Articles
<![CDATA[Improving learners’ critical thinking and learning engagement through Socratic questioning in Nominal Group Technique ]]>
<![CDATA[Alies Poetri Lintangsari]]>;
<![CDATA[Ive Emaliana]]>;
<![CDATA[Irene Nany Kusumawardani]]>
<![CDATA[ Studies in English Language and Education Vol 9, No 2 (2022) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v9i2.22352
<![CDATA[Critical thinking is assumed as one of the essential skills in today’s era. One of the ways to foster students’ critical thinking is through discussion that provokes their curiosity. Unfortunately, in the online setting, some studies reported that students face challenges in online discussion. Therefore, teachers should find a way to optimize students’ engagement in online discussions. The Nominal Group Technique (NGT), which this paper argues for proposing a potential way in improving students’ participation and their critical thinking in an online discussion, is less used as a teaching strategy in educational practices. With the integration of Socratic Questioning, this research implemented a pre-experimental method with a one-shot design aimed at investigating the effectiveness of the NGT implementation in Critical Reading Classes conducted online combining both synchronous and asynchronous settings. Pre- and post-tests were implemented in two classes involving 52 students in six meetings. The descriptive statistics and t-test analysis had been implemented to find out the differences in students’ critical thinking skills before and after the NGT implementation. The result showed that there was a significant improvement in students’ critical thinking skills at p0.001, which confirmed that NGT with the integration of Socratic Questioning had a significant effect on the improvement of students’ critical thinking skills in an online context.]]>
<![CDATA[Exploring a web-based interactive writing assessment WISSE: User experiences ]]>
<![CDATA[Degeng, Putu Dian Danayanti]]>;
<![CDATA[Hamamah, Hamamah]]>;
<![CDATA[Emaliana, Ive]]>;
<![CDATA[Hapsari, Yulia]]>;
<![CDATA[Fadillah, Alifa Camilia]]>
<![CDATA[ Englisia: Journal of Language, Education, and Humanities Vol 11, No 2 (2024) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Banda Aceh ]]>
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DOI: 10.22373/ej.v11i2.20386
<![CDATA[This paper aims to investigate the user experiences of Web-based Integrated Writing Assessment (WISSE) developed to help lecturers and learners provide and navigate feedback for academic writing in English. User experience is one of the crucial elements for product success and reception in Research and Development (R & D). Aspects of user experience highlighted in this study are web features, ease of use, and design. The participants involved were two lecturers and twenty-eight learners from the English Language Education and the English Literature study program at one of the prominent universities in Malang. At first, both learners and lecturers created a temporary account on the web prototype, and they were assigned two different roles: learners wrote and submitted a short argumentative essay on the application, and lecturers provided feedback on the essays through a personal comment box. At the end of the trial, both groups revealed their experience and inputs on the features, operation accessibility, and web design through questionnaires. To a large extent, both lecturers and learners were satisfied with the goal of the application to provide easy accessibility to assessing academic text. However, both groups agreed that more distinctive features should be added, along with a manual book and language switch feature, as it is attainable that the future users of WISSE will not be limited to EFL learners. The user trial results illustrate that while WISSE needs further development and revision, it exhibits proper performance and is prepared for large-scale use.]]>
<![CDATA[Benefits for Companies by Hiring Workers with Disabilities ]]>
<![CDATA[Emaliana, Ive]]>;
<![CDATA[Manuaba, Ida Bagus Surya]]>;
<![CDATA[W., Agustina Shinta Hartati]]>
<![CDATA[ Indonesian Journal of Disability Studies Vol. 9 No. 1 (2022) ]]>
Publisher : <![CDATA[The Center for Disability Studies and Services Brawijaya University ]]>
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DOI: 10.21776/ub.ijds.2022.009.01.09
<![CDATA[Workers with disabilities are still minimally absorbed in the job market in the formal sector. Even though there are several benefits that the company gets when it employs workers with disabilities. This study uses the library study method and interviews with 2 people with disabilities of which 1 works in the formal sector and 1 works in the informal sector. Although the Law on Persons with Disabilities has set a minimum quota for disabled workers in companies, its implementation has not been in line with expectations. Whereas companies that employ workers with disabilities will get benefits such as a good corporate image because they employ workers with disabilities, create an inclusive work environment.]]>
<![CDATA[Students’ Achievements and Learning Strategies across Gender Differences ]]>
<![CDATA[Kartika, Tyas Willy]]>;
<![CDATA[Emaliana, Ive]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 3 No. 2 (2016): JEELS November 2016 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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DOI: 10.30762/jeels.v3i2.209
<![CDATA[This case study is intended to investigate students’ achievement and learning strategies employed by high achievers in English learning process at a singlegender private Islamic high school in East Java, Indonesia, in which male and female students are put in separated groups. Instruments used in this study are document analysis and interview guidelines. It reveals that the stereotype which is told us female learners tend to outperform male learners in language learning is not applicable in this study. Another conclusion that can be inferred is that all high achievers from both schools employ all learning strategy types which are proposed by Oxford (1990) namely; direct strategies and indirect strategies.]]>
