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All Journal Jurnal Penelitian Pendidikan Nomosleca JEES (Journal of English Educators Society) Edu Cendikia: Jurnal Ilmiah Kependidikan Cendikia: Jurnal Pendidikan dan Pengajaran Linguapedia Cahaya Pengabdian Journey: Journal of English Language and Pedagogy
Lestari, Hernina Dewi
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Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Journal : Journey: Journal of English Language and Pedagogy

 1 
CHALLENGES AND FUTURES OF UBIQUITOUS LEARNING IN TEACHING ENGLISH AS A FOREIGH LANGUAGE Lestari, Hernina Dewi; Suhartatik
Journey: Journal of English Language and Pedagogy Vol. 5 No. 2 (2022): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v5i2.581

Abstract

This research aims at analyzing the challenges and the potential futures of the implementation of ubiquitous learning in teaching English as a foreign language (TEFL) in Indonesian context. This study employed descriptive qualitative research design with observation and interview as the data collection techniques. The samples of this research participants were 50 bachelor degree students majoring in English Education who were chosen through random sampling technique. After the data were attained, they were analyzed to answer the research questions of what challenges and futures of ubiquitous learning in Indonesian TEFL context were. The research findings presented that three major challenges in the implementation of ubiquitous learning in TEFL were technical problems (internet connection-related problems) which took 50% of the concerns, devices operating competence which had 30% of the attentions, and students’ attitude which had 20% of the problems. About the futures of ubiquitous learning in TEFL context, the participants testified that ubiquitous learning could be an excellent alternative to study from anywhere and at any time (40%), 30% suggested technical readiness to optimize the learning outcome, the other 20% thought that Indonesian students were not ready for the implementation of ubiquitous learning, and another 10% stayed neutral to the option. These findings contribute to fill the gap of the controversies of ubiquitous learning implementation. It is suggested that future researchers took deeper examination related to this topic.
STUDENTS’ MOTIVATIONAL FACTORS IN WRITING ESSAY Lestari, Hernina Dewi
Journey: Journal of English Language and Pedagogy Vol. 2 No. 1 (2019): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v2i1.761

Abstract

This study aims at discovering the possible motivational factors affecting English Department students inwriting essay. Employing descriptive qualitative mode of research, the researcher tried to figure out theconcerning factors especially the motivational areas which possibly became the major support and/orhindrance for the students to write essay. To meticulously note down the result, the researcher made useof unstructured interview as the method of collecting the data. The result found teacher’s overallperformance, peers’ performance, parent’s involvement, and classroom ambience as the dominantmotivational factors affecting students’ performance in writing essay. Future researchers are suggested tostudy the more specific areas of motivational factors affecting students in writing essay to get better anddeeper understanding.
Encouraging Learning Autonomy through Differentiated Instruction in Writing Activities Lestari, Hernina Dewi; Adi, Adi; Yahmun, Yahmun
Journey: Journal of English Language and Pedagogy Vol. 7 No. 2 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v7i2.840

Abstract

This classroom action research seeks to demonstrate how differentiated instruction might promote students' learning autonomy in a writing class setting. This study included 50 English department students from a private institution in Malang. According to the findings of the preliminary study, students were unmotivated to participate in writing activities because they thought they were boring and uninteresting. They were detected paying little attention to the assigned writing assignments and, as a result, demonstrating poor writing performance. To promote student learning autonomy, the researchers implemented with differentiated instructions in several writing exercises. Using two cycles of classroom action research, the researchers seek to solve the instructional challenge using potential learning strategies. After adopting differentiated instruction, the researchers assessed the students' writing scores and compared them to success criteria. The first cycle resulted in 70% of students meeting the success criterion since they were still unfamiliar with the differentiated instructions. In the second round, the pupils successfully met 85% of the criteria. The findings showed that creating differentiated instructions provided pupils with a favorable challenge. It was evident from the behavioral changes of pupils who exhibited greater enthusiasm for following the directions. Furthermore, the students demonstrated the established learning autonomy, which resulted in improved writing performance. These research findings add to the enrichment of the educational component, since future teachers or researchers may focus on a more comprehensive covering of this teaching technique.
Co-Authors Adi Adi Aini Nurul Amalyasari, Maya Rizki Astuti, Endang Setiyo Barqy, Achmad Azam Al Hariani, Avita Putri Hidayatullah, Nursidik Jasuli Kurniawati, Yuni PUSPITASARI, IKE DIAN Siti Nurlaila, Siti Sri Fatmaning Hartatik, Sri Fatmaning Suhartatik Yahmun, Yahmun