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All Journal Widya Wacana : Jurnal Ilmiah Lingua Jurnal Bahasa dan Sastra Prosodi: Jurnal Ilmu Bahasa dan Sastra Al Ishlah Jurnal Pendidikan Langkawi: Journal of The Association for Arabic and English JURNAL INDRIA (Jurnal Ilmiah Pendidikan Prasekolah dan Sekolah Awal) Jurnal Dimensi Pendidikan dan Pembelajaran BAHTERA : Jurnal Pendidikan Bahasa dan Sastra Jurnal Onoma: Pendidikan, Bahasa, dan Sastra UAD TEFL International Conference AKSARA: Jurnal Bahasa dan Sastra JEELS (Journal of English Education and Linguistics Studies) Semarang Law Review Journal of Pragmatics Research Studies in English Language and Education
Dewi Cahyaningrum
Prodi Pendidikan Bahasa Inggris, FKIP, Universitas Sebelas Maret -Surakarta
Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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THE EFFECTIVESS OF STUDENT THEAMS-ARCHIVEMENT DIVISIONS/STAD IN TEACHING LISTENING Cahyaningrum, Dewi
Widya Wacana: Jurnal Ilmiah Vol 9, No 1 (2013): Widya Wacana
Publisher : UNIVERSITAS SLAMET RIYADI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33061/ww.v9i1.668

Abstract

ABSTARCT
PEMBELAJARAN BAHASA INGGRIS PADA KONTEKS EFL: PEMANFAATAN RECIPROCAL PEERTEACHING UNTUK PEMBELAJARAN KETERAMPILAN MENYIMAK DAN PENGUASAAN SOFT SKILLS Cahyaningrum, Dewi
Lingua Vol 13, No 1 (2017): January 2017
Publisher : Lingua

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

Abstract

Keterampilan menyimak, salah satu keterampilan berbahasa, menyediakan input aural yang berfungsi sebagai dasar untuk pemerolehan bahasa dan memungkinkan peserta didik untukberinteraksi dalam komunikasi lisan maupun tulisan. Pembelajaran menyimak pada  koteks EFL memiliki tantangan tersendiri karena siswa memiliki kesempatan yang lebih terbatas untuk mendengarkan dan berbicara dalam bahasa Inggris baik di dalam maupun di luar kelas. Mereka memiliki lebih sedikit kebutuhan langsung untuk menggunakan bahasa Inggris (immediate English needs). Situasi ini, mereka membutuhkan latihan yang teratur dan paparan berlimpah untuk bahasa lisan dari waktu ke waktu. Di sisi lain, proses pembelajaran idealnya mampu mengembangkan hard skill dan soft skill secara terintegrasi menjadi sebuah life skill, bekal seseorang untuk berkembang baik di masyarakat. Mencermati uraian diatas, melalui penelitian deskriptif kualitatif ini, peneliti hendak mengungkapkan pemanfaatan keunggulan metode Reciprocal Peer Teaching-Learning Cell  pada pembelajaran menyimak pada konteks EFL dan penguatan soft skill. Metode ini mengkondisikan siswa saling berinteraksi untuk belajar bersama berdiskusi dan bertukar strategi dalam menyimak dalam kelompok kecil untuk menyelesaikan tugas yang diberikan oleh dosen/guru. Kegiatan pembelajaran kolaborasi ini juga diarahkan untuk pembiasaan soft skill seperti kerja sama, rasa saling menghargai pendapat, rasa saling memiliki (sense of belonging), rasa tanggung jawab (sense of responsibility), dan juga kepemimpinan agar terinternalisasi menjadi karakter baik mahasiswa.Listening skill is one of language skills providing aural input that serves as the basis for language acquisition and allows learners to interact in oral and written communication. Teaching listening skill in EFL context has its own challenge since students have limited opportunities to speak and listen to English both inside and outside of the class. They also have less immediate English needs. In this situation, they require regular practice and abundant exposure to spoken language over time. Besides, learning process ideally should be able to develop hard skills and soft skills that are integrated into a life skill, the provision of a person to thrive in the society. Concerning this, through a qualitative descriptive study, the researcher describes in detailed ways of accommodating the strength of “reciprocal peer teaching method - learning cell” for teaching listening in EFL context and reinforcement of soft skills. This method conditions student in small groups to learn together, discuss and exchange listening strategies to complete the tasks assigned by the lecturers/ teachers. This collaborative learning activity is also directed to accustom soft skills such as teamwork, mutual respect opinion, a sense of belonging, a sense of responsibility, and leadership as students’ good characters.
PEMBELAJARAN BAHASA INGGRIS PADA KONTEKS EFL: PEMANFAATAN RECIPROCAL PEERTEACHING UNTUK PEMBELAJARAN KETERAMPILAN MENYIMAK DAN PENGUASAAN SOFT SKILLS Cahyaningrum, Dewi
Lingua Vol 13, No 1 (2017): January 2017
Publisher : Lingua

