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All Journal Indonesian EFL Journal Eduscience : Jurnal Ilmu Pendidikan Interference: Journal of Language, Literature, and Linguistics Sawala : Jurnal pengabdian Masyarakat Pembangunan Sosial, Desa dan Masyarakat Studies in English Language and Education Stairs: English Language Education Journal Jurnal bahasa, sastra, seni, dan pengajarannya
Palupi, Tara Mustikaning
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INVESTIGATING THE ROLE OF EXPLICIT PHONETIC INSTRUCTION IN INTELLIGIBLE AND NATIVE-LIKE PRONUNCIATION DEVELOPMENT: THE CASE OF ENGLISH DIPHTHONG AND INDONESIAN LEARNERS OF ENGLISH Palupi, Tara Mustikaning
Eduscience : Jurnal Ilmu Pendidikan Vol 7, No 01 (2021): Eduscience : Jurnal Ilmu Pendidikan
Publisher : Universitas Esa Unggul

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Abstract

Digital Comic Strips as Multi-Modal Text for Learning Interpersonal and Transactional Text in Junior High School: A Content Analysis Pratiwi, Anisa; Palupi, Tara Mustikaning
STAIRS: English Language Education Journal Vol. 3 No. 1 (2022): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.3.1.5

Abstract

This research aimed to analyze the content of the digital comic strips for learning interpersonal and transactional text at Junior High School levels. The research was conducted based on the research questions: (1) How is the suitability of the digital comic strips used for grade 8 Junior High School in terms of the content of the interpersonal and transactional text? (2) How do the digital comic strips meet the criteria of digital learning material? The research used qualitative content analysis the instrument of which was adapted from the Indonesia Minister of Education and Culture Indonesia Syllabus and three Digital Learning Material Framework. The data was sourced from the digital comic strips uploaded on social media and comic strips web. It was revealed that 95% of all of the digital comic strips already have the language features that the Indonesia Education and Culture Minister stated on the syllabus, also accomplish the digital material learning criteria from accessibility and content by The National Center for Accessible Educational Resources (AEM), PRIMO (Peer-Reviewed Instructional Materials Online) Selection Criteria, and Petri Nokelainen. The findings revealed promising future to use digital comic strips as an instructional reading materials.
PENGUATAN KEMAMPUAN KEBAHASAAN FASILITATOR KAMPUNG INGGRIS DALAM MENDUKUNG REVITALISASI PARIWISATA DI KABUPATEN AGAM Agustina, Imas Wahyu; Mayuni, Ilza; Palupi, Tara Mustikaning; Putra, Alvin Harya
Sawala : Jurnal pengabdian Masyarakat Pembangunan Sosial, Desa dan Masyarakat Vol 5, No 2 (2024): Sawala : Jurnal pengabdian Masyarakat Pembangunan Sosial, Desa dan Masyarakat
Publisher : Universitas Padjadjaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24198/sawala.v5i2.50845

Abstract

Dengan membaiknya industri pariwisata di Sumatera Barat seiring dengan membaiknya kondisi setelah pandemi, Pemerintah Kabupaten Agam berusaha untuk menghidupkan kembali Kampung Inggris guna memperkuat kualitas sumber daya manusia wilayah tersebut. Maka dari itu, Pemerintah Kabupaten Agam bekerja sama dengan tim Pengabdian kepada Masyarakat Program Studi S1 Pendidikan Bahasa Inggris UNJ mengadakan pelatihan "Training of Trainers" kepada 21 fasilitator Kampung Inggri dari lima nagari (desa) percontohan di Kabupaten Agam. Materi terkait pengajaran berbasis genre disampaikan dengan metode demo, diskusi, praktik di kelas, dan praktik memandu wisata dalam Bahasa Inggris. Hasil menunjukkan peningkatan kemampuan berkomunikasi dalam bahasa Inggris terkait topik wisata dan kearifan lokal, serta peningkatan kesadaran akan pengajaran yang menyenangkan. Setelah kegiatan, para peserta diharapkan dapat menjadi penggerak kegiatan Kampung Inggris di nagari mereka dan menarik minat kaum muda dan warga sekitar untuk belajar Bahasa Inggris.
Tracking teachers experience of adopting my English step to infuse differentiated instruction Mayuni, Ilza; Chen, Yinghui; Ratminingsih, Ni Made; Palupi, Tara Mustikaning; Halim, Nurhasanah
Studies in English Language and Education Vol 11, No 3 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i3.35500

