Article Per Year (5 Year)
p-Index From 2021 - 2026
1.452
P-Index
This Author published in this journals
All Journal English Review: Journal of English Education ELLITE: Journal of English Language, Literature, and Teaching English Language Teaching and Research Indonesian Journal on Learning and Advanced Education (IJOLAE) GANDRUNG: Jurnal Pengabdian Kepada Masyarakat Jurnal Pengabdian kepada Masyarakat Nusantara Studies in English Language and Education Journal of Language Education, Literature, and Culture
Jonathans, Peggy Magdalena
Universitas Kristen Artha Wacana; Graduate Program Of Universitas Negeri Malang
Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Physics Social Sciences Other

Published : 8 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 8 Documents
Search

 1 
THE PRACTICES OF INTENTIONAL VOCABULARY ACQUISITION FOR ASIAN EFL LEARNERS: A SYSTEMATIC REVIEW Peggy Magdalena Jonathans; Utami Widiati; Indri Astutik; Devinta Puspita Ratri
English Review: Journal of English Education Vol 9 No 2 (2021)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v9i2.4350

Abstract

This systematic literature review attempts to shed light on the practice of vocabulary acquisition in EFL contexts (incidental versus intentional mode) and the recommendation for Asia. Aiming to fill theoritical gap, the present study elucidates methodological-related variables dealing with vocabulary acquisition Asia EFL teaching mostly needed and relevantly applicable. The study serves as a call for Asia EFL teachers to elaborate all reviewed components into ELT practice and curriculum. PRISMA is applied for the study methodology while inclusion criterion used to key terms in search engines which found 13,653 articles, and resulted into 27 the most related studies within the 15-year-time frame after being circumscribed, comprising publication on incidental and intentional vocabulary acquisition. The findings from the analysis indicated that extensive reading as the main input with additional of other skills. Exposure and repetition for meanings and retentions should be balancedly planned preventing from counterproductive effects. The explicit instruction needs of integration of interrelated components for the acquisition and learning to occur, namely input, media, time length, meanings, tasks, EFL teachers roles, L2 learners motivation, references, and evaluation. The larger the vocabulary size, the greater their engagement in L2 learning and real communication. The pedagogical implication recommends strongly intentional vocabulary acquisition with intentional vocabulary mode as supplementary since the two modes codeswitch in the cognitive domain.
Pre-writing Techniques for the Development of Logical Thinking of EFL University Students in Writing Argumentative Essays Peggy Magdalena Jonathans; Utami Widiati
English Language Teaching and Research Vol 3, No 1 (2020)
Publisher : English Language Teaching and Research

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Writing an argumentative essay might put more challenges toEFL low proficient students.  This paper seeks to shed light on the contribution of pre-writing techniques to the development of logical thinking expected in an argumentative essayamong Indonesian EFL university students. With two objectives leading the discussion, the paper suggests pre-planning to construct thinking while simulatenously reading going along with the writing as a source of input. Clustering and outlining, the proposed two pre-writing techniques, are found to facilitate the students’ abstract thinking prior to writing and assist the higher order thinking skill for better writing outcomes. It is suggested that pre-writing techniques should be a regular practice especially for low proficient student writers, with each technique serving different purposes.Keywords:argumentative writing, clustering, outlining, pre-writing techniques
Training on Writing Personal Statement for Affirmation Scholarship of Educational Fund Management Institution Peggy M. Jonathans; Jusuf Blegur; Anggreini D. N. Rupidara; Maryana M. Atambaru
GANDRUNG: Jurnal Pengabdian Kepada Masyarakat Vol. 3 No. 2 (2022): GANDRUNG: Jurnal Pengabdian Kepada Masyarakat
Publisher : Fakultas Olahraga dan Kesehatan, Universitas PGRI Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36526/gandrung.v3i2.1921

Abstract

Preparing a personal statement for the LPDP scholarship is practical, but it has proven to be one factor that makes numerous applicants drop out during the first stage of selection. This polemic is motivated by applicants who have not been critical and credible in constructing a statement according to the sponsor's criteria. Applicants often prepare personal statements according to their respective “ambitions”. Whereas every scholarship competition, sponsors need applicants who can answer the sponsor’s agenda, both short-term, medium-term, and long-term. To bridge the polemic, preparing a personal statement based on the seminar, training, clinical, and evaluation methods for the participants was tricked out. There were eight participants involved, including teachers (50%), lecturers (12,5%), education staff (12,5%), and final semester students (25%). The mentoring results succeeded in helping participants have an LPDP scholarship account (100%), and the average assessment of the draft personal statement of the participants met the criteria for the trial activity (3,04). Despite having a good personal statement structure, participants conducted longitudinal peer reviews and improvements to several indicators that had low average values. Including less-than-delightful experiences (2,88), what was the last thing you taught yourself? (3), as well as mention and explain 1 (one) thing that distinguishes you from other participants (2,75).
UNDERSTANDING NEUROSCIENCE, HOW THE BRAIN WORKS, AND THE IMPLICATION ON GRAMMAR TEACHING AND LEARNING Astutik, Indri; Jonathans, Peggy Magdalena; Ratri, Devinta Puspita; Devanti, Yeni Mardiyana
ELLITE Vol 8, No 1 (2023): ELLITE: May
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v8i1.10063

