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All Journal International Journal of Evaluation and Research in Education (IJERE) Ilmu Pendidikan Jurnal Pendidikan Vokasi Cakrawala Pendidikan Jurnal Visi Ilmu Pendidikan Indonesian Journal of Applied Linguistics (IJAL) Jurnal Pendidikan Bahasa Inggris Journal of Education and Learning (EduLearn) Pandecta Tadris: Jurnal keguruan dan Ilmu Tarbiyah Jurnal Celtic TEFLIN Journal: A publication on the teaching and learning of English Jurnal Mahasiswa Fakultas Hukum PREMISE: Journal of English Education and Applied Linguistics Erudio: Journal of Educational Innovation English Review: Journal of English Education Jurnal Al-Tadzkiyyah Celt: A Journal of Culture, English Language Teaching & Literature Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) Journal of English Language, Literature, and Teaching (J-ELLiT) Al Ishlah Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini LLT Journal: A Journal on Language and Language Teaching Dinamika Ilmu IJoLE: International Journal of Language Education Al-Hayat: Journal of Islamic Education JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Voices of English Language Education Society English Language Teaching and Research Proceedings of ISELT FBS Universitas Negeri Padang JTP - Jurnal Teknologi Pendidikan JOURNAL OF ENGLISH FOR ACADEMIC JET (Journal of English Teaching) Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika REiLA: Journal of Research and Innovation in Language Journal of K6 Education and Management IJELR: International Journal of Education, Language, and Religion Journal of Research on English and Language Learning (J-REaLL) Journal of English Teaching and Learning Issues JOLLT Journal of Languages and Language Teaching Journal of English Language and Education DINAMIKA ILMU: Jurnal Pendidikan Online Learning in Educational Research TRANSFORMATIONAL LANGUAGE, LITERATURE, AND TECHNOLOGY OVERVIEW IN LEARNING (TRANSTOOL) JEELS (Journal of English Education and Linguistics Studies) Journal of Language and Literature Studies Studies in English Language and Education Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology International Journal of Innovation and Education Research International Journal of Educational Best Practices REGISTER JOURNAL Jurnal Pendidikan Progresif Journal of Educational Studies ETERNAL: English Teaching Journal Indonesian Journal on Learning and Advanced Education (IJOLAE) Jurnal bahasa, sastra, seni, dan pengajarannya Studies in English Language and Education Jurnal Ilmu Pendidikan
Utami Widiati
Universitas Negeri Malang
Religion Arts Humanities Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Social Sciences Other

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MULTIMODAL FEEDBACK PROVISION IN IMPROVING PRE-SERVICE TEACHERS’ COMPETENCE Fazri Nur Yusuf; Utami Widiati; Teguh Sulistyo
Indonesian Journal of Applied Linguistics Vol 7, No 2 (2017): Vol. 7 No. 2, September 2017
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i2.8126

Abstract

Studies on potentials of feedback over English language teaching seem to have not been well-revealed, including studies on the use of feedback to improve English pre-service teachers’ competence. The present study investigates to what extent a multimodal feedback can influence pre-service teachers’ teaching, and which teaching aspects are influenced. Twenty five pre-service teachers taking Microteaching Course served as respondents supervised by a course advisor. The data were collected by teacher observation in a rating-scale form, self-appraisal, and interviews. The data were analyzed by using correlated sample t-test and the eight teaching components proposed by Brown (2001). The results showed that after multimodal feedback provision, pre-service teachers indicated an improvement significantly in seven out of eight teaching aspects. The provision of multimodal feedback could improve their teaching competence on preparation, instructional objective elicitation, mastery of instructional materials, use of media, and classroom management, including classroom language. But, the results do not indicate that they perform well on reflection and follow-up due to some reasons. In addition, the results evince that multimodal feedback provision could improve pre-service teachers’ pedagogical competence when the multimodal feedback is integrated with content, interpersonal relationship, and management.
Automated writing evaluation tools for Indonesian undergraduate English as a foreign language students’ writing Delsa Miranty; Utami Widiati; Bambang Yudi Cahyono; Tengku Intan Suzila Sharif
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 3: September 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i3.24958

