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All Journal Script Journal: Journal of Linguistic and English Teaching IJoLE: International Journal of Language Education JOLLT Journal of Languages and Language Teaching Journal of Digital Learning and Education Aletheia Christian Educators Journal AUDIENSI: Jurnal Pendidikan dan Perkembangan Anak Edukris: Jurnal Pendidikan Agama Kristen
Puspitasari, Dani
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Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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English Medium Instruction in Taiwan: From the Perspective of International Students as Thesis Writer Puspitasari, Dani; Weng, Cathy; Hsieh, Yu-Fen
International Journal of Language Education Vol. 4, No. 2, 2020
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v4i2.12930

Abstract

The establishment of English medium instruction (EMI) brings opportunities for non-native English speaking institutions to compete with Anglophone universities and attract international students to join their program. More policies were designed to improve the academic environment quality and attract international students. As a thesis becomes the graduation requirement, there is a weight of difficulties and high expectations to produce good writing. This study explores thesis writing problems and strategies perceived by L2 writers as international graduate students in Taiwanese EMI classrooms in Taiwan. The participants were 152 international students who pursued a graduate degree in Taiwanese tertiary education; their major was categorized into engineering and social studies. The data was collected through questionnaires and in-depth interviews with some participants. The quantitative result indicates both students across the major were experiencing the same challenges in thesis writing and utilizing similar strategies to overcome the problem. Later, the qualitative result provides explanations to what really happen among these graduate students while writing thesis. The result serves reference and suggestion for academics in assisting their supervisee. It also suggests to the university to assist these L2 writers by providing writing correction services to the betterment of the EMI programs in their institution.
Pengaruh Metode Bernyanyi pada Perkembangan Kognitif Anak Usia 4-5 Tahun Puspitasari, Dani; Gea, Grace Arta Wijayanti; Hura, Mersisanti; Limu, Neci Larichi Hudi; Telaumbanua, Veronica Aprilian; Setia, Yulia
AUDIENSI: Jurnal Pendidikan dan Perkembangan Anak Vol. 3 No. 1 (2024)
Publisher : Program Studi S1 PG-PAUD, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Satya Wacana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24246/audiensi.vol3.no12024pp1-10

Abstract

Singing is one of the methods used by teachers in the classroom. It is a familiar activity for children because it is very fun and builds enthusiasm. It is very good for stimulating the cognitive development of young children who are in the golden phase. This study aims to see the effect of singing methods on the cognitive development of children aged 4-5 years who are in the pre-operational stage. Study was conducted at a kindegartedn in Surabaya. Qualitative approach was used to collect and analyze data. Researchers used modified songs in this study. The songs included material at each meeting and was sung together with the children in the class. The results of the analysis show that song is an effective medium for improving the cognitive abilities of children aged 4-5 years with the highest test results reaching an average score of 97.5. interviews also generate some important implication for early childhood educators.
PENGGUNAAN FLASHCARD UNTUK MENUMBUHKAN MINAT ANAK USIA DINI DALAM MENDENGARKAN CERITA Kristsuana, Lisa Narwastu; Puspitasari, Dani; Lanapu, Glady Deltalia; Zega, Agnes Satriani
Aletheia Christian Educators Journal Vol. 4 No. 2 (2023): OKTOBER 2023
Publisher : Universitas Kristen Petra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.9744/aletheia.4.2.47-52

Abstract

Usia dini merupakan masa sangat penting dalam perkembangan bahasa seseorang. Kemampuan berbahasa berpengaruh besar terhadap perkembangan kognitif, emosi, dan keterampilan sosial anak. Perkembangan bahasa anak meliputi kemampuan reseptif, kemampuan ekspresif, dan keaksaraan. Salah satu metode untuk mendukung perkembangan kemampuan reseptif adalah dengan metode bercerita. Masalah yang seringkali timbul dalam penggunaan metode bercerita adalah perhatian anak yang mudah teralihkan dan kurangnya minat untuk mendengarkan cerita. Menggunakan flashcard dalam metode bercerita dapat menarik minat anak untuk mendengarkan cerita, dan mendukung perkembangan kemampuan bahasa reseptif anak. Penelitian ini bertujuan untuk melihat penerapan metode bercerita dengan media flashcard dalam menumbuhkan minat anak untuk mendengarkan cerita.
Mindmeister’s Influence on 4C Skills in Indonesian Subject Grade 6 Elementary School in Surabaya Yoedo, Yuli Christiana; Octaviani, Anita; Puspitasari, Dani
Journal of Digital Learning and Education Vol. 5 No. 1 (2025): January-April
Publisher : MO.RI Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52562/jdle.v5i1.1376

Abstract

This study aims to determine the influence of MindMeister on 4C skills in the Indonesian language subject in grade 6 elementary school in Surabaya. A combined research method was used, involving data collection carried out through in-depth interviews with students, observation, taking pre-test and post-test scores 3 times each in the control class and experimental class. Quantitative results showed no significant effect of using MindMeister on 4C skills (significance values of 0,100 > 0,05). However, the qualitative result based on the student's perspective gained through interviews and observations is that most students can apply 4C skills while using MindMeister. In conclusion, it is proposed that MindMeister may influence 4C skill levels in the Indonesian subject in this particular context. It is hoped that these findings contribute to the use of MindMeister in other subjects in any grade of elementary school in Indonesia.
Transforming Classroom Practices: A Christian Worldview Perspective on Teacher Beliefs Mendrofa, Helni Berlian; Feni, Septiana; Puspitasari, Dani
Edukris: Jurnal Pendidikan Agama Kristen Vol. 1 No. 02: Agustus 2025
Publisher : Sekolah Tinggi Teologi Bethel The Way

