Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal English Education Journal Simple: International Journal of English Education
Ikawati, Yeni
Unknown Affiliation
Education

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
The Realization of Spoken Text Features in a Debate of Indonesian Students of World Schools Debating Championship 2017 Ikawati, Yeni
English Education Journal Vol 8 No 3 (2018): September 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v8i3.24008

Abstract

Conversation Analysis is a methodology for naturally-occurring spoken interaction analysis. In this case, I use this methodology to understand how social action is accomplished. The objectives of the study are (1) to explain the spontaneity features realized in the debate, (2) to explain the interactivity features realized in the debate, (3) to explain the interpersonal features realized in the debate, and (4) to explain the coherence of the spoken text in the debate achieved. This study is a qualitative research. The data is a debate video performed by Indonesian students in the World Schools Debating Championships 2017. The result revealed four prominences: first, the spontaneity features realized in the debate are: filled pauses, repetition, false starts, tail-slot-filler, vagueness expression, and formulaic language (chunks); second, the interactivity features realized in that debate are: asking and answering of question, asking and answering their own rhetorical question, interruptions, and discourse markers; third, the interpersonality features realized in the debate are: hedges, vague, language, discourse markers, and evaluative language; fourth, the coherence of the spoken text in the debate achieved through the realization of the topic consistency, which includes lexical repetition, lexical chains, referring expressions, substitution, and linkers, and the macrostructure which comprises adjacency pairs and story structure. Theoretically, this research contributes to other researchers as a block for its literature contribution in their review in the case of the sameness and the difference of the research.
Using Flashcards and Story Chains to Support Deep Learning in Grammar Class Ikawati, Yeni
SIMPLE: International Journal of English Education Vol 3, No 2 (2025): SIMPLE: International Journal of English Education
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/simple.v3i2.16009

Abstract

Teaching grammar often becomes a challenge in the classroom, especially when students are not confident to use English actively. The purpose of this study was to examine how flashcards and story chain activities could support deep learning in grammar instruction. This classroom practice was carried out with Grade X students at MA NU Nurussalam Gebog Kudus using a qualitative descriptive design. The lesson focused on adverbs of time, past simple, and past progressive tenses. Flashcards were used to help students identify and use adverbs of time in context, while story chain activities encouraged collaboration, where each student continued the story using the target grammar. These activities supported stimulation, exploration, collaboration, and reflection—the four stages of deep learning. The results showed that students were more engaged, demonstrated better understanding of grammar patterns, and applied them in recounting past events. Despite challenges such as limited vocabulary and reliance on scaffolding in Bahasa Indonesia, the approach proved effective in creating meaningful grammar practice and empowering students to build confidence in using English. 
Using Flashcards and Story Chains to Support Deep Learning in Grammar Class Ikawati, Yeni
SIMPLE: International Journal of English Education Vol. 3 No. 2 (2025): SIMPLE: International Journal of English Education
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/simple.v3i2.16009

Abstract

Teaching grammar often becomes a challenge in the classroom, especially when students are not confident to use English actively. The purpose of this study was to examine how flashcards and story chain activities could support deep learning in grammar instruction. This classroom practice was carried out with Grade X students at MA NU Nurussalam Gebog Kudus using a qualitative descriptive design. The lesson focused on adverbs of time, past simple, and past progressive tenses. Flashcards were used to help students identify and use adverbs of time in context, while story chain activities encouraged collaboration, where each student continued the story using the target grammar. These activities supported stimulation, exploration, collaboration, and reflection—the four stages of deep learning. The results showed that students were more engaged, demonstrated better understanding of grammar patterns, and applied them in recounting past events. Despite challenges such as limited vocabulary and reliance on scaffolding in Bahasa Indonesia, the approach proved effective in creating meaningful grammar practice and empowering students to build confidence in using English. 
Co-Authors