Abstract

Nowadays, many computer programs are used in the teaching of writing in the context of English as a foreign language (EFL). One of the functions of the computer programs is to provide feedback to EFL students’ writing so that the quality of their writing can be improved. This study aimed to investigate whether the use of free automated writing evaluation (AWE) tools affect undergraduate EFL students’ writing skills. In this experimental study, 35 Indonesian undergraduate students of English education department were asked to use two AWE tools, Grammarly and Grammark, in the writing course over four months. Data for this study were collected by using tests and questionnaire. Pre-test, middle test, and post-test were administered to examine the students’ writing skill improvement. The findings indicate that the sequenced use of two AWE tools, Grammarly followed by Grammark, had a beneficial effect on students’ writing skill improvement. This study confirms the benefits of free AWE tools in enhancing EFL students’ writing skills.
The sustainable impacts of teacher action research on EFL teachers in Indonesia Yunita Puspitasari; Utami Widiati; Saiful Marhaban; Teguh Sulistyo; Rofiqoh Rofiqoh
Studies in English Language and Education Vol 8, No 3 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i3.21388

Abstract

Action research has been a prominent topic in continuous professional development literature. Studies have evidenced its potentials for teachers, but not many have discussed the sustainability of the research as a means of Teacher Professional Development (TPD) as well as its sustainable impact. Underpinning the issue of sustainability, the present study aims at investigating what factors made the teachers choose to continue conducting teacher action research, and what pedagogical and professional competences perceived changed as sustainable impacts of Teacher Action Research (TAR). This qualitative study with a phenomenological undertone adapted Seidman’s framework to conduct in-depth interviews with five English as a Foreign Language (EFL) teachers. The results showed that motivation and self-efficacy belief, institutional supports, and collaboration with academics/universities were essentials for sustainable engagement with the research. Pedagogically, the teachers increased their awareness of the students’ characteristics, knowledge of effective learning, and ability to carry out reflective teaching. In terms of professional competence, they felt very confident and were able to make more publications. This study implies that TAR is a model of TPD that is able to develop EFL teachers’ professionalism where they can establish a better practice and develop themselves as professionals and individuals on daily basis, without leaving their students.
Aspects of writing knowledge and EFL students' writing quality Rofiqoh Rofiqoh; Yazid Basthomi; Utami Widiati; Yunita Puspitasari; Saiful Marhaban; Teguh Sulistyo
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i1.20433

Abstract

Writing knowledge pertaining to process, system, content, and genre plays an essential role to produce an intelligible composition. The purpose of the present study is twofold – to investigate the correlation between aspects of writing knowledge and quality of writing, and to investigate the contribution of the overall and individual aspects of writing knowledge to writing quality. The participants were 54 second-year ELT undergraduate students of a university in Indonesia. A writing test and multiple-choice test on writing knowledge were used as the instruments of data collection. The analysis employed Pearson correlation coefficient and multiple regressions. The result revealed a significant positive correlation between writing knowledge and writing quality. As a unit, the knowledge of process, system, content, and genre, indicates a significant contribution to the writing quality. Individually, however, only process knowledge significantly contributes to the writing quality. It provides additional pieces of evidence that process knowledge be given special attention, thus writing instruction should allow students to learn writing knowledge explicitly and implicitly.
Strategies employed by EFL doctoral candidates in dissertation writing completion Saiful Marhaban; Nur Mukminatien; Utami Widiati; Teguh Sulistyo; Wardani Dwi Suhastyanang; Yunita Puspitasari; Asnawi Muslem
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i2.17694

Abstract

This research study aimed at revealing the strategies employed by successful English as a Foreign Language (EFL) doctoral candidates in accomplishing their dissertation writing and their perspectives in association with the stages of research report writing.  This is a narrative qualitative inquiry, and the data were collected through an in-depth interview with ten successful EFL fresh graduates who had completed their dissertation writing within six and seven semesters. Using a retrospective technique, the respondents were asked to recall their experiences and activities during the process of writing their dissertation. The results reveal that the successful doctoral candidates used four main strategies of dissertation writing: cognitive, metacognitive, affective, and social strategies. In completing each of the dissertation stages, the doctoral candidates spent much time reading a huge collection of research articles, writing their dissertation on a daily basis, and having intensive consultation with their advisors. This study would be useful for EFL doctoral students to avoid delay in completing their studies and to meet their academic timeline so that they can face their challenging dissertation writing to complete their study on time.
Assessing episodes in verbalization process of EFL students’ collaborative writing Ani Susanti; Utami Widiati; Bambang Yudi Cahyono; Tengku Intan Suzila Tengku Sharif
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i2.20165

