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All Journal International Journal of Evaluation and Research in Education (IJERE) Indonesian Journal of Disability Studies Erudio: Journal of Educational Innovation English Review: Journal of English Education Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) Journal of English Literacy Education International Journal of Humanity Studies (IJHS) MUDRA Jurnal Seni Budaya English and Literature Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching Insight : Jurnal Pemikiran dan Penelitian Psikologi Linguistik Indonesia AlphabetAlphabet: A Biannual Academic Journal on Language, Literary, and Cultural Studies Jadila: Journal of Development and Innovation in Language and Literature Education Studies in English Language and Education Jurnal Pendidikan Progresif
Lintangsari, Alies Poetri
Brawijaya University
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Public Health Social Sciences

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CAREER ADAPTABILITY PADA KELOMPOK DISABILITAS DAN NON DISABILITAS: KAJIAN KOMPARATIF Rahajeng, Unita Werdi; Lintangsari, Alies Poetri; Pratiwi, Ari
INSIGHT: JURNAL PEMIKIRAN DAN PENELITIAN PSIKOLOGI Vol 15, No 2 (2019): Insight : Jurnal Pemikiran dan Penelitian Psikologi
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (289.204 KB) | DOI: 10.32528/ins.v15i2.1797

Abstract

Career adaptability memprediksikan kelenturan individu dalam menghadapi tuntutan kerja. Dalam era persaingan kerja yang bersifat dinamis, career adaptability dipandang sebagai modalitas yang dapat memprediksikan keberhasilan karir seseorang. Penelitian ini memusatkan pada perbandingan career adaptability pada kelompok disabilitas dan non disabilitas, yang pada era ini dihadapkan pada era persaingan pasar kerja yang inklusif. Dalam penelitian ini melibatkan 88 orang responden penyandang disabilitas dan 134 orang responden non disabilitas yang berdomisili di Jawa Timur. Responden mengisi survey secara online berupa skala Career Adapt-Abilities Scale (CAAS) yang telah diadaptasikan dalam konteks Indonesia. Dari hasil analisis menggunakan independent sample t-test didapatkan perbedaan yang signifikan antara career adaptability kelompok penyandang disabilitas dan non disabilitas (t=3.138, p=0.002). Secara umum career adaptability penyandang disabilitas (M=4,128, SD=0,444) lebih tinggi daripada career adaptability non disabilitas (M=4,128, SD=0,404). Hasil penelitian ini menepis anggapan negatif terkait modialitas penyandang disabilitas dalam memenuhi tantangan pasar kerja.
INVESTIGATING INDONESIAN EFL LEARNERS’ CRITICAL THINKING: CURRENT STATE AND FUTURE DIRECTIONS Eleazar Evan Moeljono; Alies Poetri Lintangsari
English Review: Journal of English Education Vol 10 No 1 (2021)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i1.5357

Abstract

This research aims to investigate the critical thinking skills of 86 Indonesian English as a Foreign Language (EFL) learners who are prepared to be English teachers using an adapted questionnaire measuring critical thinking skills. This research uses a descriptive quantitative research design to examine the critical thinking skills of Indonesian EFL learners. It reveals the ability of Indonesian EFL learners’ critical thinking skills through a diagnostic test which results in a moderate level, implying that the strategies to embed critical thinking in an EFL classroom setting need to be improved. This eventually might lead to a wide gap between the existing teacher's competence and the expected qualities. This research argues the diagnosis of critical thinking state in Indonesia’s pre-service English teachers and the future directions to leverage critical thinking skills. 
Are students with disabilities ready for college? The influence of college readiness to college engagement Alies Poetri Lintangsari; Ive Emaliana; Fatmawati Fatmawati; Unita Werdi Rahajeng
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 3: September 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i3.21692

Abstract

Inclusive education is seen as promising way to accommodate students with disabilities in accessing higher education; yet, the implementation leaves challenges for the students with disabilities and also the faculties. Regarding the secondary education curriculum that is not preparing students with disabilities to attend higher education, students with disabilities are struggling in adjusting college life. This research aimed at confirming the influence of college readiness to college engagement of students with disabilities. There were 61 college students with disabilities participated in the survey on college readiness and college engagement. Independent T-Test and simple regression analysis was applied to test the hypothesis. The result showed that the college readiness influence college engagement with large effect size (r=.769>0.50, F=85.494, p (.000) <0.01) which indicates that the more students are college-ready, the more they are engaged. Subsection’s variables of gender and education background do not statistically significant affect the college readiness and engagement of students with disabilities. As the opportunity for students with disabilities attending college is uprising, college transition program is highly suggested to prepare students with disability for college life.
Inclusive education services for the blind: Values, roles, and challenges of university EFL teachers Alies Poetri Lintangsari; Ive Emaliana
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 2: June 2020
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (337.149 KB) | DOI: 10.11591/ijere.v9i2.20436

