Garuda - Garba Rujukan Digital

Websites as Supplementary Reading Materials: Challenges Faced by Vocational Students Sri Rejeki; Diah Kristina; Agus Wijayanto
VELES Voices of English Language Education Society Vol 6 No 2 (2022): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v6i2.5790

Responding the needs of vocational students to master the English skills once they graduate from vocational college, a group of vocational student used three EFL websites, namely English Club, BBC Learn English and Learn English British Council, for three months as supplementary reading materials. There were twelve students majoring in Accounting Information System from Diploma 3 Program at one of private colleges in Surakarta. This study employed questionnaire and online artefacts to collects the data. It was found that most of the students mentioned technical challenges that they faced when accessing websites as supplementary reading materials. Easy get tired and different level of English comprehension were challenges faced by them. Furthermore, students felt that they do not need to spend much money, could download the materials and able to improve their skills by accessing the websites. It is suggested to conduct further research in the same field with wider respondents and longer period by employing pre, during and post-test before and after using the websites to find out the significant impacts for the students.

KAJIAN POETIKA KOGNITIF KETERLIBATAN PEMBACA TERHADAP FIKSI DIGITAL (The Study of Cognitive Poetics to the Readers' Engagement with Digital Fiction) Sri Kusumo Habsari; Diah Kristina; Fitria Akhmerti Primasita; Yusuf Kurniawan; Karunia Purna Kusciati
Kandai Vol 18, No 2 (2022): KANDAI
Publisher : Kantor Bahasa Provinsi Sulawesi Tenggara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/jk.v18i2.4129

Developing the observation of the intensity of students' engagement with digital texts, which tend to increase significantly during the pandemic Covid-19, this research raises questions on the cognitive poetics process and experiences in readers' engagement with digital fiction. Of such phenomenon, this research applies cognitive poetics, which refers to the appreciation of the texts experiencing artistic enjoyment and creativity. In the context of digital fiction, this research assumes that readers experience mental immersion and create some forms of transportation. Subsequently, this research studies the readers' immersion in narratives and identifies forms of transportation as a conceptual metaphor projected to different media. This research applies qualitative content analysis to the data obtained from a survey posted on social media. Data are analyzed based on the trend and generalized to identify the causal relationship between the act of reading, the sensory immersion, and the forms of transportation. Adopting cognitive psychology theory, this research argues that readers' immersion process in digital fiction is not holistic and stable. Instead, it is a situation creating different forms and intensities. The result shows that digital text variations and the freedom of expression provide a space for readers to project the conceptual metaphor into various forms of transportation, which can be supportive and persuasive. Dari pengamatan terhadap semakin meningkatnya imersi mahasiswa terhadap teks digital yang semakin meningkat dalam situasi pandemi Covid-19, intensitas interaksi dengan fiksi digital menimbulkan pertanyaan, bagaimana proses kognitif dan keterlibatan pembaca dengan fiksi digital. Untuk mengkaji fenomena tersebut, penelitian ini menggunakan teori poetika kognitif yang mengarah pada konsep apresiasi teks yang menimbulkan kenikmatan artistik dan kreatif. Dalam konteks fiksi digital, penelitian ini memiliki asumsi bahwa pembaca mengalami imersi mental dan melakukan transportasi dalam berbagai bentuk. Dengan demikian, penelitian ini bertujuan untuk mengkaji imersi pembaca terhadap naratif dan mengidentifikasi bentuk-bentuk transportasi. Penelitian ini menggunakan metode kualitatif analisis konten terhadap data yang diperoleh melalui survey yang disebarkan melalui media sosial. Data dianalisis berdasarkan trend dan digeneralisasikan untuk mengidentifikasi relasi kausal perilaku membaca dan pengalaman imersi sensoris serta bentuk transportasi yang dilakukan. Dengan mengadopsi cabang teori kognitif psikologis, penelitian ini berusaha membangun argumen bahwa proses imersi pembaca terhadap fiksi digital bukanlah imersi yang bersifat holistik atau stabil, tetapi selalu terjadi perubahan baik dalam jenis maupun intensitas, tergantung pada situasi saat berinteraksi dengan teks digital. Hasil survey menunjukkan bahwa keragaman teks digital dan kebebasan untuk berekspresi di berbagai medium digital memberikan ruang pembaca untuk mengekpresikan bentuk-bentuk transportasi yang sifatnya bisa berupa supportif maupun persuasif.