<![CDATA[Assessing The Feasibility of a Web-Based Interactive Writing Assessment (WISSE): An Evaluation of Media and Linguistic Aspects ]]>
<![CDATA[Hamamah]]>;
<![CDATA[Sahar, Rafidah]]>;
<![CDATA[Emaliana, Ive]]>;
<![CDATA[Hapsari, Yulia]]>;
<![CDATA[Degeng, Putu Dian Danayanti]]>
<![CDATA[ JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023 ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri ]]>
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DOI: 10.30762/jeels.v10i1.1093
<![CDATA[This study aims to conduct a feasibility test on a Web-Based Interactive Writing Assessment (WISSE) that has been designed to assist students and teachers of Academic Writing classes by facilitating feedback provision online. WISSE was created to align with the requirements of the OBE curriculum. During this study, feedback about WISSE was gathered to enhance its feasibility and readiness. Trials focused on evaluating media aspects (usability, functionality, visual communication) and linguistic aspects (technical language, grammar, word choice). Quantitative and qualitative data were employed. The quantitative data were obtained through a material validation questionnaire and media validation using a rating scale on the quality of the media obtained from the objective assessment of media experts and linguists. The qualitative data were obtained from the feedback of media experts and linguists on the quality of the media provided in the comment column on the questionnaire. This data serves as a consideration in revising the product for the website’s view and feasibility. the results of the expert test indicate that the web-based interactive learning assessment product, WISSE, is feasible for use, although revisions based on feedback from media and language experts are necessary before piloting it to a wider audience.]]>
<![CDATA[EFL STUDENTS' ANXIETY IN WRITING AND THEIR CORRELATION WITH EPISTEMIC BELIEFS ]]>
<![CDATA[Hardini, Khoirun Nisa' Nur]]>;
<![CDATA[Emaliana, Ive]]>
<![CDATA[ IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 2 | 2024 ]]>
Publisher : <![CDATA[Syarif Hidayatullah State Islamic University of Jakarta, Indonesia ]]>
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DOI: 10.15408/ijee.v11i2.41726
<![CDATA[In general, most people know and are familiar with speaking anxiety. However, there is also writing anxiety which is also a phenomenon that occurs among university students. This study aimed to examine the levels and types of writing anxiety, the level of students' epistemic beliefs, and the correlation between epistemic beliefs and writing anxiety. A total of 92 students from the English Language Education program became respondents in this study. This study used quantitative methodology by using descriptive research design. The instruments of this research were questionnaires including Second Language Writing Anxiety Inventory (SLWAI) and epistemic beliefs. The collected data were analyzed using descriptive and inferential statistics through SPSS Version 29. The results of this study found that the EFL students in this study had moderate levels of writing anxiety, with 42 participants having high anxiety, 35 having moderate anxiety, and 15 having low anxiety in writing. In addition, this study indicated that cognitive anxiety was the predominant type of writing anxiety, succeeded by somatic anxiety and avoidant behavioral anxiety. The second finding was that 29 out of 92 participants had sophisticated epistemic views (higher achievers), while 63 participants had simple epistemic beliefs (lower achievers). The third finding was that this study showed epistemic beliefs and writing anxiety had a significant relationship, although the relationship had a weak correlation. ]]>
<![CDATA[EFL Pre-Service Teachers' High Inclusive Awareness: Researching Practical Implementation ]]>
<![CDATA[Emaliana, Ive]]>;
<![CDATA[Nur Lathifah, Egi]]>;
<![CDATA[Iswahyuni]]>;
<![CDATA[Husna, Lailatul]]>
<![CDATA[ Jurnal Pendidikan Indonesia Vol 13 No 4 (2024): Desember ]]>
Publisher : <![CDATA[Lembaga Penelitian dan Pengabdian kepada Masyarakat ]]>
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DOI: 10.23887/jpiundiksha.v13i4.82255
<![CDATA[The number of students with disabilities registering to study in Indonesia is expected to increase by 2024. This means that teachers need to know about inclusive education, especially this research will focus on prospective English teachers. Therefore, this study investigates the attitudes of prospective English teachers towards Inclusive Education, their determination to teach inclusive classes, and the implications for teaching practice. This research aims to identify factors that influence the understanding and implementation of inclusivity, explore teachers' practical experiences in creating an inclusive learning environment, and evaluate the effectiveness of the strategies used. This research uses a combined research method with explanatory sequential design. 100 prospective English teachers from several universities in Indonesia were involved as participants to answer the questionnaire. The questionnaire contains 17 questions. Quantitative data was analyzed using SPSS version 25 to determine the average value and correlation between attitude and determination. The results showed that prospective English teachers had high average scores in attitude and determination. However, the interview results showed that they had doubts about teaching in inclusion classes due to lack of preparation. This study shows that despite their positive attitude and determination, these prospective teachers would benefit from professional development courses and programs to better prepare themselves to teach in inclusion classes, which would reduce their doubts. The implications of this research can provide insight for educational policy makers in designing curricula that support the implementation of the principle of inclusivity in schools.]]>
<![CDATA[EFL Reading Materials Revisited: The Role of Teaching Processes, Individual Learning Prerequisites, and Textbook Use ]]>
