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All Journal Diglossia TEFLIN Journal: A publication on the teaching and learning of English Englisia Journal English Review: Journal of English Education IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ISLLAC : Journal of Intensive Studies on Language, Literature, Art, and Culture CaLLs : Journal of Culture, Arts, Literature, and Linguistics Language Literacy: Journal of Linguistics, Literature, and Language Teaching LLT Journal: A Journal on Language and Language Teaching Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra IJoLE: International Journal of Language Education LEKSIKA JURNAL EDUCATION AND DEVELOPMENT International Journal for Educational and Vocational Studies Bahasa: Jurnal Keilmuan Pendidikan Bahasa dan Sastra Indonesia PROJECT (Professional Journal of English Education) Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Journal of English Language and Education RETAIN (RESEARCH ON ENGLISH LANGUAGE TEACHING IN INDONESIA) Edukasia: Jurnal Pendidikan dan Pembelajaran Jurnal Pendidikan Indonesia (Japendi) AUDIENSI: Jurnal Pendidikan dan Perkembangan Anak Electronic Journal of Education, Social Economics and Technology ETERNAL: English Teaching Journal
LIES AMIN LESTARI
Universitas Negeri Surabaya
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Veterinary Other

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TEACHER’S PERCEPTION: TEACHING READING STORYBOARD FOR MENTALLY RETARDED STUDENTS Lulu Asyrifah; Lies Amin Lestari; Oikurema Purwati
Jurnal Education and Development Vol 9 No 3 (2021): Vol.9.No.3.2021
Publisher : Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (480.007 KB) | DOI: 10.37081/ed.v9i3.2691

Abstract

There is evidence of the benefits of using storyboards. Most of the previous studies focused on the results of applying storyboards for students' achievement, however, there are limited empirical studies on teacher’s perceptions of the application of storyboards in teaching reading for students with special needs, especially mild-mentally retarded students. This study offers a qualitative research that aims to investigate teachers' perceptions of the use of storyboards in teaching reading and its benefits and challenges with two English teachers as the subjects. A semi-structured interview was conducted to collect the data. The findings of this study revealed that there were similarities in teacher’s perception and the benefits derived from the implementation of storyboard, but there were differences in their practice and challenges encountered in the teaching reading process to mild-mentally retarded students.
Using Flipbooks in English Lessons for Formative Assessment in a Junior High School Fitriyatus Sa'adah; Lies Amin Lestari; Ahmad Munir
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 10, No 1 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v10i1.2499

Abstract

Many studies use a developmental design for media such as flipbooks, but there is small research that focuses on the implementation of flipbooks for English lessons for formative assessment. This study aims to explain the procedure and the experience of using flipbooks for English lessons for formative assessment because it is fully integrated into the teaching and learning process. A teacher and 8_grade students taking an International Class Program (ICP) were observed and interviewed. This study shows that the implementation of using flipbooks for learning English for formative assessment can be implemented well in schools that have technological means to support them. Some students feel like it is fun and practical to use flipbooks but there are also some who even feel uncomfortable using flipbooks.
Handy Literacy Practice Using Instagram Among Twelve Graders: Pragmastylistic Viewpoint Indah Miftakhul Jannah; Lies Amin Lestari; Ahmad Munir; Slamet Setyawan
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 6, No 2 (2022): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v6i2.31257

Abstract

Abstract. The student’s communication in writing has a different style. It is interesting to be studied since it relate with literacy practice especially in using technology.  Thus, this current study was conducted to explore the figurative language and discourse goals made by students in their Instagram posts. This study also describes the student’s strategy in using figurative language to create an Instagram post as a literacy practice. The study use Qualitative method with documentation and interview as the instruments. Seventy-one student’s Instagram posts were analyzed, and 5 of the students who posted them interviewed. The finding is interesting because only little student who used figurative language and has a clearly discourse goal in their Instagram post. The data shows that only 16,9% of students used figurative language in Instagram posts. Only found 3 figurative languages are used by the student, 7 sentences classified as Metaphor, 3 sentences are Simile and Personification. Metaphor is one of the types of figurative language mostly found in the Instagram post. The result also shows that there are 5 discourse goals found in this study, they are being humorous, protecting the self, comparing similarities, showing positive emotion, and guiding another action. Comparing similarities is the majority of discourse goals of students in their Instagram posts. Although student has limited writing style in using figurative language for creating an Instagram post, the student can create an appropriate picture and caption to share the idea to communicate using Instagram.Keywords: Figurative Language, Discourse Goal, Literacy Practice
EFL Young Learners’ Strategies in Dealing with Requests: Language and Pragmatic Transfer Analysis Torieq Abdul Muis; Lies Amin Lestari; Ahmad Munir
Diglossia: Jurnal Kajian Ilmiah Kebahasaan dan Kesusastraan Vol. 13 No. 2 (2022): April
Publisher : Unipdu Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/diglossia.v13i2.2753

