta pelatihan menulis cerpen berbahasa Inggris yang dibimbing oleh para fasilitator sekaligus pengabdi. Hasil dari pengabdian ini menunjukkan bahwa para siswa memperoleh pemahaman yang lebih baik tentang moderasi beragama, menunjukkan peningkatan kemampuan menulis, dan mampu merefleksikan nilai-nilai moderasi beragama dalam cerpen mereka. Hasil pengabdian Masyarakat ini merekomendasikan bahwa menggabungkan penulisan kreatif dengan pendidikan berbasis nilai moderasi beragama dapat meningkatkan kompetensi linguistik sekaligus pengembangan karakter. Dengan demikian, hal ini berkontribusi pada terciptanya lingkungan sekolah yang lebih harmonis.]

Empowering Language Learners: Unleashing the Potential of The Feynman Technique in English Language Acquisition Bsharat, Tahani R. K.; Febrianingrum, Lasmi; Habibullah, Mosleh
PANYONARA: Journal of English Education Vol. 6 No. 2 (2024): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v6i2.14936

Abstract: This study investigates the effectiveness of the Feynman Technique in enhancing English language learning (ELL) outcomes. As a relatively new approach compared to traditional language instruction methods, the Feynman Technique emphasizes deeper understanding, active learning, and metacognitive reflection. Using a mixed-methods quasi-experimental design with pre- and post-intervention assessments, alongside observations and interviews, this research explores its impact on language proficiency and learning experiences in L2 English learners. Results demonstrate a significant improvement in language proficiency, with scores increasing from an average of 65% in pre-intervention assessments to 82% post-intervention, indicating a 17% improvement. Additionally, students reported increased confidence and engagement. In conclusion, the Feynman Technique has the potential to revolutionize language education by enabling students to become more autonomous and capable in a global context.

Unveiling English Speaking Competence: A Portrait of First-Semester Students in the Foreign Language Development Program Wafi, Abdul; Febrianingrum, Lasmi; Rahmawati, Fithriyah
PANYONARA: Journal of English Education Vol. 7 No. 1 (2025): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v7i1.16731

This research delves into the English-speaking competence of first-semester students enrolled in the Foreign Language Development Program (FLDP) at IAIN Madura. Through a survey of 279 students across four faculties, the study investigates the current state of English-speaking proficiency and identifies factors influencing it. The findings reveal that a majority of students self-rate their speaking skills as basic, with limitations in vocabulary, pronunciation, and confidence hindering their fluency. This highlights the need for targeted interventions, including increased speaking practice, vocabulary instruction, and a supportive classroom environment to enhance students' English-speaking competence and prepare them for academic and professional communication in a globalized world. The study identifies key factors influencing speaking fluency, including lack of self-confidence, low motivation, and limited prior exposure to English. It emphasizes the importance of addressing these factors through effective language instruction, incorporating task-based learning, communicative approaches, and providing adequate institutional support. The research underscores the need for a comprehensive approach to language instruction that prioritizes increased speaking practice, vocabulary instruction, and a supportive classroom environment to improve students' English-speaking competence and prepare them for the demands of academic and professional communication in a globalized world.

EMPOWERING MINDS: THE ROLE OF TEACHER QUESTIONING IN PROMOTING CRITICAL LITERACY IN LANGUAGE CLASSROOMS Febrianingrum, Lasmi; Mustofa, Ali
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 14, No 1 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v14i1.17089

In recent years, there has been growing recognition of the pivotal role that teacher discourse plays in shaping students’ critical engagement with texts. Within this context, this study investigates how teacher questioning strategies foster critical literacy in language classrooms. Through analysis of theoretical frameworks and empirical research, the study examines the effectiveness of various questioning techniques in developing students' critical thinking abilities. The findings demonstrate that structured questioning frameworks, particularly those incorporating higher-order thinking skills, enhance students' analytical capabilities and text engagement. Additionally, culturally responsive questioning approaches create more inclusive learning environments and empower marginalized voices. These insights inform recommendations for teacher training programs and classroom practices to promote critical literacy through effective questioning strategies.

EMPOWERING MINDS: THE ROLE OF TEACHER QUESTIONING IN PROMOTING CRITICAL LITERACY IN LANGUAGE CLASSROOMS Febrianingrum, Lasmi; Mustofa, Ali
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 1 (2025): EXPOSURE
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v14i1.17089

In recent years, there has been growing recognition of the pivotal role that teacher discourse plays in shaping students’ critical engagement with texts. Within this context, this study investigates how teacher questioning strategies foster critical literacy in language classrooms. Through analysis of theoretical frameworks and empirical research, the study examines the effectiveness of various questioning techniques in developing students' critical thinking abilities. The findings demonstrate that structured questioning frameworks, particularly those incorporating higher-order thinking skills, enhance students' analytical capabilities and text engagement. Additionally, culturally responsive questioning approaches create more inclusive learning environments and empower marginalized voices. These insights inform recommendations for teacher training programs and classroom practices to promote critical literacy through effective questioning strategies.

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