Articles
<![CDATA[Translanguaging in International Student Teaching: Narratives of Filipino Teachers in an Indonesian Setting ]]>
<![CDATA[Prasetya, Willy]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 15, No 2 (2021): April 2021 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.15294/lc.v15i2.28135
<![CDATA[Regardless of numerous studies on translanguaging, little attention has been given to its practice among pre-service teachers, particularly in the ASEAN context. To fill this gap, this article explores the experiences of three pre-service English teachers from the Philippines who were assigned to a private elementary school in Indonesia as part of a pre-service teacher exchange program. Working in a context that did not share a similar first or second language, the three teachers used English, their second language, as a lingua franca in communicating with the students. Drawing upon data from their teaching diaries, class observation, and in-depth interviews, this article reveals that using English in the classroom was challenging because English was neither the first nor the second language of their students. Three narratives from the teachers are recounted to shed some light on their use of translanguaging to bridge the communication gap. The implication of the study is also discussed.]]>
<![CDATA[KAJIAN PENEMPATAN HELICOPTER STAND DI BANDAR UDARA INTERNASIONAL JENDERAL AHMAD YANI SEMARANG ]]>
<![CDATA[Willy Ari Prasetya]]>;
<![CDATA[Sundoro]]>;
<![CDATA[Budi Prasetyo]]>
<![CDATA[ Langit Biru: Jurnal Ilmiah Aviasi Vol 12 No 3 (2019): Langit Biru: Jurnal Ilmiah Aviasi ]]>
Publisher : <![CDATA[Politeknik Penerbangan Indonesia Curug ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (990.252 KB)
<![CDATA[Arrangements for Helicopters in Aprons and the availability of adequate facilities is one of the supporting factors in providing the best service. In its implementation, during conducting research at the General Ahmad Yani International Airport Semarang, the author saw the conditions at the Parking Stand N1 in the Apron still not in accordance with their functions and uses. The unavailability of a helicopter stand to place a helicopter so that the helicopter placement process is still tandemed in the Parking Stand for Fix Wings and the unavailability of the helicopter stand markers has an impact on Marshallers who do not know the helicopter placement limit, do not have calculations that will also impact on objects around the Parking Stand . The problems that occur this of course causes not well ordered Helicopter parked tandem with a fix wing. The unavailability of Helipad or Helicopter Stand is less than optimal, so that it greatly affects the security and safety of airport service users]]>
<![CDATA[A NARRATIVE OF AN INDONESIAN PRE-SERVICE ENGLISH TEACHER’S EMOTIONS IN INTERNATIONAL TEACHING PRACTICUM ]]>
<![CDATA[Ninik Tri Astutik]]>;
<![CDATA[Willy Prasetya]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 6, No 1 (2021): JUNE ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24235/eltecho.v6i1.8460
<![CDATA[International teaching practicum (ITP) has gained more popularity since it is considered as a way of improving teachers’ quality not only in terms of the pedagogical competence but also the intercultural one. Despite the growing body of research on emotions of pre-service English teachers as well as on ITP experiences, little attention has been given to the role of emotions particularly in pre-service teachers’ ITP experiences. Therefore, drawing on the notion of structures of feeling by Williams (1977), the present study attempted to explore an Indonesian pre-service English teacher’ emotions during her participation in an ITP program in Thailand. The narrative of the pre-service teacher was collected through semi-structured interviews, follow-up conversations and online correspondences. Thematic analysis was then conducted to analyze the narratives. The result of this study shed light on how interaction with students and co-workers as well as with sociocultural differences affected the participant’s emotions and how emotions shaped her thoughts, beliefs, and actions as teachers. The implication of this study is also discussed.]]>
<![CDATA[Indonesian undergraduate students' perceptions of problem-based learning implementation in an ELT class: A small-scale survey ]]>
<![CDATA[Zalfah Ananda Juver]]>;
<![CDATA[Willy Prasetya]]>
<![CDATA[ EnJourMe (English Journal of Merdeka) : Culture, Language, and Teaching of English Vol 7, No 2 (2022): December, 2022 ]]>
Publisher : <![CDATA[Universitas Merdeka Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26905/enjourme.v7i2.9032