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

Abstract

Keterampilan menyimak, salah satu keterampilan berbahasa, menyediakan input aural yang berfungsi sebagai dasar untuk pemerolehan bahasa dan memungkinkan peserta didik untukberinteraksi dalam komunikasi lisan maupun tulisan. Pembelajaran menyimak pada  koteks EFL memiliki tantangan tersendiri karena siswa memiliki kesempatan yang lebih terbatas untuk mendengarkan dan berbicara dalam bahasa Inggris baik di dalam maupun di luar kelas. Mereka memiliki lebih sedikit kebutuhan langsung untuk menggunakan bahasa Inggris (immediate English needs). Situasi ini, mereka membutuhkan latihan yang teratur dan paparan berlimpah untuk bahasa lisan dari waktu ke waktu. Di sisi lain, proses pembelajaran idealnya mampu mengembangkan hard skill dan soft skill secara terintegrasi menjadi sebuah life skill, bekal seseorang untuk berkembang baik di masyarakat. Mencermati uraian diatas, melalui penelitian deskriptif kualitatif ini, peneliti hendak mengungkapkan pemanfaatan keunggulan metode Reciprocal Peer Teaching-Learning Cell  pada pembelajaran menyimak pada konteks EFL dan penguatan soft skill. Metode ini mengkondisikan siswa saling berinteraksi untuk belajar bersama berdiskusi dan bertukar strategi dalam menyimak dalam kelompok kecil untuk menyelesaikan tugas yang diberikan oleh dosen/guru. Kegiatan pembelajaran kolaborasi ini juga diarahkan untuk pembiasaan soft skill seperti kerja sama, rasa saling menghargai pendapat, rasa saling memiliki (sense of belonging), rasa tanggung jawab (sense of responsibility), dan juga kepemimpinan agar terinternalisasi menjadi karakter baik mahasiswa.Listening skill is one of language skills providing aural input that serves as the basis for language acquisition and allows learners to interact in oral and written communication. Teaching listening skill in EFL context has its own challenge since students have limited opportunities to speak and listen to English both inside and outside of the class. They also have less immediate English needs. In this situation, they require regular practice and abundant exposure to spoken language over time. Besides, learning process ideally should be able to develop hard skills and soft skills that are integrated into a life skill, the provision of a person to thrive in the society. Concerning this, through a qualitative descriptive study, the researcher describes in detailed ways of accommodating the strength of “reciprocal peer teaching method - learning cell” for teaching listening in EFL context and reinforcement of soft skills. This method conditions student in small groups to learn together, discuss and exchange listening strategies to complete the tasks assigned by the lecturers/ teachers. This collaborative learning activity is also directed to accustom soft skills such as teamwork, mutual respect opinion, a sense of belonging, a sense of responsibility, and leadership as students’ good characters.
ASSESSMENT-BASED MATERIAL DEVELOPMENT: USING STUDENTS’ WORKS FOR DEVELOPING ENGLISH LEARNING MATERIAL Kristiandi Kristiandi; Hefy Sulistyawati; Dewi Cahyaningrum
UAD TEFL International Conference Proceedings of the 4th UAD TEFL International Conference
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/utic.v1.182.2017

Abstract

Despite the vital role of teachers in delivering English instructions, English learning material takes the most prominent role in the learning process. As English learning process is expected to be learning centered, the role of English learning material becomes more strategic and crucial in fostering students’ learning. With the adopted curriculum as the framework and the concept of authentic materials as the basis, the development of English learning material needs to incorporate students’ learning problems and expectations. As such, teachers as learning facilitators are supposed to be alert to students’ needs for learning as well as their expectations and use them to update the learning materials as learning takes place. Students’ worksheets, which are the reflection of their current inter-language, are very good resource for teachers in developing a series of updated English learning materials and relevant communicative activities which are student-friendly. Developed on the revised Communicative Language Teaching (CLT) approach and Krashen’s Input Hypothesis, this paper highlights the importance of accommodating students’ learning problems for developing English learning materials by using formative and summative assessments results within a period of an English instructional program
Meaningful and Interesting Learning Process: Accomodating Comprehensible Input for Teaching English to Young Learners in the 4.0 Industrial Age Dewi Cahyaningrum; Sandi Naftali; Cica Nur Hayati
JURNAL INDRIA (Jurnal Ilmiah Pendidikan Prasekolah dan Sekolah Awal) Vol 5, No 1 (2020): March
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (425.234 KB) | DOI: 10.24269/jin.v5i1.2524

