Articles
<![CDATA[Indonesian pre-service teachers’ mindfulness, social emotional competence, and academic achievement ]]>
<![CDATA[Pudja Hermana]]>;
<![CDATA[Zuraida Zuraida]]>;
<![CDATA[Lingga Agustina Suganda]]>
<![CDATA[ International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 4: December 2021 ]]>
Publisher : <![CDATA[Institute of Advanced Engineering and Science ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.11591/ijere.v10i4.21272
<![CDATA[Pre-service teachers must be able to fulfill the standards of having teachers’ competencies and more than adequate knowledge to teach the future generations. In relation to this, mindfulness, social emotional competence, and academic ability become crucial reasons they need in perceiving the quality to become professional teachers. The respondents of this study were 68 students who were English as a Foreign Language (EFL) pre-service teachers ranging from the age of 19-22 from the Faculty of Teacher Training and Education at one of the university in South Sumatra, Indonesia. The aims of this study were to find out the relationship among these pre-service teachers’ mindfulness, social emotional competence and academic achievement. The instruments of this study were the five-facet mindfulness and social emotional competence questionnaires. The documentation of their GPA which were analyzed using Pearson Product Moment Test. The results of this study showed that pre-service teachers had high level of mindfulness and social emotional competence. It also highlighted that there were significant weak correlation between their five facet mindfulness and academic achievement, and their five facet mindfulness and social emotional competence toward academic achievement. Specifically, the non-judging dimension from the five-facet mindfulness and self-management from social emotional competence also correlated significantly to academic achievements. In conclusion, the pre-service teachers’ mindfulness, social emotional competence, and academic achievement had beneficial relationship one another.]]>
<![CDATA[Indonesian students’ social-emotional competencies and their english academic achievement ]]>
<![CDATA[Ganda Wirajaya]]>;
<![CDATA[Lingga Agustina Suganda]]>;
<![CDATA[Zuraida Zuraida]]>
<![CDATA[ Journal of Education and Learning (EduLearn) Vol 13, No 2: May 2019 ]]>
Publisher : <![CDATA[Intelektual Pustaka Media Utama ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (273.741 KB)
|
DOI: 10.11591/edulearn.v13i2.12160
<![CDATA[In Indonesian secondary schools, young learners might have some difficulties such as lack of motivation, lack of confidence and disengagement in learning English, which contribute to the level of their social-emotional competencies (SEC). This study was conducted to investigate the relations between 103 seventh graders’ SEC and their English academic achievement. This study provided not only the correlation but also the results of the students’ SEC, their English academic achievement, and the contribution of the students’ SEC to their English academic achievement. The collected data from the SEC questionnaire and documentation were analyzed by using Pearson Correlation. The results highlighted that there was a significant weak correlation (r-obtained=0.367) between the students’ SEC and their English academic achievement. Moreover, there was 12.6% contribution of the students’ SEC to their English academic achievement. Therefore, it is possible that social-emotional competencies may enhance students’ English academic performance.]]>
<![CDATA[CODE SWITCHING USED IN THE ENGLISH TEACHING AND LEARNING PROCESS IN THE FACULTY OF TEACHER TRAINING AND EDUCATION AT SRIWIJAYA UNIVERSITY ]]>
<![CDATA[LINGGA AGUSTINA SUGANDA]]>;
<![CDATA[ZURAIDA ZURAIDA]]>
<![CDATA[ Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC ]]>
Publisher : <![CDATA[Sriwijaya University Learning and Education International Conference ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This study investigated the act of code switching which refers to the use of two languages, English and Indonesian, as a medium of instruction used by the teachers in the context of teaching and learning English as one of the courses in the Faculty of Teacher Training and Education at Sriwijaya University. The subjects - the teachers and students who were dealing directly with the use of code switching in the process of teaching and learning – were observed, interviewed, and given a set of questionnaire. This study yields three important results. First, the teachers use code switching in order to have a better communication with their students during the teaching and learning process, especially to transfer the material or topic of discussion in class so that the students can understand the material or topic better. Second, three language aspects – pronunciation, vocabulary, and grammar – were involved in this code switching phenomenon. Finally, students had a positive perception on their teachers‟ use of code switching during the teaching and learning process.]]>