<![CDATA[Putri, Rr. Aurel Ramadhani]]>;
<![CDATA[Emaliana, Ive]]>;
<![CDATA[Suwarso, Pratnyawati Nuridi]]>
<![CDATA[ Journal of Education Reseach and Evaluation Vol 8 No 4 (2024): November ]]>
Publisher : <![CDATA[LPPM Undiksha ]]>
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DOI: 10.23887/jere.v8i4.79327
<![CDATA[The intensive reading module's instruction underscores the need to change based on the new curriculum guidelines, outcome-based education (OBE), which concentrates on student-centered learning. Based on this research’s grand theory, this can be achieved by investigating the teaching activity's process and students’ individual learning beliefs. This research aimed to analyze these factors as a part of need analysis. The study used a mixed-method approach. The data were collected using questionnaires, interviews, and a module analysis checklist based on OBE principles. The respondents comprised 164 third and fourth-year Indonesian students who took an intensive reading class and one lecturer who taught parallel intensive reading classes. The data were analyzed qualitatively and quantitatively. The study results showed that students have sophisticated epistemic beliefs in learning this course, and there is a significant correlation between the proposed reading strategy and students’ epistemic beliefs. Therefore, as the new reading strategy proposed, CSR should be implemented appropriately. Moreover, the findings revealed that the intensive reading classes did not apply the appropriate reading strategy that aligns with students’ learning beliefs and OBE principles in its implementation. In addition, students showed positive attitudes toward the proposed reading strategy. Furthermore, the module analysis indicated several poor indications that should be changed to meet the OBE principles and the student’s learning needs. These findings are the basis for developing the module analysis based on the needs of students. Due to the study’s scope and limitations, further research is recommended.]]>
<![CDATA[Correlation between EFL Students Academic Achievement and Epistemic Beliefs in Relation to Educational Psychology Course ]]>
<![CDATA[Kurniati, Elyisa]]>;
<![CDATA[Emaliana, Ive]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 13, No 1 (2025) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v13i1.12831
<![CDATA[Educational psychology course and the epistemic beliefs of prospective teachers play a role in forming a competent teacher. While there is substantial literature exploring teachers’ epistemic belief, its interplay with course studies by prospective English teacher remains unclear. This research provides a novel understanding on the interplay of epistemic beliefs with educational psychology course, and achievement of prospective English teacher by integrating an explanatory sequential mixed methods design. Using quantitative survey to collect GPA (Grade Average Points), epistemic beliefs and perception of educational psychology, this study involve 102 EFL students at Brawijaya University through convenience sampling. Descriptive statistical and correlation analysis conducted in the first stage reveal their epistemic was moderate and their perception was high, and only between their epistemic beliefs and perception was found a strong correlation. Through confirming or disconfirming sampling, representative from the first stage participated in qualitative phase for semi-structured interview, resulting in justification of their positive perception and confirmation of the interconnection with epistemic beliefs. Findings imply there is a need to comprise aspects of high epistemic beliefs to have a more positive educational psychology course, that encourage adequate developmental feedback, active learning environments, inclusive advocacy, and student self-efficacy.. The high interest in unlisted content in the current module implies the need for material relevance of the course. The implication is for EFL teacher education to reconsider the content in educational psychology with students’ epistemic beliefs in order to equip English education students to become effective teachers.]]>
<![CDATA[Teachers' and students' perceptions towards digital humanities in the English as a foreign language (EFL) teaching and learning ]]>
<![CDATA[Salsabilah, Farah Tasya]]>;
<![CDATA[Emaliana, Ive]]>;
<![CDATA[Sutiyarti, Ulfah]]>;
<![CDATA[Setiawati, Eti]]>
<![CDATA[ LITERA Vol. 23 No. 3: LITERA (NOVEMBER 2024) ]]>
Publisher : <![CDATA[Faculty of Languages, Arts, and Culture Universitas Negeri Yogyakarta ]]>
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DOI: 10.21831/ltr.v23i3.76585
<![CDATA[Education is starting to move from the conventional to the digital world. One form of this change is the presence of Digital Humanities in the world of education. Digital humanities can provide many benefits, especially in English teaching and learning. This study aims to investigate teachers' and students' perceptions towards digital humanities in the EFL classes. This study was conducted with 103 teachers and students from various schools and universities in Indonesia. In a quantitative phase, a survey questionnaire was distributed to collect the data. The 63 question items are divided into 6 parts: demographics, experiential learning, multimodal communication, digital ethics & critical inquiry, collaborative learning, and AI for language teaching and learning. Moreover, a semi-structured interview was obtained to get details about digital tools and technologies implementation in the EFL teaching and learning. The study revealed that the use of digital humanities effectively enhance EFL teaching and learning. Digital humanities offer a dynamic learning environment for English language learners, providing access to a wealth of resources and tools while streamlining administrative processes for teachers. These findings are align with the intended purpose of digital humanities in classroom, which is to enhance efficiency and accessibility in information retrieval.]]>