Abstract

One of the ways to engage EFL students in writing is to assign them to work collaboratively. Collaborative writing requires a verbalization process resulting in episodes related to language, texts, and scaffolds. This study examined the use of episodes in collaborative writing of EFL students set in pairs by the teacher. It identified the most productive type of episodes which include language-related episodes (LREs), text-related episodes (TREs), and scaffolding episodes (SEs). It also scrutinized the categories of episodes within each type of episode. The study involved 20 pairs of Indonesian students from the English Department of a reputable university in Yogyakarta, Indonesia. The students were given an integrated reading-writing task and asked to work in pairs. The results of the study showed that SEs were the most productive type of episode, followed by LREs in the moderate occurrence, and TREs, which were the least productive type of episode. The results also revealed that among the categories in each type of episode, lexis-focused (LREs), organization-focused (TREs), and repetition (SEs) were more productive than the other categories of episodes. These results imply that the most productive categories of episodes could be catalysts in the teaching of writing, which employs collaborative writing tasks either in pairs or in small groups. This study offers insights into creating activities to encourage writing activities that especially involve types of pairings.
Mengeksplorasi Integrasi Pendidikan Literasi Islam dalam Pembelajaran Bahasa Inggris Berdiferensiasi Siswa Sekolah Dasar Taranindya Zulhi Amalia; Januarius Mujianto; Sri Wuli Fitriati; Utami Widiati
Prosiding Seminar Nasional Pascasarjana Vol. 6 No. 1 (2023)
Publisher : Pascasarjana Universitas Negeri Semarang

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Abstract

Mengajar bahasa Inggris sebagai sebuah mata pelajaran merupakan tantangan besar bagi guru yang mengajar siswa usia dini seperti siswa sekolah dasar. Perubahan konsep dari posisinya sebagai muatan lokal menjadi mata pelajaran menyebabkan perlunya pembelajaran bahasa Inggris yang berbeda/berdiferensiasi mengingat peserta didik pada usia tersebut memiliki tingkat kenyamanan gaya belajar yang berbeda. Beberapa menyukai gaya audio, ada yang lebih suka visual, dan beberapa lebih memilih gaya belajar kinestetik. Kemudian kasus diferensiasi ini juga terjadi di sekolah-sekolah Islam yang perlu mengenalkan pendidikan literasi Islam dalam pembelajarannya, termasuk pembelajaran bahasa Inggris. Penelitian ini bertujuan untuk menganalisis kebutuhan integrasi pendidikan literasi Islam dalam pembelajaran bahasa Inggris untuk siswa sekolah dasar melalui konsep pembelajaran berdiferensiasi. Sebagai bagian dari penelitian dan pengembangan, eksplorasi ini perlu dilakukan untuk membekali siswa belajar bahasa Inggris secara mandiri sesuai dengan minat dan bakatnya. Hasilnya, sumber utama pembelajaran pendidikan literasi Islam dalam pembelajaran bahasa Inggris dibagi menjadi surah-surah dalam Al Qur'an, hadis, dan teknologi dan komunikasi Islam. Untuk tingkat sekolah dasar Islam, ayat-ayat yang digunakan dalam Juz 'Amma. Sedangkan hadits difokuskan pada Hadits Arbain 1-10. Untuk media teknologi dan komunikasi, peserta didik dengan gaya belajar audio belajar bahasa Inggris melalui lagu-lagu mp3, gaya belajar visual melalui gambar-gambar, dan kinestetik melalui berbagai permainan interaktif.
Integrating Spirituality in Teaching English to Young Learners based on the Independent Curriculum in Elementary Schools Taranindya Zulhi Amalia; Januarius Mujianto; Sri Wuli Fitriati; Utami Widiati
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstract

Abstrak. Teaching English to Young Learners started in 1994 at the elementary school level. 2022 will be the first year for English as an elective subject in the Merdeka Curriculum. As the name implies, there is no obligation for schools to use this curriculum. As an example, the Integrated Islamic Elementary School is one of the levels that are acquainted with this curriculum only in grades one and four. Although it has a mission to integrate the curriculum of the Ministry of National Education and the curriculum of the Integrated Islamic School, in reality not all English teachers in Islamic schools easily integrate their spiritual values. It aims to integrate spirituality in teaching English to young learners at the elementary school level by applying Independent Curriculum-based and specialist. This research and development are a bridge in answering the teacher's needs for this. The results of this research are teachers need a reference for integrating spirituality in teaching English as a subject in an Integrated Islamic school that combines the Independent Curriculum with the Integrated Islamic Elementary School Curriculum. In language skills development, reading and writing become the focus of the average teacher. Meanwhile, teachers are also obliged to develop complete skills in the Merdeka curriculum, namely listening, speaking, reading, viewing, writing, and presenting.
Extensive Reading Principles Implementation: Pleasure vs Pressure Wiwiet Eva Savitri; Utami Widiati; Nunung Suryati; Francisca Maria Ivone
Journal of Languages and Language Teaching Vol 12, No 2 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10928