Non-millennial teachers’ strategies in coping with the online teaching during the COVID-19 pandemic Febry Khunto Sasongko; Diah Kristina; Abdul Asib
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

This article discusses the strategies used by five non-millennial teachers (aged 54-59 years old) of a junior high school in coping with the online teaching during the COVID-19 pandemic, in Ngawi, East Java, Indonesia. The teachers were interviewed, and the data were transcribed and analyzed by creating a data repository, expanding the codes, describing the coded data, and drawing conclusions. The results revealed that the teachers had several strategies used, which were to increase students’ interest in learning, provide students with knowledge and attention, create efficient learning resources, and use SIMPEL (Sistem Informasi Manajemen Pembelajaran or Learning Management Information System), which is specifically available only in Ngawi. SIMPEL was specially developed by the Ngawi district education office, to ensure that the learning processes in Ngawi Regency continue to run optimally during the COVID-19 outbreak. SIMPEL substituted the use of online YouTube videos and materials because the materials were already provided by the system, decreasing the need for the teachers to depend on other resources. Despite these teachers also using other online platforms, hence issues such as the slow internet connection, running out of quotas and blackouts, hindered their efforts to use these platforms at times. Hence, WAG was the most used media to conduct their online learning due to its simplicity and availability. These teachers continued to strive to learn digital technologies ever since they changed from their previous face-to-face teaching strategies.

Textual and discoursal strategies of national leaders to establish their political images in the global arena Diah Kristina; Ni Luh Putu Setiarini; Muhammad Thoyibi
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

Giving speeches is one’s vital competency for creating a country’s image in the global arena. Every political speech represents the speaker’s deliberative reasoning to respond to the existing situation and is a synoptic lens of the intended judgment on particular issues. This study explores three Indonesian speakers’ textual and discoursal strategies in the opening of three political speeches. By employing qualitative research, the researchers analyzed the textual and discoursal properties in terms of features, characters, and structures of argumentation and the speakers’ flow of thinking realized linguistically. This research found that the speeches’ micro and macro components are in mutual supporting functions to accommodate the themes of the discourse. Verbally, each speaker built their image as a figure who concerns solidarity, a leader who is aware of the global crisis, and an activist who promotes Indonesia’s positive global roles. The findings imply the pivotal roles of textual and discoursal strategies to construct the national and personal image of a politician delivering a speech for the global audience. This study is expected to be beneficial for ESP, especially for the teaching of English for Public Relations.

Negative Politeness Strategy on Expressive Act of Rosiana Silalahi Talk Show Nurul Aini nurul; Djatmika; Sumarlam; Diah Kristina
Surakarta English and Literature Journal Vol 5 No 2 (2022): Volume 5 Number 2 August 2022
Publisher : Faculty of Language and Literature, University of Surakarta

Rosi talk show was a conversation program that presented Indonesian politics with supporting and opposing government arguments. The objectives were to find expressive acts and to explain how expressive acts performed negative politeness in the Rosi talk show. The theories used politeness strategy by Brown and Levinson (1987) on negative politeness in expressive act by Searle (1975) by the moderator. This study used qualitative content analysis, and the location was YouTube Channel KompasTV. The data were the moderator utterances involving expressive acts representing negative politeness. This research was a purposive sampling technique focussing on three segments in ‘student’s demonstration and Ade Armando percussion’. The data collection technique was free to engage in conversation to transcribe data audio into written, and Focus Group Discussion (FGD) was used to know the moderator's politeness tendencies. This study used an interactive method by Miles&Huberman (1992) to conclude. The result showed 18 expressive acts with six sub-strategy of negative politeness. Then, seven expressive speech acts: thanking, apologising, blaming, praising, showing sympathy, and accusing. Next, the dominant moderators’ expressive act was blaming. While there are four sub-negative politeness strategies: indirect, making pessimism, minimising impositions, and apologising. The researcher found that negative politeness strategies were realised with expressive acts using suspecting to interact with pros participants.

