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This Author published in this journals
All Journal Journal of Education and Learning (EduLearn) Lingua Cultura Humaniora
Wiwik Andreani
is an English ecturer from Binus University. She received her bachelor degree (Dra.) from English Department, Universitas Kristen Satya Wacana, Salatiga in 1984. Her Masters degree in Applied Linguistics was acquired from Universitas Katolik. Atma J
Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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 1 
Reflective Evaluation of Efl Teachers Versus Their Students’ Evalution Andreani, Wiwik
Lingua Cultura Vol 4, No 1 (2010): Lingua Cultura Vol. 4 No. 1
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v4i1.347

Abstract

Article investigated the grading of teaching values and its relation to the rating performance of the teachers. For this purpose, 27 EFL teachers were randomly chosen from Bina Nusantara University. Some teachers taught only English Department students and some others taught students of other Departments, for example Computer Science, Marketing Communication, Management, Visual Communication Design and Chinese Department. They were asked to grade twelve values in their teaching according to the order of importance and to answer a set of questions on those values. Besides, their students filled in a questionnaire with the aim of evaluating the teachers’ performance from September 2008 until June 2010 (three semesters).The results of the study suggest that there is a change in the teaching-value grading along with teaching experience. However, there is no relationship between teaching values and getting high/low rating performance, the reason of which is not dealt with in the study. Expertise, Enthusiasm, Reliability and Attentiveness were teaching values selected as most important for the EFL teachers. Moreover, most teachers were graded higher in their soft skills rather than hard skills, especially in giving the students an opportunity to ask questions and to have a discussion during the teaching and learning process. Finally, when teachers taught small and big classes, surprisingly most of them got higher rating performance from their students of big classes, for both their hard and soft skills. 
A Discussion on A Code Sound Reading System: A Case Study of I Can Read Greenville Language Center Andreani, Wiwik; Junita, Junita
Lingua Cultura Vol 8, No 2 (2014): Lingua Cultura Vol. 8 No. 2
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v8i2.450

Abstract

Article described the code sound reading system applied in I Can Read (ICR) Greenville language center. The research was done qualitatively through the observation of teaching and learning process in three different classes of ICR 1 level at the center. A pre-test and post-test for reading were taken from Book 2 of ICR 1. Participants were three classes with three different teachers having different working experiences. The results of the research were: (1) the use of code sounds in reading was useful to improve students’ reading skill which was shown by the increasing of correctly pronounced code sounds; (2) the students’ reading skill and reading comprehension had improved, regardless the teachers’ teaching style. In conclusion, a code sound reading system is successful in helping students to improve their reading skill and reading comprehension, regardless the teachers’ teaching style.
Emotional Intelligence, Self-Esteem and Academic Achievement: A Case Study, English Department Students Andreani, Wiwik
Humaniora Vol 3, No 1 (2012): Humaniora
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/humaniora.v3i1.3239

Abstract

This study examines the comparison between English Department students’ emotional intelligence (EQ), their self-esteem and their academic achievement. Twenty-two students participated in the research by answering EQ test and two Self-Esteem questionnaires. The result shows that there is no relation between students’ GPA and their self-esteem and EQ. This means that academic ability does not correspond to social skills. Though most students have average EQ and self-esteem, one student has High EQ, High Self-esteem and a 2.95 GPA (out of 4). 
Emotional Intelligence, Self-Esteem, and Academic Achievement: A Case Study of English Department Students, Binus University Andreani, Wiwik
Humaniora Vol 4, No 2 (2013): Humaniora
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/humaniora.v4i2.3539

Abstract

This study examines the comparison between English Department students’ emotional intelligence (EQ), their self-esteem and their academic achievement. Twenty-two students participated in the research by answering EQ test and two Self-Esteem questionnaires. The result shows that there is no relation between students’ GPA and their self-esteem and EQ. This means that academic ability does not correspond to social skills. Though most students have average EQ and self-esteem, one student has High EQ, High Self-esteem and a 2.95 GPA (out of 4).  
Online learning and learner autonomy: a comparative study of Turkish and Indonesian EFL students’ perspectives Derinalp, Pelin; Karjo, Clara Herlina; Andreani, Wiwik; Ying, Yi; Herawati, Agnes
Journal of Education and Learning (EduLearn) Vol 19, No 3: August 2025
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v19i3.21741

Abstract

Advancements in technology has affected almost all aspects of life all around the world. The education sector is not an exception. As in many other countries, in Turkey and Indonesia, learning activities have been switched from face-to-face to online mode for several reasons such as the COVID-19 pandemic or the destructive earthquake in Turkey. Online learning has brought some challenges with it. As online learning requires learner autonomy, it is crucial to investigate learners´ perspectives regarding how this shift from traditional face-to-face teaching to online mode has affected the learners. Hence, the current study aims to investigate and compare Turkish and Indonesian English as a foreign language (EFL) students’ learner autonomy level. A quantitative study has been conducted among undergraduate students from Turkey (100) and Indonesia (120). Data was collected through a 30-item questionnaire and distributed online. The analysis was done quantitatively using descriptive statistical computation. The results show that both Indonesian and Turkish EFL students have high learner autonomy levels. However, some differences were identified in terms of their planning of learning ability (PLA), monitoring of learning, and evaluation of learning abilities. In light of this study’s findings, educational institutions are encouraged to promote strategies to assist students to be autonomous learners.
Co-Authors Agnes Herawati Clara Herlina Karjo Derinalp, Pelin Junita Junita Yi Ying