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All Journal Linguistica Indonesian Journal of Applied Linguistics (IJAL) International Journal of Education ELTIN Journal: Journal of English Language Teaching in Indonesia PREMISE: Journal of English Education and Applied Linguistics English Review: Journal of English Education Jurnal Penelitian Pendidikan EDULITE: Journal of English Education, Literature and Culture Journal of English Language Studies Journal of Foreign Language Teaching and Learning AL ISHLAH Jurnal Pendidikan LLT Journal: A Journal on Language and Language Teaching IJoLE: International Journal of Language Education EDUCARE JURNAL PENDIDIKAN GLASSER UICELL Conference Proceeding Indonesian Journal of English Language Teaching and Applied Linguistics JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Voices of English Language Education Society Seloka: Jurnal Pendidikan Bahasa dan Sastra Indonesia Child Education Journal Journal of English Education and Teaching (JEET) IALLTEACH (Issues In Applied Linguistics & Language Teaching) Pedagogy : Journal of English Language Teaching Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Edukasia: Jurnal Pendidikan dan Pembelajaran JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education
Ika Lestari Damayanti
Universitas Pendidikan Indonesia
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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STORYTELLING: SUPPORTING PRE-SERVICE TEACHERS’ ENGLISH LANGUAGE PROFICIENCY AT A PRIMARY TEACHER EDUCATION PROGRAM MUTIARANI RAMDAYANTI; IKA LESTARI DAMAYANTI; DELLA NURIDA KARTIKA SARI
LINGUISTICA Vol 12, No 1 (2023): JANUARY 2023
Publisher : State University of Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jalu.v12i1.43297

Abstract

One of the challenges identified in the performance of TEYL in Indonesia comes from the aspect of pre-service teachers of young learners who lack English proficiency. Utilizing storytelling as a teaching technique, this study explores the phenomenon of the storytelling implementation by pre-service teachers from the Primary Teacher Education Program and how it helps them develop their English language proficiency. In order to answer the research question employed in this study, two types of instruments are collected: an interview with four pre-service teachers and their English lecturer and storytelling performance videos created by four of the pre-service teachers. Believed to provide a more joyful environment in learning the language, the development was sensed in the plan step of storytelling where these four pre-service teachers prepare the story, read and listen to story references, and practice to make instruction targeted for young learners inside the class. From the videos and the interview, it was found how the activity of practice making instructions help them develop their speaking skills, indicating improvement in the use of word choice and the fluency performed once the plan step of storytelling is being experienced. Nevertheless, it was also found how the participants involved in this study experienced challenges in terms of the exploration of writing skills due to the limitation time provided in the Pembelajaran Bahasa Inggris Anak Sekolah Dasar course, resulting them to experienced less development in writing skills during the implementation of storytelling inside the class as a teaching technique.
An a Priori Analysis of Validity Evidence on The Speaking Section of TPELT, a Developed English Proficiency Test for Primary English Teachers Agus Syahiddin; Ika Lestari Damayanti; Della N. Kartika Sari
Journal of English Language Studies Vol 8, No 1 (2023): Available Online in March 2023
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v8i1.18941

Abstract

This article introduces a new English proficiency test, TPELT (The Test for Primary English Language Teachers), which has been developed for primary English teachers in non-native English speaking countries, with a focus on Indonesia. The study examines the a priori validity analysis of TPELT's speaking test, with the goal of demonstrating its usefulness in assessing English proficiency. The article also discusses the concept of validity and its significance in test development, as well as the two methods for establishing validity. The researchers used a descriptive qualitative approach to gather and analyze data for the study, including documents, checklists, and interviews with the TPELT developers. To assess the a priori validity of the test, the researchers employed Wier's framework and analyzed TPELT's blueprint alongside frameworks for each English skill assessed in the test. The a priori validity analysis findings indicate that TPELT is a valid test for measuring English proficiency and competence among teachers. The evidence supports the test's theory-based and context validity, and its convenience and comprehensiveness make it an ideal choice for assessment purposes.
Building knowledge about language for teaching IELTS writing tasks: A genre-based approach Ika Lestari Damayanti; Fuad Abdul Hamied; Harni Kartika-Ningsih; Nindya Soraya Dharma
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.26957