EFL Teacher Intervention in Mediating Students’ Interaction in Web-Based Collaborative Writing Environment Using Google Docs Titin Purwaningtyas; Joko Nurkamto; Diah Kristina
VELES Voices of English Language Education Society Vol 7 No 1 (2023): VELES VOICES OF ENGLISH LANGUAGE EDUCATION SOCIETY
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i1.7912

The level of teacher’s assistance in web-based collaborative writing activities affected students’ collaboration and non-collaboration. Therefore, the teacher’s role in enhancing students’ active learning was inseparable. This study focused on the EFL teacher moves in facilitating groups’ work of writing using web-based tool, Google Docs to support online learning. Conducting collaborative work in writing technology was valuable for promoting students’ participation and collaboration. The participant in this qualitative research case study was an EFL teacher at an Indonesian vocational high school. The data was based on a semi-structured interview and document analysis of students’ worksheet and teacher-students’ written conversation in Google Docs. The findings showed that web-based medium facilitated the teacher assisted the students’ engagement through organisational, socio-cognitive, and socio-affective in collaborative writing environment. Significantly, the teacher favorably convenience to deliver electronic feedback and monitoring students’ progress quickly. Unfortunately, students’ issues (e.g. less collaboration, cheated on the internet), and technical issues (e.g. unstable internet connection, low devices’ specification) were commonly problems encountered by the teacher. Google Docs as a web-based medium was valuable to help the teacher in creating groups’ work in teaching online writing. This research implies that the teacher might be more concerned on selecting appropriate types of intervention and utilize suitable media to support teaching’s styles by enriching technology skills’ training. In addition, students could enjoyed and acquired benefits from having the teacher's help to be more collaboratively work in constructing text with their teammates.

Non-millennial teachers’ strategies in coping with the online teaching during the COVID-19 pandemic Febry Khunto Sasongko; Diah Kristina; Abdul Asib
Studies in English Language and Education Vol 9, No 1 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i1.22139

This article discusses the strategies used by five non-millennial teachers (aged 54-59 years old) of a junior high school in coping with the online teaching during the COVID-19 pandemic, in Ngawi, East Java, Indonesia. The teachers were interviewed, and the data were transcribed and analyzed by creating a data repository, expanding the codes, describing the coded data, and drawing conclusions. The results revealed that the teachers had several strategies used, which were to increase students’ interest in learning, provide students with knowledge and attention, create efficient learning resources, and use SIMPEL (Sistem Informasi Manajemen Pembelajaran or Learning Management Information System), which is specifically available only in Ngawi. SIMPEL was specially developed by the Ngawi district education office, to ensure that the learning processes in Ngawi Regency continue to run optimally during the COVID-19 outbreak. SIMPEL substituted the use of online YouTube videos and materials because the materials were already provided by the system, decreasing the need for the teachers to depend on other resources. Despite these teachers also using other online platforms, hence issues such as the slow internet connection, running out of quotas and blackouts, hindered their efforts to use these platforms at times. Hence, WAG was the most used media to conduct their online learning due to its simplicity and availability. These teachers continued to strive to learn digital technologies ever since they changed from their previous face-to-face teaching strategies.