<![CDATA[This study aimed at identifying Indonesian undergraduate students’ perceptions of Problem-Based Learning (PBL) implementation in an English language education department at a private university in Indonesia. Using total population sampling, 74 students who were taking a language classroom management course in which PBL was implemented through collaborative work were involved in this survey study. The data were collected using a 21-item questionnaire from Jaeger and Adair (2014) that was based on Senocak (2009). The data were then analyzed statistically to identify the participating students’ perceptions of PBL implementation by interpreting the patterns of the data. Based on the results of this study, the participants tended to perceive that PBL helped them become more self-directed. However, many of them felt that the collaborative work implemented in PBL was more a difficulty than an ease. The implication of this study is also discussed.DOI: 10.26905/enjourme.v7i2.9032]]>
<![CDATA[INDONESIAN PRE-SERVICE ENGLISH TEACHERS’ ATTITUDES TOWARDS THE USE OF WORLD ENGLISHES IN INTERNATIONAL ENGLISH PROFICIENCY TESTS: A SMALL-SCALE SURVEY ]]>
<![CDATA[Abyan Syam Zain]]>;
<![CDATA[Willy Prasetya]]>
<![CDATA[ ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 7, No 2 (2022): DECEMBER ]]>
Publisher : <![CDATA[IAIN Syekh Nurjati Cirebon ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.24235/eltecho.v7i2.11827
<![CDATA[While a considerable number of English language users come from expanding-circle countries, international English proficiency tests like TOEFL and IELTS tend to model inner-circle varieties like British, North American, and Australian, implying that inner-circle varieties are more preferable. This quantitative study investigated the attitudes of Indonesian student teachers of English towards the use of World Englishes (WE) in international English proficiency tests like TOEFL and IELTS. 86 student teachers from the same cohort at a private university in Indonesia were involved. The data were collected using an 18-item questionnaire adopted from Monfared (2020) and then analyzed statistically using SPSS. The results of this study indicated that the participants generally acknowledged the idea of the use of World Englishes in international English proficiency tests, but they tended to disapprove deviations from standard English grammar and vocabulary. The implications of this study are also discussed.]]>
<![CDATA[Linking Classroom to Real-World Practices: Problem-Based Learning in Microteaching for EFL Teaching Practicum Preparation ]]>
<![CDATA[Willy Prasetya]]>;
<![CDATA[Anandayu Suri Ardini]]>
<![CDATA[ IJELR: International Journal of Education, Language, and Religion Vol 5, No 1 (2023): May ]]>
Publisher : <![CDATA[Universitas Teuku Umar ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35308/ijelr.v5i1.7237
<![CDATA[Although Problem-Based Learning has been frequently explored in higher education, little is known about how it is implemented in English teaching practicum preparation context. To fill this practical gap, this article discusses the implementation of Problem-Based Learning in a microteaching class to prepare EFL pre-service teachers for teaching practicum in schools with various conditions. This article elaborates how students critically identified and found solution to the authentic problems posed at the beginning of every practicum cycle. This problem-solving process not only developed pre-service teachers’ critical thinking but also raised their awareness of the importance of being an adaptive teacher.]]>
<![CDATA[Practicing Intertextuality in English as a Foreign Language: An Indonesian EFL Learner’s Experiences ]]>
<![CDATA[Chintya Arlita]]>;
<![CDATA[Willy Prasetya]]>
<![CDATA[ Journal of English and Education (JEE) Vol. 10 No.1 (2024): VOLUME 10 NO 1 MAY 2024 ]]>
Publisher : <![CDATA[English Education Department, Universitas Islam Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.20885/jee.v10i1.28239
<![CDATA[The existing studies on intertextuality In Indonesia mainly focuses on the contexts of mass media and literature, so little is known about intertextuality within the context of higher education, not to mention the one involving multiple languages including English. The present study explored intertextuality practices of an Indonesian EFL learner. The data were collected through semi-structured interviews and analyzed thematically. The findings pointed out that the participant’s ability to practice intertextuality was highly influenced by his well-developed reading habit. Furthermore, it was indicated that intertextuality practices helped the participant better understand texts and their underlying aspects, find connection of texts with other discourses, and establish relevance of texts within real-life settings. By discussing how an Indonesian EFL learner practiced his intertextuality for academic and non-academic purposes in higher education, this study may provide as an empirical contribution for the growing body of research on intertextuality practices in Indonesia.]]>
<![CDATA[Peningkatan Kompetensi English Speaking dan Komunikasi Kolaboratif Pada Siswa-Siswi MAN 3 Sleman Melalui Mayoga English Camp ]]>
