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All Journal Journal on English as a Foreign Language (JEFL) LLT Journal: A Journal on Language and Language Teaching Electronic Journal of Education, Social Economics and Technology TELL - US JOURNAL
Dewi, Gusti Putu Rustika
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INDONESIAN-ENGLISH CODE-MIXING IN INSTAGRAM CAPTIONS OF AN INDONESIAN CELEBGRAM Dewi, Gusti Putu Rustika; Adnyani, Ni Luh Putu Sri; Padmadewi, Ni Nyoman; Suwastini, Ni Komang Arie; Jayantini, I Gusti Agung Sri Rwa
TELL - US JOURNAL Vol 7, No 2 (2021): September 2021
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (833.758 KB) | DOI: 10.22202/tus.2021.v7i2.5101

Abstract

Code mixing is a sociolinguistic phenomenon that deals with bilingual speakers' ability to use language features of two languages in one sentence or utterance. This research investigated the type of code-mixing used by an Indonesian celebgram and explored reasons for using code-mixing in Instagram captions of an Indonesian celebgram. The data for this study were collected from Instagram captions posted by an Indonesian celebgram @keanuagl from February 2020 to September 2020. The data were analyzed by using Muysken’s theory of type of code-mixing. The reasons for using code-mixing in Instagram captions were analyzed using Hoffman's theory which covers seven reasons. The findings showed that insertion was the most frequent type of code-mixing used by @keanuagl. It was followed by congruent lexicalization, and the minor type used was alternation. It was found that the percentage of insertion was 68.96%, alternation was 10.34%, and congruent lexicalization was 20.68%. For the reason of using code-mixing, it was found that there were only three reasons that motivated the use of code-mixing by @keanuagl in his Instagram captions. Those reasons were to talk about a particular topic, show empathy or solidarity, and intend to clarify the speech content for the interlocutor.
STUDENTS’ PERCEPTION ON THE FACILITATION STRATEGIES PROVIDED BY TEACHERS IN ASYNCHRONOUS ONLINE DISCUSSION Dewi, Gusti Putu Rustika; Santosa, Made Hery
LLT Journal: A Journal on Language and Language Teaching Vol 25, No 1 (2022): April 2022
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v25i1.3579

Abstract

Facilitation strategies provided in asynchronous online discussion environment becomes essential aspects in learning. This present study was a case study aimed at exploring EFL students’ perception on facilitation strategies provided in asynchronous online discussion in terms of monitoring, feedback and scoring rubric implemented in the online discussion. Questionnaire was administered to one hundred students and interview was conducted to six voluntary students who were enrolled in courses with asynchronous online discussion. The result indicated that students’ perception on the facilitation strategies provided in asynchronous online discussion was neutral which indicated that facilitation provided by teachers did not become the main preference for the students in asynchronous online discussion. Students perceived teachers’ monitoring positively since the students need more guidances to understand the concept as well as to indicate that their participation is apprecited by the teachers. Meanwhile, students had neutral perception toward feedback and scoring rubric provided in asynchronous online discussion. They perceived that feedback and scoring rubric are not essential elements that influence their participation in asynchronous online discussion. Furthermore, it implied that the facilitation strategies provided in asynchronous online discussion has to enable teacher to check students progress and to motivate students to engage in asynchronous online discussion.
Students' perception on the use of poetry for teaching speaking Suwastini, Ni Komang Arie; Dewi, Gusti Putu Rustika
Electronic Journal of Education, Social Economics and Technology Vol 4, No 1 (2023)
Publisher : SAINTIS Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (556.14 KB) | DOI: 10.33122/ejeset.v4i1.57

Abstract

Poetry is rich in terms of its selectively chosen dictions that have to be read aloud to be enjoyed. This descriptive qualitative study investigated fourth-semester students' perception on the use of poetry to teach speaking. Students' perceptions were collected through an archives study comprising 75 students' essay projects about using poetry to teach speaking. The result indicated that 75 students perceived poetry is effective in developing six aspects of students' speaking skills, namely vocabulary, pronunciation, grammar, comprehension, confidence, and fluency. 41 (54.66%) students perceived that teaching speaking through poetry enriches students' vocabulary by representing unique words. 16 (21.33%) students perceived that using poetry to teach speaking practices students' pronunciation through poetry reading strategy. In terms of grammar mastery, 8 (10.66%) students believed that poetry was able to familiarize students with sentence structure. Four (5.33%) students perceived that through poetry analysis, students must comprehend and share their interpretation of the content and context used in the poems. There were 4 (5.33%) students perceived that poetry helps students be more confident in communication. Two (2.66%) students perceived that fluency in speaking could be trained using poetry by exposing students to the rhythm, making their intonation improved.
Assessing students Dewi, Gusti Putu Rustika; Santosa, Made Hery; Dewi, Ni Luh Putu Eka Sulistia; Nitiasih, Putu Kerti
Journal on English as a Foreign Language Vol 13 No 1 (2023): Issued in March 2023
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i1.5288

Abstract

The massive implementation of online learning is seen as a great movement in EFL learning during pandemic COVID-19. However, it has complexities in its practices, especially in conducting online assessment. This descriptive qualitative study aimed at exploring online assessment strategies used to assess writing and the challenges encountered by the teachers during the assessment. The data were collected through an online open-ended questionnaire administration to 16 EFL teachers. Thematic data analysis method was applied in analyzing the data by identifying themes and sub-themes from the data obtained. The result indicated that several online assessment strategies were utilized by the EFL teachers to assess writing, namely writing report, writing genre text, writing short story, writing summary, and answering essay-based test. Those strategies were done through learning management system (LMS) in which the delivery and submission of the assessment were done online. Some prominent challenges encountered by EFL teachers in conducting online assessment to assess writing skills included academic integrity, time allocation, punctuality, Internet access, and guidance and feedback. It implies that the online assessment strategy chosen by the teachers to assess students
Co-Authors Adnyani, Ni Luh Putu Sri Made Hery Santosa Ni Komang Arie Suwastini Ni Luh Putu Eka Sulistia Dewi Prof. Dr. Ni Nyoman Padmadewi,MA . Putu Kerti Nitiasih Sri Rwa Jayantini, I Gusti Agung