Textual and discoursal strategies of national leaders to establish their political images in the global arena Diah Kristina; Ni Luh Putu Setiarini; Muhammad Thoyibi
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i2.18757

Giving speeches is one’s vital competency for creating a country’s image in the global arena. Every political speech represents the speaker’s deliberative reasoning to respond to the existing situation and is a synoptic lens of the intended judgment on particular issues. This study explores three Indonesian speakers’ textual and discoursal strategies in the opening of three political speeches. By employing qualitative research, the researchers analyzed the textual and discoursal properties in terms of features, characters, and structures of argumentation and the speakers’ flow of thinking realized linguistically. This research found that the speeches’ micro and macro components are in mutual supporting functions to accommodate the themes of the discourse. Verbally, each speaker built their image as a figure who concerns solidarity, a leader who is aware of the global crisis, and an activist who promotes Indonesia’s positive global roles. The findings imply the pivotal roles of textual and discoursal strategies to construct the national and personal image of a politician delivering a speech for the global audience. This study is expected to be beneficial for ESP, especially for the teaching of English for Public Relations.

Teacher Experience to Employ Technological Pedagogical Knowledge in Teaching English: An Autobiographical Narrative Rahmadilla Kurniasari; Diah Kristina; Sumardi Sumardi
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i2.4823

Previous studies have discussed TPACK's constructions in the last decade, which focus on teacher professional development, survey TPACK’s (Technology, Pedagogy, and Content Knowledge) enactment, experimental, and teacher TPACK’s profile. A few studies are focused on the subdomains of TPACK, TPK (Technological Pedagogical Knowledge), which discusses how teachers' experiences practice TPK. It has become a new scope of exploration in Indonesia. The present study aims to narrate my meaningful story by employing technological and pedagogical in teaching English to Vocational High Schools. It will focus on how I practice TPK as a novice teacher in Indonesia's private Vocational High School. The data was collected through my teaching diary and supported with students' artifacts. This research is grounded in an autobiographical narrative, which explores the meaningful story of the narrator. The finding of this study reveals that the researcher, as a novice teacher, can employ TPK in teaching English by joining professional teacher development and self-awareness to make innovations in using technology and provide different learning activities using technologies. The present study might bring future research contributions for preparing TPK, reflecting TPK, and evaluating TPK in teaching English for Foreign Language (EFL).

Developing Thinking Reading Classrooms: Insight from Pre-Service EFL Teachers’ Lesson Plans and Classroom Instructions Dwi Puji Hastuti; Diah Kristina; Endang Setyaningsih
Register Journal Vol 15, No 2 (2022): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/rgt.v15i2.201-221

Numerous studies have investigated the integration of critical thinking in EFL classrooms and textbooks. Still, relatively few have investigated the integration of critical thinking into reading lesson plans and classroom instructions. The current study adopted a qualitative case study approach to provide insight into how pre-service EFL teachers infused critical thinking skills into online reading classrooms. The study also gives information on pre-service EFL teachers' challenges in critical thinking integration into reading classrooms. Eight pre-service EFL teachers who completed all three phases of the faculty-mandated teaching practicum program participated in the study. Document analysis, virtual classroom observations, and semi-structured interviews were used as data collection techniques to fulfill the research objectives. As the study framework, Bloom's revised taxonomy was applied to lesson plan data to examine how critical thinking components are incorporated. Virtual classroom observations illuminated the incorporation of critical thinking into reading lessons. In addition, semi-structured interviews were conducted to gather more information regarding the challenges of integrating critical thinking skills. The present study reveals that pre-service EFL teachers integrated critical thinking aspects into reading online classes with a greater emphasis on lower-order cognitive than higher-order cognitive processes. It implies that pre-service EFL teachers had insufficient preparation for teaching practicum programs. Due to the significance of critical thinking skills for EFL students, this study recommends that teacher training institutes strengthen the critical thinking abilities of pre-service EFL teachers so that they are more equipped to teach and promote critical thinking in EFL classrooms.Keywords: classroom instructions, critical thinking, lesson plans, pre-service teachers

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