Abstract

In general, the purpose of teaching young learners is to develop students’ physical aspects, intelligence, social-emotions, personality, language and communicative competence. Addressing the challenge of the 4.0 Industrial age, teachers of young learners need to know well the characteristics of millennial generation and must be adaptive to accommodate the growth of technology to support learning process. Teachers need to support young learners’ witn learning process held in a meaningful and interesting way stimulating the ability of young learners to think critically and creatively. Besides, learning process accommodating rich content of media and opportunities for interaction/ discussion with teachers and peers prepare both, high achievers and low achieversfor lifelong learning. In simple words, meaningful and interesting learning in this study covers some principles as follows; (1) accommodating comprehensible input; (2) accommodating active - collaborative learning, and (3) adopting and adapting online learning sites for young learners. Through this conditioning learning atmosphere, students' affective filters becomes lower and their learning process becomes more effective.                      
A Case Study: Revealing The Result And Challenges Of Accommodating Authentic Materials And Schoology For Teaching Writing In EFL Context Dewi Cahyaningrum
JURNAL DIMENSI PENDIDIKAN DAN PEMBELAJARAN Vol 9, No 2 (2021): July 2021
Publisher : Jurnal Dimensi Pendidikan dan Pembelajaran

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24269/dpp.v9i2.4033

Abstract

Learning writing in EFL context, students have limited opportunities to write in English both inside and outside of the class since they have less immediate English needs. In this situation, they require abundant exposure to written language over time. To help the students to write better, in this research, teacher accommodates Authentic Materials and Schoology in order to support the students in mastering writing skill. Reviewing many references, the writer found the effectiveness of authentic materials for teaching writing. Similarly, Tomlinson (2012) underlined the characteristics of ideal materials for English Language Teaching (ELT) that is having authentic input features. These authentic materials help the students to acquire the language effectively. In 4.0 era, Schoology is one of educational websites that can be applied by teacher and students for collaborating about resources, learning content-activities, and assessment on a secure and safe learning management platform. Students can post their writing task in Schoology in the form of online portfolios while the teacher can evaluate the students’ writing and give some suggestion or comments. Schoology also provides possibility for teacher to provide scoring rubrics to help students in generating texts. In general, this paper is a case study result paper discussing about (1) the idea of accommodating Authentic Materials and Schoology in order to support the students in mastering writing skill, and (2) challenges for the teacher to accommodate Schoology in writing class, and (3) challenges for the teacher to use Authentic Materials for teaching writing.
Integrating Computer-Mediated Peer Review in ESL/EFL Higher Education: A Systematic Review Nur Arifah Drajati; Dewi Rochsantiningsih; Dewi Cahyaningrum; Ellisa Indriyani Putri Handayani; Endah Kurtianti
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i1.2872

Abstract

This review of the literature gives an overview of how technology has been incorporated into ESL/EFL peer review over the last two decades. Eight peer-reviewed articles contextualized in L2 writing classes were reviewed, capitalizing on Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) 2010 procedures. This study applied Lai's (2010) three dimensions (perception, process, and product) to classify constructs in research papers. Students favoured integrating technology into peer review as they recognized the significance of giving and receiving peer reviews. Since their teachers did not actively intervene during their interactions, it was convenient for them to exchange and negotiate the reviews. Peer review could therefore encourage their autonomous learning. Concerning the results of the review, they made more comments that were revision-oriented and addressed global issues. The implications for future research are twofold. Pedagogically, teachers should thoroughly prepare their students for integrating new technology into peer-review writing instruction. Effective computerized peer interaction can only occur with teachers' guidance and supervision and the technology's user-friendliness. Practically, teachers can show students proper response rhetoric examples and instruct them on how to create the most valuable, pertinent, and use peer reviews to inform the next revision and useful online comments. Further, the ability to generate qualified feedback is a crucial graduate skill, and as such, higher education curricula should devote far more attention.
Unveiling Engagement in Asynchronous Writing: A Comprehensive Exploration of Approaches and Indicators – A Systematic Literature Review Nur Arifah Drajati; Dewi Rochsantiningsih; Martono Martono; Dewi Cahyaningrum; Elisa Indriyani PH; Agustina Tyarakanita
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 1 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i1.4579