<![CDATA[TEACHER’S BELIEFS ON USING CODE SWITCHING IN RELATION TO BUILDING STUDENTS’ SOCIAL EMOTIONAL COMPETENCE ]]>
<![CDATA[L A Suganda]]>;
<![CDATA[I Petrus]]>;
<![CDATA[Zuraida Zuraida]]>;
<![CDATA[D Kurniawan]]>;
<![CDATA[Mardiana Mardiana]]>
<![CDATA[ Sriwijaya University Learning and Education International Conference Vol 3, No 1 (2018): 3rd-SULE-IC ]]>
Publisher : <![CDATA[Sriwijaya University Learning and Education International Conference ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[This study investigated the phenomenon of code switching or the use of English and Indonesian as a medium of instruction used by the English as a Foreign Language teacher in her classroom discourse. It was conducted in a seventh grade English class at one secondary school in South Sumatera, Indonesia. This case study focuses on revealing the teacher’ perceptions towards her use of code switching in relation to build her students’ social emotional competence. The teaching and learning processes in the classroom were recorded and transcribed to explore the occurrence of code switching in the classroom discourse. A face to face semi-structured interview with the teacher was held and analysed to see her perception and purposes of doing code switching in the class. The study results indicated that the switching between English and Indonesian in the EFL classrooms plays a positive role in building the students social emotional competence during the teaching and learning process. The main reason the teacher uses code switching is to have a better communication with her students while transferring the material or topic of discussion as well as to remind and motivate them to have higher social emotional competence in their English learning process.]]>
<![CDATA[USING GAMES TO ENHANCE SPEAKING PERFORMANCE OF THE SEVENTH GRADE STUDENTS OF SMP NEGERI 43 PALEMBANG ]]>
<![CDATA[NOVIA RABBANI]]>;
<![CDATA[MACHDALENA VIANTY]]>;
<![CDATA[ZURAIDA ZURAIDA]]>
<![CDATA[ Sriwijaya University Learning and Education International Conference Vol 2, No 1 (2016): 2nd SULE-IC ]]>
Publisher : <![CDATA[Sriwijaya University Learning and Education International Conference ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[USING GAMES TO ENHANCE SPEAKING PERFORMANCE OF THE SEVENTH GRADE STUDENTS OF SMP NEGERI 43 PALEMBANG]]>
<![CDATA[Cloud Collaboration: Its Effect toward Writing Achievement and Impact toward Attitude to Learning ]]>
<![CDATA[Dedi Kurniawan]]>;
<![CDATA[Lingga Agustina Suganda]]>;
<![CDATA[Zuraida Zuraida]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 4, No. 2, Dec 2020 ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (527.971 KB)
|
DOI: 10.22437/irje.v4i2.11211
<![CDATA[The study aims at finding out the effect of cloud collaboration toward writing achievement and students’ perception toward its impact to attitude of English learning. It was an experimental study with pretest-posttest control group design, and the forty-eight samples of which were randomly taken from seventy-nine students taking paragraph writing course. The data were collected using an adapted writing test and cloud service impact questionnaire. The data from the test were analysed using t-test, while the data form questionnaire were descriptively analysed. The results show that there was an increase of writing achievement before and after the treatment and the increase was caused by the cloud collaboration implementation. The results also report that the cloud collaboration implementation had a high positive impact toward students’ confidence, affective engagement and behavioural engagement to English learning, especially in writing course.]]>
<![CDATA[EFL Teacher’s Code Switching in the Social Emotional Learning Context ]]>
<![CDATA[Lingga Agustina Suganda]]>;
<![CDATA[Ismail Petrus]]>;
<![CDATA[Zuraida Zuraida]]>
<![CDATA[ Indonesian Research Journal in Education |IRJE| Vol. 5 No. 2 (2021): IRJE |Indonesian Research Journal in Education| ]]>
Publisher : <![CDATA[Universitas Jambi, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (373.234 KB)
|
DOI: 10.22437/irje.v5i2.12195
<![CDATA[The use of Indonesian, besides English, in an English as a Foreign Language (EFL) classrooms is common in Indonesia. This case study investigated the code switching used by the EFL teacher in the Social Emotional Learning (SEL) context. It was conducted in the English SEL model class at a secondary school in Indonesia. The data were collected using observation, interview, Social Emotional Competence Questionnaire (SECQ), and a SEL self-reflection tool. The results highlighted that (1) code switching is the medium of instruction used by the EFL teacher to accommodate all the teaching and learning activities in the social-emotional learning context, (2) using code switching in the EFL classroom discourse is one of the teacher social emotional competencies, and (3) code switching has a positive role to build teacher and students’ social-emotional skills. Teachers who code switch can strongly support the growth of academic and social-emotional skills in EFL learning context.]]>
<![CDATA[ENHANCING DESCRIPTIVE PARAGRAPH WRITING OF SECONDARY STUDENTS THROUGH SHARED WRITING ]]>