Abstract

Extensive reading (ER) should be implemented properly based on ER principles. The most known ER principles is ten ER principles proposed by Bamford and Day that are widely referred by ER practitioners around the globe. Unfortunately, these principles are not always implemented in ER classes, even in ELT study program in university. Related to it, ER classes in a university in Indonesia were reported to not conducted ER enthusiastically. It was suspected that it occurred because of lecturers’ confusion on what to do in their ER classes due to their insufficient comprehension of ER and its principles which eventually reduce pleasure which supposed to be existing in ER classes. Based on that suspicion, this study focused on investigating the lecturers’ familiarity on ER principles and the implementation of ER principles regarding the expectation to conduct pleasurable ER classes. The data were collected through in-dept interviews to lecturers and questionnaire to students. This study found that not all of the lecturers have adequate knowledge on ER principles which eventually hindered them to teach ER properly and pleasurably. It was also revealed that pressure was felt by both students and lecturers. The pressure increased when the ER involved rigid assignment and assessment.
Analysis of Legal Protection for the Debtors Against Abuse of Circumstances Committed by Creditors in Forming a Sale and Purchase Agreement Araningrum Widiati Hutami; Rachmi Sulistyarini; Mohammad Hamidi Masykur
Pandecta Research Law Journal Vol 18, No 2 (2023): December
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/pandecta.v18i2.47787