Abstract

Implementing inclusive education, the process of providing all learners with equal educational opportunities, is a major challenge for many educational systems worldwide, for it requires changes to values, system, and practices. In the teaching of English as a foreign language (EFL) in university, teachers are expected to be able to select, transform, or augment Universal Design for Learning (UDL), and Differentiated Instruction (DI) as a framework to guarantee accessibility of all learner types to the learning environment by employing specific educational design guidelines, to fit their leaners', notably for the blinds. Data on what has led EFL teachers to join the reform of the teaching instruction and how they tackle problems during implementation cannot be located. Thus, the aim of this qualitative study is to uncover reasons for EFL teachers to participate in and what they did to facilitate the instruction wide effort to practice inclusive education, as well as challenges encountered. Key findings included implementing university policy as prime reasons for practicing inclusive education, utilizing UDL and DI as the key to successful implementation for instructional teaching, and inadequate resources and teacher training as the main challenges. Recommendations consists of providing disability-specific pre- and in- service training programs for teachers and making arrangements of sufficient educational materials and assessment based on UDL and DI towards EFL instructions.
OUTCOME-BASED ENGLISH PHONETICS AND PHONOLOGY COURSE: WHAT DO STUDENTS SAY? Tasya Amalia; Alies Poetri Lintangsari
Elite : English and Literature Journal Vol 8 No 2 (2021): December
Publisher : UIN Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/10.24252/elite.v8i2a8

Abstract

This study attempts to report the evaluation of Outcome-based Education (OBE) syllabus application in English Phonetics and Phonology course based on students’ perspectives. The data were collected through a questionnaire with a sample of 112 participants. The participants are the students enrolling English Phonetics and Phonology Course in the English Language Education Study Program, Faculty of Cultural Studies, Brawijaya University. Outcome-based Education Course Evaluation questionnaires were distributed at the end of the course. The obtained result showed students’ positive response towards the implementation of the Outcome-based Education framework in the English Phonetics and Phonology course. The course evaluation questionnaire revealed students’ acknowledgement of the course preparation by applying the OBE approach. The findings show 44% of 112 participants agree on the five statements asked on the course evaluation questionnaire. However, an issue on students’ confidence in achieving the course outcome has risen with the findings indicating 20% of students who disagree, alluding it as the most disagreed item out of all the items in the questionnaire. Meanwhile, the questionnaire on students’ self-evaluation showed encouraging responses regarding course assessments and activities with the three questions showing the highest score by an average of 23% of students choosing ‘strongly agree’. This study should shed light on the impact of Outcome-based Learning for future educators and researchers. 
ENGLISH PHONEMIC AWARENESS OF INDONESIAN EFL LEARNER Lintar Yurianto; Alies Poetri Lintangsari; Widya Caterine Perdhani
Erudio Journal of Educational Innovation Vol 8, No 2 (2021): Erudio Journal of Educational Innovation
Publisher : Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18551/erudio.8-2.5

Abstract

Phonemic awareness (PA) is the ability to hear and manipulate the sounds in spoken words and the understanding that spoken words and syllables are made up of sequences of speech sounds. PA is important because it can help students to understand the alphabetic principle and it requires students to notice how letters represent sound. This research conducted to find out the phonemic awareness of Indonesian EFL learners. Involving 100 third-semester students of English Language Education Program Universitas Brawijaya, this research examines the English Phonemic Awareness of the Indonesian EFL learners. The instrument of this research is Phonemic Awareness Test adopted from Heggerty (2017). The test measured 5 skills: the awareness of (1) onset fluency, (2) final sound, (3) medial sound, (4) phoneme blending, and (5) phoneme segmenting. The findings of this research reveal that the Phonemic Awareness of Indonesian EFL learners are categorized poor with mean 17.9 (Advance > 29.7). They are struggling in identifying onset fluency, it categorized poor with mean 2.85. Followed by identifying final sound with mean 3.87 from 10 and identifying medial sound with mean 3.97 from 10 that are categorized medium. In blending skill, the mean score is categorized medium since the mean 5.09 from 10. The last is segmentation skill who have category poor since the total score is 1.47 from 10. It can be concluded that Indonesian EFL learners are struggling in identifying English phoneme.
Attitudes toward English phonetics learning: a survey on Indonesian EFL learners Sri Ayu Istiqomah; Alies Poetri Lintangsari; Widya Caterine Perdhani
Journal on English as a Foreign Language Vol 11, No 1 (2021): Issued in March 2021
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i1.2602

Abstract

Indonesian EFL learners face challenges in comprehending English phonemes as it becomes one of the significant predictors of English literacy. Hence, the English Phonetics subject is considered one of the most difficult ones, making the teaching and learning process less effective. Addressing Indonesian EFL learners’ attitudes toward English phonetics teaching is significant to improve phonetics teaching, yet, research on this has not received much attention. This present study was conducted to explore EFL learners’ attitudes toward English phonetic learning. A quantitative approach with survey design was employed involving 112 Indonesian EFL students. The researchers identified students’ attitudes using an adapted questionnaire from Lintunen and Mäkilähde (2015). Statistical Package for the Social Sciences (SPSS) version 25 was utilized to analyze the data. The results indicate that Indonesian EFL students perform positive attitudes toward English phonetic learning, although they confess that phonetics is challenging. It implies that phonetics learning is potential and promising to support their English fluency; hence, lecturers need to make phonetics Learning more enjoyable, easier and participating in drawing the students' full engagement by considering their preferences and attitude toward phonetics learning.
EFL learners’ phonemic awareness: A correlation between English phoneme identification skill toward word processing Miftakh Farid Rokhman; Alies Poetri Lintangsari; Widya Caterine Perdhani
JEES (Journal of English Educators Society) Vol 5 No 2 (2020): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v5i2.467