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54793/edukris.v1i02.247

Abstract

Belief and faith are two interchangeable dimensions that possibly affect one’s decision. Significance literature shows that beliefs are formed by knowledge and experience. However, this study also incorporates faith as part of one’s journey in shaping a professional teacher’s belief. This study examines a Christian teacher believes in managing her classes with misbehaving students and whether the actual classroom practices follow these beliefs. A qualitative method through observation and interviews was implemented. Findings generate that a teacher's knowledge and experience are closely related to the Christian Worldview. It guides her decisions and actions. However, in some situations, the teacher could not perform her beliefs because of external factors.
Helping Them To Be Good Teachers: How Community Service Equips Pre-Service Teachers to Teach English Yoedo, Yuli Christiana; Puspitasari, Dani
Journal of Languages and Language Teaching Vol. 11 No. 2 (2023): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i2.7529

Abstract

Investigating pre-service teachers’ beliefs gives tremendous advantages for their future career development. This study was conducted in the context of elementary education. It focused on investigating the pre-service teachers’ beliefs about teaching English and how the teacher’s reflections changed their initial beliefs. We examined nineteen sophomore students who participated in community service to teach English at a public elementary school. A qualitative design was applied and reflections were carried out. Data were gathered through in-depth interviews and direct classroom observations. The result generates that many preservice teachers hold their prior beliefs about teaching from their student experience. Teaching reflections facilitate these pre-service teachers to realize their gaps in teaching skills. The finding suggests that teacher training faculty need to add more practical courses to nurture teaching skills. The findings may be useful for a larger population where English was taught as a foreign language for pre-service teachers and elementary school students. This study concludes that real teaching experience develops pre-service teachers’ professionalism. It impresses upon them that teaching needs comprehensive knowledge and skills.
Exploring the Role of Instagram Video Blogging in Enhancing Engagement in a Foreign Language Classroom Puspitasari, Dani; Yoedo, Yuli Christiana; Weng, Cathy
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.13870

Abstract

Taiwan’s ministry of education urges all education levels to open foreign language programs, including Indonesian language, in their institution. Yet, this encouragement is not followed by adequate propaganda. Hence, innovative engagement strategies are needed to make Indonesian language elective courses popular in Taiwan.  Thus, an Indonesian native speaker teacher of a northern Taiwan public university integrated Instagram in her elective course to enhance engagement. She assigned her students to make a video blog with the theme “self-introduction” and upload the video to their social media. This media is used due to its significant impact on everyday life. This study probes social media's impact on video blogging projects and how learners with different mastery goal levels identified their engagement and satisfaction after finishing the project. Fourteen students participated in this study, and the data were gathered through in-depth interviews and self-reported online journals. The interview and online guided journal generated students' self-monitoring, behavioral engagement, and satisfaction. Screenshots from the student's post on Instagram and social media chat also served as evidence to support the findings. The result shows the significant influence of social media on learners' effort and creativity in doing the assignment; it also influences the satisfaction regarding the participants' mastery approach. Students poured their endeavors exceeding the teacher’s expectation. To ensure the quality of the video content, they did a lot of self-practices and consultations with their teacher. The result leads to the pedagogical implications of integrating video blogging and social media within authentic learning environments for enhanced student engagement.
Exploring Project-Based Learning in the SVVR Environment: An Epistemic Network Analysis of Pre-service EFL Teachers Darmawansah; Puspitasari, Dani
Script Journal: Journal of Linguistics and English Teaching Vol. 9 No. 1 (2024): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v9i1.1608

Abstract

Background:The goal is to explore how pre-service EFL teachers develop spherical video virtual reality (SVVR) projects, applying technological (TK), pedagogical (PK), and content knowledge (CK). Methodology: The data was collected from artifacts of pre-service EFL teachers' SVVR, and then analyzed using epistemic network analysis, a quantitative ethnography analysis. Findings: The pre-service EFL teachers primarily utilized TK features when designing virtual reality projects. These projects incorporated text-to-speech (TTS) to offer authentic speakers. Conclusion: This study showcased the extent to which pre-service EFL teachers developed their virtual reality projects and the features they used. Originality: Our study, utilizing epistemic network analysis, adds a layer to the common analysis, enriching the understanding of pre-service teachers' SVVR projects.
Co-Authors Darmawansah Feni, Septiana Gea, Grace Arta Wijayanti Hsieh, Yu-Fen Hura, Mersisanti Kristsuana, Lisa Narwastu Lanapu, Glady Deltalia Limu, Neci Larichi Hudi Mendrofa, Helni Berlian Octaviani, Anita Setia, Yulia Telaumbanua, Veronica Aprilian Weng, Cathy Yoedo, Yuli Christiana Zega, Agnes Satriani