<![CDATA[Banatul Murtafi'ah]]>;
<![CDATA[Anandayu Suri Ardini]]>;
<![CDATA[Willy Prasetya]]>;
<![CDATA[Roro Millatu Al Ghaniy]]>;
<![CDATA[Dian Febriany Putri]]>
<![CDATA[ ABDI MOESTOPO: Jurnal Pengabdian Pada Masyarakat Vol 7, No 1 (2024): Januari 2024 ]]>
Publisher : <![CDATA[Universitas Prof. Dr. Moestopo (Beragama) ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32509/abdimoestopo.v7i1.3498
<![CDATA[Survei yang dilaksanakan pada tahun 2022 oleh Education First (EF) menunjukkan bahwa keterampilan berbahasa Inggris dunia, English Proficiency Index (EPI) menyajikan fakta bahwa Indonesia menduduki peringkat ke-81 dari 111 negara di dunia dengan perolehan hasil 469. Secara global, hasil EPI Indonesia belum mampu mencapai target rerata skor EPI global yakni 502 poin. Hal ini menjelaskan perlu adanya pembenahan dalam kompetensi berbahasa Inggris terlebih di era serba modern ini. Dalam menghadapi situasi ini, diperlukan adanya pemberdayaan kepada siswa sehingga mampu mengembangkan keterampilan berbahasa Inggris dengan mengadopsi Content and Language Integrated Learning (CLIL) and Project-based Learning (PjBL) yang selaras dengan program P5 (Projek Penguatan Profil Pelajar Pancasila) Kurikulum Merdeka. Oleh karenanya, program pengabdian masyarakat yang ditujukan kepada pelajar menengah atas diharapakan dapat meningkatkan kecakapan berbahasa Inggris dengan pendekatan kolaborasi yang dilandasi nilai-nilai keislaman. Program pengabdian kepada masyarakat ini merupakan kelanjutan dari program pengabdian masyarakat tahun sebelumnya di MAN 3 Sleman, Yogyakarta, dengan beberapa modifikasi dan pembaruan pada metode pembelajaran yang dirancang. Dari hasil pembelajaran klasikal dengan CLIL dan projek mandiri siswa, nilai bahasa Inggris siswa meningkat secara signifikan. ]]>
<![CDATA[The Use of Flashcards Monopoly to Facilitate Elementary Students’ Learning English Vocabulary ]]>
<![CDATA[Sri Melani]]>;
<![CDATA[prasetya, willy]]>
<![CDATA[ Journal of English Language Teaching and English Linguistics Vol. 9 No. 1 (2024): Journal of English Language Teaching and English Linguistics ]]>
Publisher : <![CDATA[Universitas PGRI Yogyakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[In learning English, using appropriate methods to support learning is highly considered, especially for young learners. It helps increase students' motivation and engagement in learning, and students can more easily understand English learning. In this article, the teaching practice implemented the game-based learning method through flashcards monopoly. This article aims to facilitate the learning of English vocabulary for elementary students who have never studied English. The article data was obtained through the implementation of teaching practice which was carried out for 5 months (February-June). Moreover, the teaching practice was carried out in grade 4 at one of the public elementary schools in the Sukabumi district, Indonesia. Students acquire English vocabulary and easily understand and remember it through the flashcard Monopoly game. Students are very interested in learning, actively participate, and are brave enough to mention new vocabulary, the use of flashcards monopoly also motivates and engages students in learning English.]]>
<![CDATA[Literature Review on Trends of Comprehension Instruction for Elementary School Students ]]>
<![CDATA[Parlindungan, Firman]]>;
<![CDATA[Prasetya, Willy]]>
<![CDATA[ JURNAL PENDIDIKAN DAN PENGEMBANGAN MANUSIA Vol 7 No 01 (2022): Education Human and Development Journal ]]>
Publisher : <![CDATA[Universitas Nahdatul Ulama Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33086/ehdj.v7i01.2589
<![CDATA[Abstract: The objective of this article is to construct evidence-based arguments on what comprehension is and what are various instructional approaches to improve comprehension post the National Reading Panel’s (NRP) report (2000). The NRP (2000) reported seven text comprehension instructions that have scientific evidences in improving reading comprehension. Those instructions are: (1) comprehension monitoring, (2) cooperative learning, (3) graphic and semantic organizers, (4) question answering, (5) question generation, (6) summarization, and (7) multiple strategies. It has been more that 20 years since the NRP reviewed empirical evidences of those text comprehension instructions. What have we learnt since then? Having reviewed 29 studies on comprehension instruction published in the past twenty years, we found top three comprehension instructions that are used in elementary classroom. They are: (1) differentiated/individualized reading instruction, (2) vocabulary-based reading instruction, and (3) transactional approach. These findings informed us that further research on elementary reading comprehension instruction needed. Also, the NRP categorization of comprehension instruction (2000) needs modification.]]>