Abstract

This research aims to find out the correlation between English phoneme identification skills and word processing. It applies the quantitative approach with correlation design. The participants are 100 of 3rd- semester students in English Language Education Program. The correlational result reveals that it has correlation with .382 degrees in phoneme identification skill toward blending skill with the significance level .000, and .359 degrees in phoneme identification skill toward segmentation skill with the significance level .000. Then, the correlation result of English phoneme identification skill toward word processing is .462 degree with its significance .000. By the result, awareness to identify phoneme by initial, medial, and final sound correlates to the blending and segmenting skills which influence the comprehension of word. The more the students are able to identify phoneme based on its sound, the more the students will be able to blend and segment phoneme. Lastly, the ability to identify English phonemes is proven to be a skill that supports EFL learners on their productive and receptive skills. Then being able to identify its phonemes will assist on recognizing and processing English words appropriately so that English language teaching can be associated with the use of phoneme-based instruction on its teaching process. Highlights : Ability to identify English phonemes is proven to be a skill that supports EFL learners on their English productive and receptive skills. English phoneme identification skill contributes to blending and segmentation skill since phonemic awareness provides both decoding and encoding skill.
THE USE OF MOODLE IN ENGLISH LANGUAGE LEARNING DURING THE PANDEMIC: THE STUDENTS VOICE Nausa Revy Maulana; Alies Poetri Lintangsari
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 8, No 1 (2021): The Journal of English Literacy Education
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v8i1.14020

Abstract

During the emergency remote learning, the role of the Learning Management System is significant to support the teaching and learning process. Many universities utilized the Moodle based LMS to assist students and teachers in the teaching and learning process including Universitas Brawijaya that used Virtual Learning Management (VLM). VLM is highly suggested to be used by the lecturers since it can be accessed free as supported by the University, nonetheless, students claimed that the use of VLM is sometimes problematic. To address the students’ voice toward the use of VLM, this research aims to describe the students' attitude towards the use of VLM as an online learning platform. In this research, quantitative method with a survey design was chosen. Instrument used in this study was questionnaire adapted to the works of Srichanyachon (2014), Munasinghe and Wijewardana (2016), and Putri and Sari (2020). There were 100 students participating in this study; they consist of 79 female students and 21 male students. The data were analyzed descriptively. The result of the study revealed that the use of platforms such as LMS in the COVID 19 era is indispensable and makes it a very effective platform to use. The students gave a positive attitude to the use of Moodle with a mean score of 3.58.
ENGLISH PHONOLOGY FOR LANGUAGE LEARNERS: EXPLORING LEARNERS’ PREFERENCES Ika Adhitiyan Utami; Alies Poetri Lintangsari
International Journal of Humanity Studies (IJHS) Vol 4, No 2 (2021): March 2021
Publisher : Sanata Dharma University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijhs.v4i2.3234

Abstract

English Phonology is an absolutely necessary subject that should be mastered by foreign language learners in learning English. It is taught mostly at university level. However, there are still many students who are not aware of how important learning English Phonology is and less interested in learning this subject. There also has been little study that concerns students' preferences in learning English Phonology whereas knowing students’ preferences on topics or themes used in learning materials is a good step to make better learning outcomes. This study aims to investigate the most and least preferred topics and themes by EFL (English as a Foreign Language) students during English Phonology learning. This was a descriptive quantitative research by using a cross-sectional survey design. The data was collected with questionnaire from 112 participants of English Education Study Program students. The result showed phonological process pattern in English becoming the most preferred topic and theme while segmental phonology becoming the least preferred topic and theme in learning English Phonology.
Co-Authors Aghnessia Kusumaning Arum Almaviana Ayu Listyarini Anggit Suko Rahajeng Anita Carolin Ari Pratiwi Arief Budi Setiawan Dimas Rizki Mulia Eleazar Evan Moeljono Gede Ade Putra Wirawan Haninah Haninah I Wayan Suyadnya Ika Adhitiyan Utami Ive Emaliana Kusumawardani, Irene Nany Laksono Trisnantoro Lintar Yurianto Luh Ayu Tirtayani Miftakh Farid Rokhman Muhammad Iklil Zaki Nausa Revy Maulana Ni Putu Luhur Wedayanti Pratiwi, Ari Rachmawati Ayu Kuswoyo Sri Ayu Istiqomah Tasya Amalia Wahyu Widodo Widya Caterine Perdhani