Abstract

One of the human attributes is the ability to process language.  Over the last few decades, we have learned a lot more about its neurological foundation that specific linguistic functions are believed to be supported by various brain’s sections in left and right hemispheres. However, studies have shown that language comprehension and grammar depend on other areas of the brain outside the so-called Broca's region, which corresponds to Brodmann areas 44 and 45. It has been linked to an expanded brain activity including BA44, BA45, and BA47, the anterior insula (BA13), the mesial part of the supplementary motor area (the lateral expansion of BA6), and the bottom layer of the forebrain. Studies have also exposed the brain’s memory systems in language learning, storage, and usage, which are called as declarative/procedural memory systems. Further, studies have unveiled that these declarative/procedural memory systems can be enhanced through interventions. Thus, understanding these issues is advantageous for language teachers/instructors to know how the brain works in learning a language and its grammar, which is vital to have effective teaching and learning. Such understanding may lead teachers to develop their syllabus and materials, select strategies and methods, and design various class activities that result in effective learning.
Evolving self-regulation and self-efficacy in academic writing: Sojourning narratives of EFL doctoral students Jonathans, Peggy Magdalena; Cahyono, Bambang Yudi; Kweldju, Siusana; Ratri, Devinta Puspita; Astutik, Indri; Syarif, Tengku Intan Suzila Tengku
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.41180

Abstract

Although there is a plethora of literature studies on self-regulation, self-efficacy, and academic writing, the detailed investigation of these three aspects in EFL doctoral students is scant. This study examined doctoral students self-regulation and self-efficacy in academic writing as potentially profound outcomes of their sojourning. Data were collected from narrative frames, narrative interviews, and Focus Group Discussions to explain all related dimensions of the successive EFL academic writings of eight doctoral students studying abroad. The thematic analysis of the data revealed that the participants gradually developed a perception of self-regulation and self-efficacy in academic writing processes during their sojourning. Five self-regulation writing strategies were identified as contributing to the success of advanced academic writing: cognitive, metacognitive, social-behavioral, motivational regulation, and socio-cognitive strategies. These strategies were essential for doctoral students preparation programs to maximize writing productivity. The students academic writing self-efficacy developed through writing strategies, peer interactions, academic atmosphere, academic English exposure, research skills, study engagement, and social life as doctoral students. The contributing factors influencing the students writing achievement included their writing behaviors, writing efficacy, academic writing use, and sojourning experiences. These experiences covered writing traditions in the scholarly community, graduate school programs, the English-speaking context, discourse, the supervisordoctoral student relationship, international academic communication, and other writing accomplishments. The findings imply a reciprocal relationship between their perceived writing self-efficacy and their progressive self-regulation in writing.
Budidaya Rimpang, Pembukuan Sederhana dan Pemasaran Digital Usaha Jamu Rimpang Segar Maromon, Eltina; Rupidara, Anggreini Dian Naomi; Makatita, Reyner Frengky; Jonathans, Peggy Magdalena
Jurnal Pengabdian kepada Masyarakat Nusantara Vol. 6 No. 1.1 (2024): Jurnal Pengabdian kepada Masyarakat Nusantara (JPkMN) SPECIAL ISSUE
Publisher : Lembaga Dongan Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Program Pemberdayaan Ibu Rumah Tangga (IRT) yang dimulai sejak tahun 2023 bagi kaum perempuan Desa Oelnasi melalui usaha jamu rimpang segar. IRT diuntungkan dengan usaha ini karena mampu meningkatkan taraf hidup ekonomi rumah tangga. Untuk menekan biaya pengeluaran komponen jamu rimpang segar seperti jahe merah, kencur, dan temulawak di pasar tradisional, maka dilakukan TOGA (Budidaya Tanaman Obat Keluarga). Sementara itu, pembukuan dasar dilakukan untuk usaha kelompok agar mitra dapat memisahkan keuangan antara keuangan pribadi dan keuangan usaha kelompok. Selanjutnya, industri pemasaran yang selama ini memanfaatkan Facebook, WhatsApp, TikTok, dan media sosial berkembang dengan mendapatkan dukungan dan pelatihan pemasaran dari Shopee, sebuah marketplace daring. Metode pelaksanaan kegiatan menggunakan pendekatan Participatory Rural melalui Focus Group Discussion (FGD) dan Participatory Modeling Mapping serta implementasinya yang terdiri dari empat tahap, yaitu sosialisasi, pelatihan atau simulasi, pendampingan, dan evaluasi. Hasil kegiatan menunjukkan bahwa mitra mampu membudidayakan tanaman rimpang yang dapat digunakan sebagai bahan baku jamu rimpang segar. Mitra juga mampu membuat laporan pembukuan sederhana, kemudian memasarkan dan mengembangkan produknya di marketplace Shopee.
COMPUTER ASSISTED LANGUAGE LEARNING THROUGH ENGLISHCLASS101.COM: TO UNRAVEL THE UNDERPINNING METHODOLOGY Maakh , Yeri Nofita; Jonathans, Peggy Magdalena
Journal of Language, Education, Literature, and Culture Vol. 1 No. 1 (2023): Journal of Language, Education, Literature and Culture
Publisher : English Education Study Program - Artha Wacana Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33323/l.v1i1.3