Abstract

In a debt contract for a large nominal amount, there is a guarantee objects for which the debtor is responsible for the loan received from the creditor, one of the objects is land rights. Creditor often take a shortcut to execute collateral assets through the use of land rights sale and purchase contract procedures when debtor is unable to pay their debts, the establishment of the sale-purchase agreement was made with unbalanced circumstances between the parties. In Indonesia there are no legal regulations about the abuse of circumstances as a form of defect in the will of an agreement, therefore the debtor in forming a land rights sale and purchase agreement also does not get legal protection from legal regulations.
Co-Authors , Nunung Suryati Abda Abda Ach. Amirudin Afandi, Titah Afendi Hamat Agria Golda Vegetari Agunawan Agunawan Ahmad Heki Sujiatmoko Ajeng Dini Arfianti Ali Saukah Aminuyati Ana Ahsana El Sulukiyyah Anam Fadillah Anang Santoso Andika Agung Sutrisno Andina, Diah Maya Andini Septama Sari Ani Susanti Anik Nunuk Wulyani Anik Nunuk Wulyani Anik Nunuk Wulyani Annishah Annishah Annishah Annishah, Annishah Annur Rofiq Any Eka Nur Hidayati Arik Susanti, Arik Ary Fauzi Ary Setya Budhi Ningrum Asnawi Muslem Atika Kumala Dewi, Atika Kumala Aurora Paramahita Kusumawardhani Aziz, Imam Nur Bambang Yudi Cahyono Beby Maharani Masyitha Beleven Khrismawan Budi Eko Soetjipto Chusnul Chotimah, Ima Damayanti, Elok Damiri, Sylvia David Imamyartha Dedi Kuswandi Degeng, I Nyoman Delsa Miranty Deni Yatri Devanti, Yeni Mardiyana Devinta Puspita Ratri Devinta Puspita Ratri Devinta Puspita Ratri Devinta Puspita Ratri Dewi Masitho Istiqomah Dhaifi, Ilzam Diah Maya Andina Dian Resty Pratiwi Ahmad Dina Puspita Rini Diska Fatima Virgiyanti Dwi Fita Heriyawati Ekaning Dewanti Laksmi Ekaning Dewanti Laksmi Eko Ariwidodo El Khoiri, Niamika El Sulukiyyah, Ana Ahsana Elih Sutisna Yanto Emy Sudarwati Endah Yulia Rahayu Enny Irawati Ery Tri Djatmika RWW Eva Nikmatul Rabbianty, Eva Nikmatul Evynurul Laily Zein Evynurul Laily Zen Fachrurrazy Fachrurrazy Fadilla Halim Faradila Masuara Fazri Nur Yusuf Febriani, Adelia Fitriah, Rina Fitriatul Masitoh Fitriyah, Ima Flora Debora Floris Francisca Maria Ivone Furaidah Furaidah Furaida Galita Febrian Pratidina Gazali Lembah Hamat, Afendi Hardina D. Ni’mah Harfal, Zaldi Hartia Novianti Haryana, Lia Helena Octavia Hernik Farisia Him’mawan Adi Nugroho I Nyoman Sudana Degeng Ima Chusnul Chotimah Ima Dwi Lailatul Firda Ima Fitriyah Ima Fitriyah Imam Nur Aziz Imamyartha, David Imron Arifin Indri Astutik Indri Astutik Indri Astutik Januarius Mujianto Januarius Mujianto Johannes Ananto Prayogo Jonathans, Peggy Magdalena Joni Alfin Julianda Julianda Kardi Nurhadi Kardi Nurhadi Khafshoh, Adira Lizaria Khoiriyah Khoiriyah Khoiriyah Khoiriyah Khoirul Anwar Khotim Maslikah Khulaifiyah Khulaifiyah, Khulaifiyah Khusnul Khotimah Kukuh Prayitno Subagyo Lailatun Nisvi Rizki Amalia Lestari R, Kenny Shania Lilis Nur Hidayati Lina Hanifiyah Lina Hanifiyah Lulu Laela Amalia Lutfiyan Khusyabaroh M. Adnan Latief M. Ramli M. Zaini Miftah Maba, Aprezo Pardodi Maharani Khansa Mahbub, Moh. Arif Mandasari, Berlinda Mardhatillah, Mardhatillah Maslikah, Khotim Mega Fariziah Nur Humairoh Meisa Diningrat, Syaiputra Wahyuda Metaria Metaria Meyga Agustia Nindya Miftahul Janah, Miftahul Mirjam Anugerahwati Mohammad Hamidi Masykur Muhammad Muchsin Afriyadi Muhari Muhari Muhimatul Murtafi'ah Mujianto, Januarius Murtafiah, Muhimatul Muslim, Abd. Hakim Mustofa, Mutmainnah Nadhifah, Siti Nahak, Kristina E. Noya Niamika El Khoiri Noverita Wahyuningsih Nunuk Wulyani, Anik Nunung Suryati Nunung Suryati NUR CHAKIM Nur Hayati Nur Hayati Nur Mukminatien Nurhidayati Nurkamilah Nurkamilah Nurkamilah Nurkamilah Nurkamilah, Nurkamilah Nurul Atma Octavia, Helena Pahlevi, Muhammad Reza Pechinthorn, Komm Peggy Magdalena Jonathans Peggy Magdalena Jonathans Priyatno Ardi, Priyatno Punaji Setyosari Putri, Elsa Desi Rachel Mmapitso Maboa Rachmadhany, Clarita Dianmonica Rachmi Sulistyarini Radita, Cindy Raisa Fadilla Renandya, Willy Ardian Rendhi Fatrisna Yuniar RIRIN PUSPARINI Risya Astrifiya Cahyani Rizqi Khoirunnisa Rofiqoh Rofiqoh Rofiqoh Rofiqoh Romadhon , Adi Sasongko Roni Wibowo Rosyidah Rosyidah Saida Ulfa Saiful Marhaban Salsabila Gita Nurani Santi Erliana, Santi Saprudin Saprudin Sharif , Tengku Intan Suzila Tengku Sharif, Tengku Intan Suzila Tengku Sharmini Abdullah Shinta, Lucia Geneviave Bella Shirly Rizki Kusumaningrum Sintha Tresnadewi Siti Muniroh Siti Muniroh Sri Rachmajanti Sri Rachmajanti Sri Widayati Sri Wuli Fitriati Sriati Usman Suharmanto Suharyadi Supriyono, Yusup Susilo, Dinantari Suzila, Tengku Intan Syafik, Moh. Sylvia Sylvia Sylvia, Sylvia Taranindya Zulhi Amalia Taranindya Zulhi Amalia Taranindya Zulhi Amalia Taris, Tarisman Teguh Sulistyo Tengku Intan Suzila Sharif Tengku Intan Suzila Tengku Sharif Tengku Intan Suzila Tengku Sharif Tengku Intan Suzila Tengku Sharif Tengku Intan Suzila Tengku Sharif Tengku Intan Suzila Tengku Sharif Tengku Sharif, Tengku Intan Suzila Tommy Hastomo Triana Indrawini Ubaidillah, M. Faruq Ulil Fitriyah Uluul Khakiim Uswatun Khasanah, Yunita Utari Praba Astuti Wahjoedi Wardani Dwi Suhastyanang Wijayanti, Erythrina Crista Wiwiet Eva Savitri Wiwiet Eva Savitri Wiwin, Darwin Yazid Basthomi Yeni Mardiyana Devanti Yunita Puspitasari Zaldi Harfal Zalva Fajhira Shabrina Putri