Abstract

As a post-developmental study, this qualitative research is intended to evaluate teachers continued experience in adopting My English Step (MES) digital learning material and promoting inclusion in Differentiated Instruction (DI) at junior high school (JHS). Nine junior high school teachers with MES experience were selected through focus group interviews. Research data were achieved by transforming recorded interviews into verbatim transcription. Three corresponding flows of activity were conducted during data analysis: data condensation, data display, and conclusion drawing and verification. The consistency of findings was triangulated by comparing findings from interviews to those in documents on teachers adoption of MES in class and the literature review. The first finding shows that experiences have influenced MES-usability and teachers intent to adopt MES. Previously perceived as an English learning platform, MES is now posited as an adaptive digital learning object. This digital educational resource can be modified and adhered to its contextual connection. Next, improvements in content and functionality are requisite for MES to be adhered to in English learning in the enactment of Kurikulum Merdeka (KurMer). The last finding affirmed that teacher modification questioning strategies can promote inclusion when adopting and adhering to MES to KurMer. Future research should explore the extent to which students potential to learn English is improved by adopting MES.
Cultural Contents in MyEnglishStep Digital Learning Materials for Junior High School Students Maulidya, Alga Dilfa Suci; Palupi, Tara Mustikaning; Agustina, Imas Wahyu
STAIRS: English Language Education Journal Vol. 4 No. 1 (2023): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.4.1.1

Abstract

The present research aimed to analyze the cultural contents available in digital learning materials for Junior High School Students called myenglishstep.com. The data were analyzed using qualitative content analysis under two frameworks, particularly the cultural categories framework by Chao (2011) and the framework of the cultural dimensions by Moran (2001). The results revealed 1.472 cultural contents, covering all five cultural categories: Source Culture, Target Culture, International Culture, Intercultural Interaction, and Universality across Cultures. Further, the cultural contents are also represented through Cultural Dimensions, namely Products Dimension, Practices Dimension, Perspectives Dimension, Communities Dimension, and Person Dimension. The cultural contents mainly appeared as much as 1160 times in the Universality across Cultures and were presented through products created and invented by the social communities approximately 623 times. These results, to some extent, show that material developers are aware of the importance of cultural content to cater to diversity in Indonesia.
The Incorporation of Digital Citizenship Competency in e-Learning Materials for Junior High School Students: A Content Analysis Kamaliya, Vikasari; Mayuni, Ilza; Palupi, Tara Mustikaning
STAIRS: English Language Education Journal Vol. 4 No. 1 (2023): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.4.1.4

Abstract

This study aims at investigating the way Digital Citizenship Competencies (DCC) are incorporated into digital learning materials (DLM) in a web-based learning platform called myenglishstep.com. By compiling 115 DLM of 7th up to 9th Grade and utilizing the content analysis method, the finding shows skills dimension is found to be the highest incorporation, followed by the knowledge dimension. In contrast, the attitudes and values dimension showed low occurrences compared to the previous dimension. Knowledge, skills, and attitudes dimensions of DCC are mostly incorporated in all DLM categories through tasks, contents, and visuals, while values dimensions are incorporated through contents for the most part and tasks. Therefore, these findings are expected to raise people's awareness of digital citizenship competencies and aid teachers and stakeholders in providing reliable and varied digital learning materials.
THE INCORPORATION OF DIGITAL LITERACY IN EFL LEARNING MATERIALS ON JUNIOR HIGH SCHOOL Palupi, Tara Mustikaning; Subianto, Kurniawan Aji
Indonesian EFL Journal Vol. 10 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v10i1.9293