Abstract

English Language Teaching (ELT) is supposed to assist learners in actual life at the marketplace. Computer Assisted Language Learning (CALL) globally has flourished with tremendous products to address the purpose, e.g.,  EnglishClass101.com. Though this website includes a few aspects of ELT, the learning platform draws our attention for its affordability of price, feasibility of use, and recency of topics. The present study aims to unravel the underpinning teaching methodology of the website, with a particular focus on English grammar teaching. The present study employs a qualitative study design with two instruments of data collection: observation and transcription of lesson videos. The results indicate that contextual English grammar was used and integrated with lessons (newest and favorite); vocabulary (lists, words of the day, common words, key phrases); teacher assistance (explanation, assessment, tests). Majorly, two methods have been elaborated throughout the lessons on the website, i.e.,  Communicative Language Teaching, and Direct Method. Additionally, a few techniques are performed including teachers' gestures for meaning, annotation, repetition, drill, elicitation, option matching, deductive and inductive approach. The findings imply that any CALL products remain in use when the aspects of lessons involve daily topics and select feasible ELT methods
Transformative Practices: Integrating Automated Writing Evaluation in Higher Education Writing Classrooms - A Systematic Review Astutik, Indri; Widiati, Utami; Ratri, Devinta Puspita; Jonathans, Peggy Magdalena; Nurkamilah, Nurkamilah; Devanti, Yeni Mardiyana; Harfal, Zaldi
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 6, No. 3, September 2024
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v6i3.23675

Abstract

This systematic literature review explores the utilization of Automated Writing Evaluation (AWE) as a writing scoring tool over a five-year period from 2016 to 2020, focusing on its role in the transformation and integration of learning tools for pedagogical purposes. Transformation refers to the significant changes and advancements in teaching methods, particularly in adapting to new educational technologies and approaches, while integration involves the seamless incorporation of AWE systems into these evolving instructional practices to enhance the effectiveness of writing instruction. The study aims to analyze the various types of AWE employed in academic research, track trends in AWE technology strategies, and investigate students’ perceptions of AWE in both scoring and instructional contexts. Additionally, it aims to uncover the benefits and limitations associated with AWE implementation in writing instruction. Examining 19 journal articles, this review identifies fourteen types of AWE utilized by researchers and tracks advancements in machine learning within the field. The findings reveal positive student perceptions of AWE, citing its usefulness, efficiency, and linguistic accuracy in scoring and instruction. Benefits of AWE implementation include improved linguistic accuracy, enhanced writing performance, increased student engagement, and the provision of reliable and valid feedback. Moreover, AWE demonstrates effectiveness in scoring and feedback provision, with potential short- and long-term effects on student learning. However, limitations of AWE are also noted, including student distrust of feedback and a preference for human raters over AWE-generated scores. This review provides valuable insights into the multifaceted role of AWE in writing instruction, highlighting its potential benefits and areas for improvement.
Co-Authors Bambang Yudi Cahyono Devanti, Yeni Mardiyana Devinta Puspita Ratri Devinta Puspita Ratri Harfal, Zaldi Indri Astutik Indri Astutik Jusuf Blegur Maakh , Yeri Nofita Makatita, Reyner Frengky Maromon, Eltina Maryana M. Atambaru Nurkamilah, Nurkamilah Rupidara, Anggreini D.N Rupidara, Anggreini Dian Naomi Siusana Kweldju Syarif, Tengku Intan Suzila Tengku Utami Widiati