<![CDATA[Mutiara Ayu]]>;
<![CDATA[Zuraida Zuraida]]>
<![CDATA[ Journal of Research on Language Education Vol 1, No 1 (2020) ]]>
Publisher : <![CDATA[Universitas Teknokrat Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.33365/jorle.v1i1.781
<![CDATA[The objective of the study is to find out whether or not there was a significant difference in descriptive paragraph writing enhancement of secondary students who were taught through shared writing and those who were not. This study was conducted by using an experimental method. The sample of the study was 35 eighth grade students taken by using convenience sampling technique, 18 students belonged to experimental group and 17 students belonged to control group. The data were collected through pretest and posttest. In order to maintain validity, content validity was applied. Then, two raters were used to maintain reliability of the result. The experimental group was taught for twelve meetings by using Shared Writing. The result showed the students in the experimental getting the mean 14.67 with standard deviation 2.058 and control group getting the mean 12.00 with standard deviation 1.414 got a significant improvement in the posttest. There was a better significant improvement in descriptive paragraph writing in the experimental group who are taught by using Shared Writing if compared to the students in the control group.]]>
<![CDATA[Teachers’ Use of Code Switching in An English as a Foreign Language Context in Indonesia ]]>
<![CDATA[Lingga Agustina Suganda]]>;
<![CDATA[Bambang A Loeneto]]>;
<![CDATA[Zuraida Zuraida]]>
<![CDATA[ Script Journal: Journal of Linguistics and English Teaching Vol. 3 No. 2 (2018): October ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (463.455 KB)
|
DOI: 10.24903/sj.v3i2.202
<![CDATA[This study proposed to investigate the phenomena of code switching which refers to the use of English and Indonesian as a medium of instruction used by the English as a Foreign Language (EFL) teachers in their classroom discourse. It depicted the attitudes of EFL teachers and their students towards the patterns, functions, and influence of code switching in two EFL classes in Indonesia. The data were collected from classroom observation, interview, and questionnaire which explored the occurrence of code switching during the teaching and learning process as well as the teachers and students’ perception on its use in the classroom context. The results indicated that the switching between English and Indonesian in the EFL classrooms was very natural since it also became a tool to show the cultural, social, and communicative aspects of each language despite the amount of its use which varied greatly from teacher to teacher due to their students’ English competence.]]>
<![CDATA[Pre-Service Teahers’ Use of Mobile-Based Mindfulness Practices During Covid-19 Pandemic Era ]]>
<![CDATA[Lingga A Suganda]]>;
<![CDATA[Zuraida Zuraida]]>;
<![CDATA[Ismail Petrus]]>;
<![CDATA[Fiftinova Fiftinova]]>
<![CDATA[ Jurnal Pendidikan Bahasa dan Sastra Vol 22, No 2 (2022): OKTOBER 2022 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.17509/bs_jpbsp.v22i2.55914
<![CDATA[Mindfulness is the basic human ability to be fully present, aware of where they are and what they are doing, and not overly reactive or overwhelmed by what is going around them. The growing evidence of the use of mindfulness practice on promoting psychological wellbeing and self-regulation is in line with the increasing use of mobile applications in this digital era nowadays especially during the COVID-19 pandemic era. This study aims to find out the influence of two mobile-based mindfulness apps, Calm and Headspace, on the pre-service teachers of English as a Foreign Language (EFL) in Indonesia studying online during COVID-19 pandemic era. The 43 subjects were given 20-session-mindfulness intervention (guided and independent trainings) using the two mobile-based mindfulness apps. The data from the Five Facet Mindfulness Questionnaire (FFMQ), the classroom observations, and the written interviews were analysed quantitatively and qualitatively. The results from the t-test analysis on the FFMQ show that there was an improvement on the subjects’ mindfulness level after the intervention. Furthermore, the results of the observation and the interview show that the oral narrations of the contents in the apps were found useful as a means to provide positive learning environment before and during the learning practice. Moreover, the oral narrations of the contents in the apps were specifically found useful as a means to practice listening comprehension. Therefore, besides being served as a means to practice and improve the pre-service teachers’ mindfulness level, mobile-based mindfulness apps could also be used to enhance one’s English listening comprehension skills. The use of mobile-based mindfulness applications can be promising for pre-service teachers in Indonesia who need to have balance academic and social-emotional skills to support their role in teaching students in the future.]]>