Abstract

: In the 21st century, digital literacy is deemed crucial for sustaining social life, especially in the realm of education. This significance extends to English as a Foreign Language (EFL) learning, where students' language acquisition abilities are believed to thrive in a digitally literate environment. Despite its importance, research on the integration of digital literacy into EFL learning materials is scant. This study addresses this gap by investigating the presence of digital literacy in EFL learning materials in one junior high school in Jakarta. Utilizing a qualitative approach with content analysis, the researcher examined 33 learning materials from three English teachers, drawing on seven digital literacy components. The findings reveal a comprehensive incorporation of digital literacy components in all analyzed English learning materials. Functional skills emerged prominently, constituting 45% of occurrences, followed by critical thinking and problem-solving skills at 34%. The prevalence of these components is attributed to the predominant use of digital resources in crafting learning materials. Notably, digital literacy is most concentrated in the assignment component, followed by the content component, indicating that teachers effectively guide students in achieving learning goals through properly structured assignments that emphasize digital literacy. Overall, the study underscores the integral role of digital literacy in EFL education and highlights opportunities for enhancing students' skills in evaluating digital information and addressing challenges associated with digital technology.Keywords: Digital Literacy; English learning materials; junior high school
Meeting Diverse Learner Needs: Perception and Practices of Differentiated Instruction Agustina, Imas Wahyu; Palupi, Tara Mustikaning; Sari, Sulhizah Wulan
Interference: Journal of Language, Literature, and Linguistics Vol 6, No 2 (2025): INTERFERENCE
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/interference.v6i2.73194

Abstract

Abstract. As Indonesian students bring a wide range of cultures, beliefs, needs, interests, and attitudes into their English class, differentiated instruction (DI) can offer a possible yet challenging solution since it enables learning to fit the students' needs but opposes the standardized one-size-fits-all education model. This study investigated the teachers' perception of differentiated instruction in English language learning and its implementation. This study employs a descriptive qualitative design using questionnaires adapted from Tomlinson’s (2017) concept of differentiating learning elements based on learners’ variances to collect data from 48 junior and senior high school English teachers in the Jabodetabek area. The findings revealed that respondent teachers were generally aware that DI required teachers to adjust the learning to the students’ needs, yet only a few fully noticed that modification was conducted in the content, process, and product according to the readiness, interest, and profile. They implemented various DI strategies by varying the resources, complexity, titles, situations, structures, supports, output formats, working procedures, and deadlines. However, concerns about the implementation remain due to the excessive demands for effort and time for preparation, highlighting the need for ongoing, context-specific professional support. This study hopefully brings insights to help all English teachers with the practices of DI in their classes and raises awareness of the importance of DI to allow all language learners to achieve similar learning outcomes despite their individual differences. Keywords: Differentiated Instruction; Differentiated Instruction Strategies: Implementation of Differentiated Instruction; Teacher's Perception of Differentiated Instruction
Developing a learning management system for critical literacy course: A need analysis Palupi, Tara Mustikaning
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol. 51, No. 1
Publisher : citeus

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Abstract

In preparing the students to have the ability to interpret texts using critical lenses, to challenge the power relations within the messages and communicate actively in multimodal context, there is a need and urgency of the hybrid learning process to take place. As part of multi-years’ research and development which aims to develop digital module and learning management systems (LMS) for the students, this preliminary needs-based research focuses on the students’ and lecturers’ perceptions regarding the need for developing LMS in the Critical Literacy course in Bachelor of English Language Education, Universitas Negeri Jakarta. The research participants were thirty-two students, and a lecturer who responded to questionnaires, interviews to lecturer, and focus group discussions. The research data was the students’ needs based on Hutchinson and Water’s theory which could be divided into target needs (necessities, lacks and wants) and learning needs. The study was conducted with the qualitative approach with the Successive Approximation Model (SAM) which focuses on Preparation Phase research design. Throughout the information gathering and the Savvy Start, the phase rotated through needs analysis and library study. The results demonstrate that there is a gap between the expected outcomes of the Critical Literacy course and students' ability to understand various texts, especially in understanding the interpretation of data in the form of graphs, tables, and numbers. Also, students need exposure to various texts such as news items, critical analysis of texts, and current issues in education. While the difficulty experienced by lecturers when teaching is that students' language skills (especially reading) are very varied. Also, the lecturer and students want Critical Literacy material that makes students think critically about topics related to critical literacy theory, strategy, and its practice. The preferred activities in this course include debates, discussions, criticizing social campaigns, advertisements and short films, and topics on digital literacy. By this, developing a ready-to-use digital English learning materials that correspond to the students’ and lecturer’s is exigent.
Co-Authors Agustina, Imas Wahyu Chen, Yinghui Ilza Mayuni Kamaliya, Vikasari Maulidya, Alga Dilfa Suci Ni Made Ratminingsih Nurhasanah Halim Pratiwi, Anisa Putra, Alvin Harya Subianto, Kurniawan Aji Sulhizah Wulan Sari