Abstract

As a widely used English proficiency test that includes a writing test component, IELTS raises pedagogical challenges that require high-stake literacy skills to meet the demands of the assessment criteria. Many studies on various teaching strategies for writing tasks in IELTS preparation courses have been conducted. However, more information about explicit instructions is needed to help test-taker candidates respond to the IELTS writing tasks effectively. This paper reports on a small-scale pilot project implementing a new generation of genre pedagogy, the Reading to Learn (R2L), for teaching IELTS writing to 14 government-sponsored student candidates at a public university language center in Indonesia. The project aimed first to identify the linguistic demands of IELTS writing, particularly Task 2. The identification of linguistic patterns was then used to design and implement the intervention. Second, it mapped the participants’ writing skills before and after the intervention. The data were drawn from IELTS teaching materials and the participants’ writing tasks before and after the intervention. Based on the genre analysis, the IELTS Writing Task 2 requires the test takers to respond to the tasks by taking one side or discussing two sides. Making such linguistic demands explicit to the participants in the writing class helped them respond to the tasks more successfully. As a result of their involvement in the intervention, the participants, including those with low English proficiency, demonstrated their ability to write more coherent texts. This study offered a genre-based teaching model for preparing EFL students intending to take English writing tests.
Integrating Traditional Games into EFL Speaking Class: A case of English for Young Learners Ihsan Hikmawan; Ika Lestari Damayanti; Sri Setyarini
Journal of English Language Studies Vol 8, No 2 (2023): Available Online in September 2023
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v8i2.19432

Abstract

Speaking is an inevitable skill that EFL young learners have to master. However, their anxiety and teacher’s strategies in the class remain the big issues which cause the low engagement in the speaking activities. This study examined if integrating traditional games into English class can lower the anxiety and increase their motivation to learn the skill by real interaction and collaboration provided in the games. The study observed a class of the fifth grade in Bandung, Indonesia learning speaking by implementing traditional games. The descriptive study equipped with the observation checklist, transcription of the recorder and questionnaires were used to look into the students’ experiences and responses. The study revealed that integrating traditional games in English classes could boost young learners’ motivation in learning the skill and bring about better confidence in speaking in English. Moreover, the integration could build a joyful and safe learning atmosphere, thus lowering anxiety for the students.
DESIGNED-IN SCAFFOLDING: SUPPORTING EFL YOUNG LEARNERS IN CREATING MULTIMODAL TEXTS TIRA ROSTIA WARNDINI; IKA LESTARI DAMAYANTI; LULU LAELA AMALIA
LINGUISTICA Vol 12, No 3 (2023): JULY 2023
Publisher : State University of Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jalu.v12i3.49501

Abstract

The research explored the designed-in scaffolding features implemented by the teacher in the English as a foreign language (EFL) young learner classroom to support young learners in creating multimodal texts. The research used scaffolding theory proposed by Hammond and Gibbons (2005) which categorized scaffolding into two fragments: designed-in and interactional scaffolding. The research was conducted in one of the elementary schools in Bandung. It involved one teacher who taught 18 students in 4th grade. The data were gained from classroom observation and teacher’s lesson plans. The findings revealed that the features of designed-in scaffolding were employed by the teacher in planning and implementing the lesson in the classroom. This research also found that following the designed-in scaffolding features could lead the teacher to structure and provide activities, tasks, and multimodal exposures for the students to be familiar with the multimodal texts. Hence, this research resulted in the pedagogical implication to encourage the teacher to be aware of scaffolding. If the teacher could provide an appropriate scaffolding, the students could gain the assistances, supports, and multimodal exposure for young learners to learn and create multimodal texts.
Identifying the proficiency level of primary English language teachers’ productive skills from Kurikulum Merdeka and CEFR Dimas Pujianto; Ika Lestari Damayanti; Fuad Abdul Hamied; Della Nuridah Kartika Sari
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol 51, No 2 (2023)
Publisher : Fakultas Sastra Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um015v51i22023p210