Abstract

In developing the learners’ language competence, many educational institutions altered teachers to integrate computer-mediated communication (CMC) synchronously and asynchronously. However, the issue of engagement becomes another issue to be handled. Accordingly, in this literature review of 20 qualitative, 7 quantitative, and 8 mixed-method studies published in the high-ranked database from 2000-2021, we aim to examine the approaches to evaluate and indicators to facilitate the learners’ engagement, specifically on writing asynchronously. Asynchronous CMC became the concern of this study as it supports the learners to follow the simultaneous discussion and supports multiple learning styles. The reviewed studies were identified using behavior, cognition, and emotion approaches to evaluate the learners’ engagement. Thus, the types of indicators to facilitate the learners’ engagement are input, process, and outcomes. Finally, this review suggests it is useful to design writing courses that effectively conceptualize evaluation approaches and indicators to facilitate the learners’ engagement.
Unveiling Multidimensional Meanings: A Critical Analysis of Jungkook's "3D" Lyrics Using Fairclough's CDA Theory and Butler's Sexual Performativity Theory Ellisa Indriyani Putri Handayani; Dewi Cahyaningrum; Sumarlam Sumarlam
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 2 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i2.3635

Abstract

This article offers a in depth study of the lyrics of BTS's song "3D," employing Judith Butler's theory of gender performativity and Norman Fairclough's Critical Discourse Analysis as the research’s approaches. The study investigates how the song deviates from traditional masculine narratives by integrating components of worry and compassion into its portrayal of masculinity, offering an alternative conceptual framework for understanding gender roles. The findings highlight the role of the song in both support and questioning established gender standards, so illustrating the significant influence of media on the formation of masculinity. This study is limited to single song lyrics. It is necessary for further exploration into the portrayal of gender in media through diverse methodologies and active engagement with fan perspectives. This piece holds significant academic value as it contributes to the understanding of gender portrayal in media and its impact on societal gender norms.
Unveiling Lintang's Resilience and Grit: An Appraisal Analysis of 'Tenacity', 'Capacity', and 'Normality' in Laskar Pelangi Dewi Cahyaningrum; Djatmika Djatmika
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 4 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i4.4168

Abstract

This study aims to analyze how language is used to portray Lintang as a resilient and gritty character in the novel Laskar Pelangi, through the theoretical framework of Systemic Functional Linguistics (SFL) and drawing on Martin and White’s (2005) Appraisal theory. The specific objective of this research is to explore how linguistic choices in the novel construct the character of Lintang in terms of his resilience and grit, focusing on the aspects of judgment, particularly tenacity, capacity, and normality. The method used in this study involves a qualitative analysis of textual evidence from the novel. Linguistic elements related to judgment are identified, categorized, and analyzed based on their contribution to portraying Lintang’s resilience and grit. The findings of this study reveal that Lintang's character is constructed through a combination of linguistic elements that emphasize his extraordinary tenacity, strong capacity, and relatable normality. Despite being frequently underestimated due to his simple physical appearance, these linguistic choices underscore his resilience and grit. Lintang’s ability to overcome societal prejudices and physical limitations highlights the message that true success comes from inner strength and persistence. By illustrating Lintang's journey, Hirata effectively conveys that physical appearance does not define one's potential for greatness. This research contributes to the understanding of how literary characters can inspire resilience and grit in readers, providing valuable insights into storytelling methods that emphasize character development through language.
Co-Authors Agus Hari Wibowo Agustina Tyarakanita Agustina Tyarakanita Anis Handayani Cica Nur Hayati Dewi - Rochsantiningsih Djatmika . Elisa Indriyani PH Ellisa Indriyani Putri Handayani Handayani, Ellisa Indriyani Putri Hefy Sulistyawati Hefy Sulistyawati Joko Nurkamto Kristiandi Kristiandi Kristiandi, Kristiandi Kurtianti, Endah Mangatur Nababan, Mangatur Martono Martono Nur Arifah Drajati Nur Arifah Drajati Nur Arifah Drajati Raden Mohamad Herdian Bhakti Ratini Setyowati Sandi Naftali Septiandani, Dian Sri Haryati Sumarlam, Sumarlam Yulianti, Andi Indah Yulistyowati, Efi