Abstract

Abstract Maintaining communications among teacher-students or student-student is crucial in EFL classroom settings. EFL learners of beginner levels often find themselves in challenging situations in dealing with new language concepts they learn. As a result, they frequently come up with strategies that teachers occasionally fail to comprehend. This paper aims at investigating the speech act of requests used by young EFL learners in communicating their thoughts. This qualitative study focuses on how EFL learners employ requesting strategies in L2 utterances and the roles of pragmatic and language transfer in the process. Data were collected from 20 EFL learners of lower language proficiency through classroom oral activities. This study sees L1 transfer as a phenomenon that contributes to a successful classroom communication. The findings demonstrate that language and pragmatic transfer play a pivotal role in the learners’ requesting strategies. To deal with pragmatic transfers, young learners tend to use indirect speech acts by delivering repeated requests as the strategy that potentially encompass hidden intentions or messages. On the other hand, linguistic transfers initiated the learners to utilize raising intonation strategy in affirmative statements for making requests. This study also suggests that teaching English as L2 to young learners should also take account of the pragmatic knowledge besides linguistic competence. Keywords: Language transfer; Pragmatic transfer; Speech acts; EFL young learners Abstrak Menjalin komunikasi antar guru-siswa atau siswa-siswa penting adanya dalam konteks kelas pembelajaran EFL (Inggris sebagai Bahasa Asing). Pelajar EFL tingkat pemula sering kali berada dalam situasi yang menantang kemampuan berbahasa ketika dihadapkan dengan konsep bahasa baru yang mereka pelajari. Akibatnya, mereka tak jarang melakukan strategi yang terkadang gagal dipahami oleh guru. Makalah ini bertujuan untuk menyelidiki tindak tutur permintaan yang digunakan oleh pelajar EFL muda dalam mengkomunikasikan pemikiran mereka. Studi kualitatif ini berfokus pada bagaimana pelajar EFL menggunakan strategi meminta dalam ucapan L2 (Inggris) dan peran transfer pragmatis dan transfer bahasa dalam prosesnya. Data dikumpulkan dari 20 pelajar EFL dengan kemampuan bahasa rata-rata pemula melalui kegiatan lisan di kelas. Studi ini melihat proses transfer bahasa L1 (Indonesia) sebagai fenomena yang berkontribusi pada keberhasilan komunikasi kelas. Temuan menunjukkan bahwa transfer pragmatis dan bahasa memainkan peran penting dalam strategi mengungkapkan permohonan. Untuk menghadapi transfer pragmatis, pelajar muda cenderung menggunakan tindak tutur tidak langsung dengan strategi penyampaian permintaan berulang yang berpotensi memuat maksud atau pesan tersembunyi. Sedangkan transfer linguistik memprakarsai pelajar muda untuk menggunakan strategi intonasi meninggi dalam pernyataan afirmatif untuk membuat permintaan. Studi ini juga menyarankan bahwa pengajaran bahasa Inggris sebagai bahasa asing atau kedua untuk pelajar muda juga harus memperhitungkan pengetahuan pragmatis selain kompetensi linguistiknya. Kata kunci: transfer bahasa, transfer pragmatis, tindak tutur; pelajar muda EFL  
LITERARY CRITICISM IN THE DIGITAL AGE: ADDRESSING THE PROBLEMS AND OPPORTUNITIES OF DIGITAL LITERATURE IN EFL PEDAGOGY Ali Mustofa; Lies Amin Lestari
English Review: Journal of English Education Vol 11 No 1 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i1.7137

Abstract

The literary genre known as "digital literature" includes works of fiction and nonfiction written only for digital media such as computers, tablets, and smartphones. Because of its convenient qualities, this genre may be read and enjoyed anywhere, especially when it has already been posted to a digital site. Such literary works might not offer universal traits like those of works on paper. This is just unusual in that it is solely made with digital tools. Digital literature may provide particular techniques to reading and analyzing it, since the academic world likewise moves toward paperless resources. The current study examines the difficulties, limitations, and potential solutions for seeing digital literary works as online resources, using some novel methods from literary and cultural studies and multimodality that may be used to evaluate digital literary texts. The article presents and examines a few ideas that will significantly improve the actions and reactions of EFL students’ active participation in literary criticism and analysis
Using Flipbooks in English Lessons for Formative Assessment in a Junior High School Fitriyatus Sa'adah; Lies Amin Lestari; Ahmad Munir
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 10 No. 1 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v10i1.2499