Abstract

This study aims to identify the language proficiency level of primary English language teachers’ (PELTs) productive skills (speaking and writing) analyzed using the Common European Framework of References (CEFR) and Kurikulum Merdeka. As a foreign language in Indonesia, English language proficiency among PELTs is crucial to determine the success of the learning process in a classroom. Furthermore, PELTs should also possess adequate language proficiency to communicate effectively with students in any situation. However, several local context studies show the low language proficiency level possessed by PELTs. The low proficiency level was mostly gained through general English tests, for example TOEFL, which focuses on teachers’ receptive skills (listening and reading) and structure. A qualitative approach and case study research design were employed in this study. It was identified that the majority of teachers’ productive skills proficiency level is categorized into the B1/B2 level of CEFR. Additionally, the mixed level of proficiency among PELTs is still apparent which can create issues regarding primary-students’ language development and the standard of proficiency level that PELTs should be. Therefore, by involving subject teachers' communities and the government, a standard of language proficiency for PELTs should be developed.Mengidentifikasi tingkat kemahiran keterampilan produktif guru Bahasa Inggris tingkat dasar dari Kurikulum Merdeka dan CEFRPenelitian ini bertujuan untuk mengidentifikasi tingkat kemahiran berbahasa guru Bahasa Inggris tingkat dasar di bidang keterampilan produktif (berbicara dan menulis) yang dianalisis menggunakan Common European Framework of References (CEFR) dan Kurikulum Merdeka. Sebagai bahasa asing di Indonesia, kemahiran berbahasa Inggris di antara guru Bahasa Inggris tingkat dasar sangat penting untuk menentukan keberhasilan dalam proses pembelajaran di dalam kelas. Selain itu, guru Bahasa Inggris tingkat dasar juga harus memiliki kemahiran berbahasa yang cukup untuk berkomunikasi secara efektif dengan siswa di berbagai situasi. Namun, beberapa studi berkonteks lokal menunjukkan rendahnya tingkat kemahiran berbahasa oleh guru bahasa Inggris tingkat dasar. Tingkat kemahiran yang rendah mayoritas diketahui dari uji bahasa Inggris umum seperti TOEFL yang fokus pada kemampuan reseptif guru (menyimak dan membaca) dan struktur. Pendekatan kualitatif dan desain penelitian studi kasus digunakan dalam penelitian ini. Ditemukan bahwa mayoritas tingkat ke­mahiran keterampilan produktif berbahasa Inggris guru Bahasa Inggris tingkat dasar dikategorikan ke dalam tingkat B1/B2 menurut CEFR. Selain itu, beragamnya tingkat kemahiran berbahasa Inggris guru tingkat dasar masih kentara sehingga dapat mengakibatkan masalah pada perkembangan berbahasa siswa tingkat dasar dan pengukuran standar tingkat kemahiran berbahasa guru Bahasa Inggris tingkat dasar. Oleh karena itu, dengan melibatkan komunitas guru dan pemerintah, sebuah standar untuk tingkat kemahiran guru bahasa Inggris tingkat dasar harus dikembangkan.
INDONESIAN HIGH SCHOOLERS’ PERCEPTIONS OF RUANGGURU IN ENGLISH ONLINE LEARNING Fadhil Ramadhani; Ika Lestari Damayanti
JURNAL PENDIDIKAN GLASSER Vol 7, No 2 (2023)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Luwuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32529/glasser.v7i2.2659

Abstract

English language instruction in Indonesia has been impacted by the shift to online learning. One of the popular online learning platforms in the country is Ruangguru. Students can access its English learning resources anytime and anyplace. The purpose of this study is to investigate how Indonesian high school students view Ruangguru as an online resource for studying English. Data from the students who utilize Ruangguru was gathered via a questionnaire and facilitatied interviews. A mixed-methods approach was used to analyze the data, combining qualitative analysis with descriptive statistics. The findings show that Ruangguru is well-liked by online English learners, particularly because its videos provide straightforward instructions that can inspire the students to become independent learners. However, some students continue to have issues with the limitations imposed by online learning and digital gap. Regardless, the majority of students consider Ruangguru to be a valuable English learning source in the age of online education
DUET THIS: STORYTELLING THROUGH SOCIAL MEDIA VIDEO FOR TEACHING ENGLISH Ika Lestari Damayanti; Iyen Nurlaelawati; Lulu Laela Amalia; Nindya Soraya Dharma; Sri Ratnaningsih
English Review: Journal of English Education Vol 11 No 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.7706

Abstract

This case study aimed to investigate the use of the social media video application, TikTok, to support ten EFL teachers in Indonesia to develop videos for storytelling with their students. During the emergency remote teaching, these teachers found difficulty in designing learning materials easy to share on various online platforms. In this study, a two-week training program consisting of face-to-face and online sessions was conducted to facilitate the teachers to explore TikTok affordances and tell stories in the form of TikTok’s Duet. The data were collected from TikTok videos produced during the program and the teachers’ pre- and post-training reflective notes. The findings show the teachers’ shifted view of TikTok as non-educational entertainment to an educational platform that could facilitate interactive and interesting storytelling with students. The teachers were aware that while the short duration of the TikTok video was beneficial for easy sharing and engagement with students, it affected the length of the unfolding stages of the story. In creating a TikTok video for storytelling, the teachers found modifying original stories into a one-minute interactive video challenging. More support is thus required to provide teachers with pedagogical, technological, and language content knowledge that allows them to develop teaching resources relevant to their student’s language learning needs and social and economic backgrounds.
ENGLISH COURSE ENROLMENT ON STUDENTS’ SPEAKING PROFICIENCY: A PERCEPTION-BASED STUDY Syahrul Jihad; Ika Lestari Damayanti
ELTIN Journal Vol 12 No 1 (2024): VOLUME 12, ISSUE 1, APRIL 2024
Publisher : STKIP Siliwangi

