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All Journal Lingua Scientia Journal Journal of Education and Learning (EduLearn) Vision: Journal for Language and Foreign Language Learning EDULITE: Journal of English Education, Literature and Culture Indonesian EFL Journal Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Journal of English Education and Teaching (JEET) Linguists: Journal of Linguistics and Language Teaching JALL (Journal of Applied Linguistics and Literacy) Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat Journal of Empowerment Community Jadila: Journal of Development and Innovation in Language and Literature Education Journal of English Education Program (JEEP) International Journal of Innovation and Education Research
R. Bunga Febriani
UNIVERSITAS GALUH CIAMIS
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Nursing Social Sciences Other

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AN ANALYSIS OF ONLINE PEER FEEDBACK TO FOSTER STUDENTS' CRITICAL THINKING Syifaulkaromah Syifaulkaromah; R. Bunga Febriani; Didih Faridah
Journal of English Education Program (JEEP) Vol 8, No 2 (2021): Journal of English Education Program
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (222.909 KB) | DOI: 10.25157/(jeep).v8i2.6432

Abstract

The aims of this study is to find out the students' responses to the practice of peer feedback in online learning and to investigate how online peer feedback foster students' critical thinking. In collecting the data, the study used qualitative method especially case study. Questionnaire and students' peer feedback documentations were the data collection. Purposive sampling was used to select twelve students as participants. Open ended questionnaire and students' peer feedback documentations were the data collection. The writer analysed the students’ responses to the implementation of online learning using percentage computation and interpreted it qualitatively. The students’ peer feedback documentations also analysed by using content analysis. The result indicated that using peer feedback in online learning could improve students’ critical thinking skills which was relevant with Bloom’s Taxonomy. In responding to the second research questions, there were six students who think critically that could be seen from how they criticized the peer’s assignment based on their ability to state opinions clearly and concisely.  Moreover, the most of students agreed that the implementation of online peer feedback was more useful and helped them to improve their writing assignment through giving comments to peers and got comments from peers. Therefore, this research has proved that online peer feedback could foster students’ critical thinking and improved their writing skills especially in the subject Academic Writing.Keywords: Online, Peer feedback, Critical thinking
AN EFL TEACHER STRATEGY IN WRITING CLASS IN THE MIDST OF COVID-19 PANDEMIC R. Bunga Febriani; Iskhak Iskhak; Yoksan Rizky Lesmana; Syafryadin Syafryadin
Lingua Scientia Vol. 30 No. 1 (2023)
Publisher : Undiksha Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ls.v30i1.49055

Abstract

The aim of this research was to find out, how does the efl teacher encounter the Chinese students in her teaching free writing at English Course? The research conducted at Butterfly English Course in North Jakarta. The writer used Narrative inquiry to explored deep qualitative data. The participant is a female English course teacher who teach Chinese student at international class in an English Course. The instrument used was interview with semi structure interview to get a lot of data from her story and experience. The research found that using free writing helped the students to find and generate ideas easier in writing paragraph. Using mind mapping strategies which showed videos and image in prewriting stage can also make the student have more imagination and make them more enthusiastic in writing class. With a good approach and strategy, these methods get positive responses from the students and after doing this method, the results of student writing are better than before.    Keywords : narrative, assessment, imagination, improvement
EFL Students’ Perception of Using Grammarly in Undergraduate Paper Writing Raihan; R. Bunga Febriani; Leni Irianti
International Journal of Innovation and Education Research Vol. 2 No. 1
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijier.v2i1.29089

Abstract

This research discusses about EFL Students’ Perception of Using Grammarly in Undergraduate Paper Writing. The objective of this study was aimed to elaborate the challenges faced by students’ in writing a research paper by using Grammarly and investigated the students’ perception of using Grammarly in undergraduate paper writing. This study used descriptive qualitative method, involved 23 students’ of English Education who used Grammarly in writing a paper. Brief rating scales questionnaires were used to gather the data. The results showed that students’ responded positively to the use of Grammarly in undergraduate paper writing. Most of the students agreed that using Grammarly makes the process of writing more clearly, easy, and fascinating. Grammarly can help students’ in correcting the grammatical errors and plagiarism in their writing. However, writing a paper should be with the correct and good grammar so that the reader can easily to found out the meaning and also more understandable the paper. The researcher suggested for the next research to focus on the teacher perception of using Grammarly to assist the students’ in writing a research paper.
EFL Students’ Reader Response-driven Self-reflection Strategy in Learning Literature Monica; R. Bunga Febriani; Iskhak
International Journal of Innovation and Education Research Vol. 2 No. 2
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/ijier.v2i2.29112

Abstract

This study aimed to observe students’ self-reflection activities are evident in the classroom to stimulate critical reading activities.. The study used a qualitative case study method in the process of data taken from observation. The participant of this study was chosen purposively which was 15 students second-level of English Education Program at one of the Universities in Ciamis who was observed. The result of this study revealed that it can be seen that there are reflection activities through reader response in the literature class, students are encouraged to read critically. This study concludes that the used of reflection through reader response in digital literature learning is effective in use and can stimulate critical reading activities.
Co-Authors Ahmad Sofwan Andi Rustandi Andi Rustandi Asep Dudi Kurnia Bambang Ruby Sugiarto Dedeh Rohayati Dian Eka Chandra Wardhana Didih Faridah Dini Haryanti Dwi Rukmini Elda Resi Moneta Wibowo Etika Rachmawati Etika Rachmawati Rachmawati Fuji Astuti Ikin Syamsudin Adeani Ikin Syamsudin Adeani Ima Siti Maryam Iskhak Iskhak Iskhak Issy Yuliasri Istiqomah Nur Rahmawati Leni Irianti Lilies Youlia Friatin Mega Anggitasari Monica Prihatini Purbandari Raihan Ratih Ratih Santi Septinawati Sumi Handayani Syafryadin Syafryadin Syafryadin Syafryadin Syifaulkaromah Syifaulkaromah Wawan Tarwana Yoksan Rizky Lesmana Yustin Kustina