Abstract

Many studies use a developmental design for media such as flipbooks, but there is small research that focuses on the implementation of flipbooks for English lessons for formative assessment. This study aims to explain the procedure and the experience of using flipbooks for English lessons for formative assessment because it is fully integrated into the teaching and learning process. A teacher and 8_grade students taking an International Class Program (ICP) were observed and interviewed. This study shows that the implementation of using flipbooks for learning English for formative assessment can be implemented well in schools that have technological means to support them. Some students feel like it is fun and practical to use flipbooks but there are also some who even feel uncomfortable using flipbooks.
EFL teacher self and collective efficacy scale (ETSCE): Developing efficacy measures in teaching EFL Pratama, Raga Driyan; Imaniar, Fahmy; Lestari, Lies Amin; Anam, Syafi'ul; Rochmawati, Laila
Englisia: Journal of Language, Education, and Humanities Vol 11, No 2 (2024)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i2.22232

Abstract

This study aimed to develop a self- and collective efficacy measure for Indonesian EFL teachers focusing on teaching responsibilities, undertaken student advisory, coping English as classroom communication, English milieu, and institutional tasks. This study focused on demonstrating the development and validity of EFL Teacher Self- and Collective Efficacy Scale (ETSCE). The study used a quantitative research approach with cross-sectional survey research design. There were sixty-two EFL teachers involved in the study chosen using a voluntary sampling technique. Results showed that Content Validity Ratio (CVR) index was .5 with four panelists arguing valid with no revision. The internal consistency test showed a very highly reliable (α = .977) with no negative value in Inter-Item Correlation, which indicated all items measured the same underlying characteristics. Another result showed that all sub-scales in both self- and collective efficacy were categorized in a very highly reliable (α > .7) Therefore, the final ETSCE produced by this study is valid and reliable and can be a reference for those who have sought to study self- and collective efficacy in teaching EFL in Indonesia.
Exploring Translation Techniques and Their Translation Quality: Student’s Translators Practices Cultural Specific Items Widyastuti, Widyastuti; Lestari, Lies Amin; Darma, Diana Budi; Adelia, Silvy Cinthia; Dianitami, Annisa Ayu; Sari, Dian Setya Purnomo
Bahasa: Jurnal Keilmuan Pendidikan Bahasa dan Sastra Indonesia Vol 5, No 1 (2023): Bahasa: Jurnal Keilmuan Pendidikan Bahasa dan Sastra Indonesia
Publisher : ppjbsip

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/bahasa.v5i1.343

Abstract

This study aims to examine translation techniques and the translation quality of the ESL student’s translation products in translating words or phrases of cultural terms. This study was a descriptive qualitative design. The data collection techniques applied content analysis. The subjects of this research were 10 English Literature study program students who have taken the Introduction to Translation course. The instrument used in this research is the text of travel writing published in Colors, an inflight magazine, which was published by the Indonesian national airline. The results of the study depicted some shifting in cultural categories, namely from the ecological category to the concept and material culture, the habit category becomes an activity category and the activity category becomes an organization in the target language. Another one is the blurred distinction between leisure and concept in religion. Implementing translation techniques that are oriented to the source text, such as pure borrowing techniques, literal translation, and established equivalences produces a high translation quality. Applying these techniques is characterized as foreignization. In short, the student's translator should be aware of not only their linguistic competence but also their transfer competence to produce a good translated text. AbstrakPenelitian ini bertujuan untuk menguji teknik penerjemahan dan kualitas terjemahan teks terjemahan mahasiswa penutur bahasa Inggris sebagai bahasa asing di dalam menerjemahkan kata atau frasa istilah-istilah budaya. Penelitian ini adalah penelitian kualitatif deskriptif. Adapun teknik pengumpulan data menggunakan analisis dokumentasi. Subyek penelitian ini yakni sepuluh mahasiswa program studi sastra Inggris yang telah menempuh mata kuliah pengantar ilmu penerjemahan. Sumber data utama berbentuk frasa dan kata yang diambil dari teks catatan perjalanan berupa majalah Color, majalah penerbangan maskapai Garuda. Hasil penelitiannya menunjukkan adanya pergeseran kategori budaya, seperti budaya ekologi bergeser menjadi budaya konsep dan material, kebiasaan menjadi aktivitas, dan aktivitas menjadi budaya organisasi. Temuan lain adalah perbedaan yang bias antara tempat wisata dan konsep beragama. Sementara penerapan teknik penerjemahan peminjaman murni, penerjemahan literal, dan padanan lazim menghasilkan kualitas terjemahan  yang baik. Metode penerjemahannya berorientasi pada teks sumber. Pilihan tersebut menunjukkan ideologi forenisasi. Kesimpulan yang dapat ditarik adalah penerjemah pembelajar hendaknya dibekali kemampuan kebahasaannya dan kemampuan kompetensi mengalihkan pesan dari teks sumber ke dalam teks sasaran.
SELF-REGULATED LEARNING STRATEGIES AND THEIR RELATIONSHIP TO GRAMMAR ACHIEVEMENT OF UNDERGRADUATE ENGLISH DEPARTMENT STUDENTS Wardani, Andini Dwi; Munir, Ahmad; Lestari, Lies Amin; Anam, Syafi'ul
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 2 (2023): October 2023
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.v26i2.6638