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

Abstract

English is considered as a foreign language in Indonesia, the EFL learners face difficulties in speaking due to lack of practice and experience conveying their opinion, feeling, thought, and message in the target language because they have limited time and place to utilize it. There are numerous ways that can support students to enhance their speaking ability, one of them are joining an English course. This study aims to find out about students’ perception of English course can assist them to improve their speaking skill. Two students who have been learning English at the course were involved in this study. A qualitative design was used, and semi-structured interview was conducted to obtain the data. The results indicate that English course improves students’ speaking ability and enhance their public speaking skill. Some suggestions are suggested to enhance the quality of the students’ speaking skill and develop more engaging and challenging activity to the English course.
Exploring Vocational High School EFL Teacher’s Role in the Problem-based Learning: Emancipated Curriculum Context in Indonesia Raniah Mardiant; Ika Lestari Damayanti
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.v16i1.4058

Abstract

The shift to a PBL-oriented approach necessitates a reevaluation of the roles and identities of teachers. In the context of vocational high school English classrooms, where there may be diverse student backgrounds, aspirations, and career paths, exploring how English teachers adapt their roles as facilitators, mentors, and content experts can provide crucial insights. Additionally, understanding the factors that influence teachers' willingness and ability to embrace these roles within the context of an emancipated curriculum remains largely unexplored. Thus, this research aims to discover teachers’ role in implementing problem-based learning in the Emancipated Curriculum. This qualitative case study employed an interview to one English honorarium teacher as the main instrument, which covered the questions regarding teacher’s understanding and practice of the teacher’s role in problem-based learning. Through thematic analysis, the study revealed that, in general, the teacher’s role is in line with the previous related study, theory, and the goals of the Emancipated Curriculum in which the role of the teacher is: as the facilitator, evaluator, and guide.  The findings provide practical implications for educational policymakers, school administrators, teacher educators, and English teachers seeking to enhance student engagement, motivation, and skill development in vocational education settings, specifically the findings allow teachers to learn and understand the teacher’s role in the classroom to support students in achieving problem-based learning objectives.
Co-Authors Agus Syahiddin Ahmad Bukhori Muslim Asyifa, Firly Azharra Aninda Putri Al Farid Azzahra Henda Puspitasari , Putri Della N. Kartika Sari DELLA NURIDA KARTIKA SARI Denarti, Rizki Derinalp, Pelin Dewi, Winda Herdisa Dharma, Nindya Soraya Dian Ekawati Didi Sukyadi Dimas Pujianto Dwi Jayanti, Erna Emi Emilia Emilia , Emi Ery Ryan Nirwana Fadhil Ramadhani Fatin Fauziyyah Tiras Putri Fazri Nur Yusuf Fuad Abdul Hamied Hanifah, Merina Hitimala, Hardianto Ibrahim, Muhammad Agung Iffianti Azka Atsani Ihsan Hikmawan Intan Septia Latifa, Intan Septia Iyen Nurlaelawati Kartika-Ningsih, Harni Kurniawan Suryatama Lubis, Arif Husein Lulu Laela Amalia Lulu Laela Amalia MAHMUD LAYAN HUTASUHUT Maisarah , Ira Meidianti, Rindana Moeharam, Nicke Yunita Muhammad Agung Ibrahim Muhammad Ibnu Mustofa MUTIARANI RAMDAYANTI Nenden Sri Lengkanawati Nindya Soraya Dharma Nindya Soraya Dharma Pohan, Erwin Prihartanti Suharto, Pipit Putri, Zalva Fajhira Shabrina Ramadhani, Fadhil Raniah Mardiant Rd. Della Nuridah Kartika sari A. Rijal Anshar, Miftahur Siregar, Renol Aprico Sri Ratnaningsih Sri Setyarini Sufiyandi, Sufiyandi Sukarya Soetedja, Zakarias Suryatama, Kurniawan Syahrul Jihad TIRA ROSTIA WARNDINI Wawan Gunawan Winda Herdisa Dewi Yusnita Febrianti