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All Journal Journal of Education and Learning (EduLearn) AL ISHLAH Jurnal Pendidikan Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra
Dian Eka Chandra Wardhana
University of Bengkulu
Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Multimodal Feedback Workshop for English Teachers in Designing Questions Based on Higher Order Thinking Skill Syafryadin Syafryadin; Dian Eka Chandra Wardhana; Annisa Astrid
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 1 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (496.897 KB) | DOI: 10.35445/alishlah.v14i1.1151

Abstract

This study aimed to determine whether or not there is quality improvement of HOTS-based questions through multimodal feedback made by English teachers. Besides, this study intended to find out the forms of feedback given during the implementation of multimodal feedback and English teachers' perception of multimodal feedback in designing HOTS-based English questions workshops. This study used a mixed-method involving 30 English teachers willing to participate in the training. Furthermore, research data collection was done through the provision of tests, interviews, and observations. Several experts have validated the instruments used in this study. The data were analyzed quantitatively and qualitatively. Quantitative data were analyzed using SPSS, while qualitative data in interviews and observation sheets were analyzed using several stages, including data reduction, data display, and concluding. The results of this study indicated a quality improvement of HOTS-based English questions that have been made by English teachers, which was evidenced by an increase in the results from pretest to posttest. The next finding is that three types of feedback helped teachers make HOTS-based English questions through multimodal feedback: peer feedback, oral conference, and written feedback. Another finding was that English teachers gave a positive perception towards designing HOTS-based English questions through multimodal feedback because these activities provided positive input on their ability to make HOTS-based English questions. In conclusion, the findings of this study benefit English teachers in designing HOTS-based questions, so that teachers can implement the result of the workshop in the teaching and learning process.
Digital training for increasing English teachers’ professionalism at junior high school Syafryadin Syafryadin; Dian Eka Chandra Wardhana; R.Bunga Febriani
Journal of Education and Learning (EduLearn) Vol 15, No 1: February 2021
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (321.036 KB) | DOI: 10.11591/edulearn.v15i1.16937

Abstract

This research aimed to know the problems and the implementation of the training as the solution and evaluation of digital training that can increase the English teachers’ professionalism at SMP Negeri 13 Bengkulu, Indonesia. This study used a descriptive qualitative method with the number of trainees were 10 English teachers. The procedures of collecting data were observation, documentation and interview. Then, the data analysis were done by comparing the result of the interview from the English teachers at SMP Negeri 13 Bengkulu, Indonesia before they joined and after joining digital training provided by the researchers and finally concluded. The first research finding is the English teachers had problems in terms of knowledge, difficult to apply the application or technology, and never joining training. The second finding is the implementation of digital training had many benefits namely increased the English teachers’ professionalism, experienced and innovated their knowledge and skills toward the use of digital learning, it brought a good quality for learning outcomes and it helped to be better in an advanced educational institution, particularly at SMP Negeri 13 Bengkulu, Indonesia. The last finding is that after implementation, the English teachers still got problems in using the application and need more training. The implication of this study is digital training can be an advanced way in educational development which needs good participation from the trainers, trainees and educational institution.
Multimodal Feedback on speaking: Effectiveness and Students’ Perspective Syafryadin Syafryadin; Dian Eka Chandra Wardhana
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 5, No 2 (2021): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v5i2.18193

Abstract

Abstract. Multimodal feedback needs to be studied and researched to enhance student’s ability. Thus, this research aims to examine the feedback which using technology and conventional without using technology in speaking, wanted to explore how multimodal feedback could influence the students’ speaking ability, know the student’s perception on multimodal feedback and the reason multimodal feedback could improve students’ speaking ability. The research used a sequential mixed method design with test and interview as instruments. The sample was 54 students for experimental and control group. The result showed that there is not significant different between multimodal feedback with using technology and without using technology. However, in terms of mean score, multimodal feedback with using technology is higher than multimodal feedback without using technology on improving students’ speaking ability. Another result showed that the students had positive response towards the use of multimodal feedback on learning speaking because it can give them much knowledge and upgrade their ability in speaking class. Keywords: Multimodal feedback; using technology; speaking ability
Co-Authors Annisa Astrid Muhammad Guntur R. Bunga Febriani Santiana Santiana Syafryadin Syafryadin