Abstract

Self-regulated learning is an educational process that enables students to self-regulate when determining ideas or concepts and evolving their learning strategies to accomplish attainable outcomes. The present study investigated self-regulated learning strategies undergraduate English department students used and examined the significant relationship with students' grammar achievement. The researchers conducted a quantitative correlational design on 70 undergraduate English department students. The researchers collected the data through a self-regulated learning strategies questionnaire and students' grammar scores. The first result showed that the peer learning strategy was the dominant strategy used by students with the highest average score (M= 3.48, SD= 1.14), and the less dominant strategy with the lowest average score is time and study environment (M= 3.03, SD= 0.99). This study applied descriptive statistics using the SPSS program to describe the first research problem. The second result was analyzed using Pearson correlation, indicating a low negative correlation between self-regulated learning strategies and students' grammar achievement. Thus, this study concluded that the higher the grammar achievement students' got, the less self-regulated learning strategies they used, and the less grammar achievement students' got, the more learning strategies they used. 
The Implementation of Differentiated Instruction on English Subject: a Case Study Ningtyas, Safitri Mariyanti; Lestari, Lies Amin
RETAIN : Journal of Research in English Language Teaching Vol. 12 No. 02 (2024)
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aimed to describe the implementation of differentiated instruction in teaching English to 7th-grade students and to identify the challenges faced by teachers during the process. This qualitative research uses a case study design involving classroom observations, teacher interviews, and analysis of related documents. The subject of this study is an English teacher at a public junior high school in Lamongan who has been implementing differentiated instruction for one year. The results show that the teacher has a good understanding of the concept of differentiated instruction. The steps taken by the teacher include identifying students' learning needs through diagnostic assessments, adjusting the content and process of teaching, grouping students based on their abilities and learning preferences, and providing constructive feedback. The challenges faced include difficulties adapting materials for different classes and the lack of time to determine the differentiation process. Overall, this study provides an in-depth insight into the practice of implementing differentiated instruction in English classes and the challenges faced by teachers.
Co-Authors AHMAD MUNIR Ahmad Munir Ahmad Munir Al Fatih, Ahmad Fiqi Ali Mustofa Anam, Syafi'ul Anam, Syafi’ul Darma, Diana Budi Desi Tri Cahyaningati Dianitami, Annisa Ayu DWI ARIANTI, HANUM ESTI KURNIASIH Fahmy Imaniar FAHRI Fatma Rahayu Nita Faturrochman, Rihza Galih Fauziyah, Ni'fatul Fauziyah, Ni’fatul Fitriyatus Sa'adah Fitriyatus Sa'adah Laksono Trisnantoro LISETYO ARIYANTI Lulu Asyrifah Malik, Zulfikri Miftakhul Jannah MUNAWAROH, INDRIYATUL NIMAH, LULUATUN Ningtyas, Safitri Mariyanti Novita Mutiah Yudha Novitaningrum, Angella NURHAYATI, ASPARINA Oikurema Purwati Pratama, Raga Driyan Pratiwi Retnaningdyah Pratiwi Retnaningdyah, Pratiwi PUJIRAHAYU, MAHMUDAH RIRIN PUSPARINI Risna Amalia Izati Rizqi, Satria Dyan Rochmawati, Laila Sari, Dian Setya Purnomo Satria Dyan Rizqi Silvy Cinthia Adelia SLAMET SETIAWAN Slamet Setyawan Sri Kartini, Sri Syafi'ul Anam Syafiul Anam, Syafiul Torieq Abdul Muis Wardani, Andini Dwi Widyastuti Widyastuti Wiwiet Eva Savitri Zainul Aminin