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All Journal J-Lalite: Journal of English Studies Lead Journal
Erna Wardani
Universitas Jenderal Soedirman
Arts Education Languange, Linguistic, Communication & Media

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The Piano: A Psychoanalytic Approach to Movie as A Media of Reflective Teaching Erna Wardani
J-Lalite: Journal of English Studies Vol 1 No 1 (2020): June
Publisher : Program Studi Sastra Inggris Universitas Jenderal Soedirman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.jes.2020.1.1.2759

Abstract

Freud’s psychoanalytic approach has been one of the most controversial approaches to many fields of interest. Relating to education and educational psychology, this approach plays a significant role in modifying and enhancing one’s behavioral relationship among the educational elements like educators, parents, and students. Therefore, in many things, this approach has contributed a lot of inspiration in the development of education. In literary works, there seems to be a mutual fascination between psychoanalysis and literature whereas theory and approach, psychoanalysis explains literature and literature itself exploits psychoanalysis for creative purposes and works. Here, as a creative work, movie is considered literature because it can be interpreted and analyzed just like other written works of literature. As a learning instrument, movie evokes an affective domain that leads to changes in learning behavior and attitudes. Experiencing certain-themed movies can trigger particular reflective memories and reference toward events occurring on a daily basis and it can further strengthen the foundation for learning complex concepts like psychoanalysis.
A CASE STUDY OF STUDENTS’ PERCEPTIONS ON REWARD AND PUNISHMENT GIVEN BY THEIR ENGLISH TEACHER Anisa Toharoh Nurhuda; Erna Wardani; Weksa Fradita Asriyama
LEAD (Language, Education and Development) Vol 1 No 1 (2021): September
Publisher : Program Studi Pendidikan Bahasa Inggris Fakultas ilmu Budaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.lead.2021.1.1.4828

Abstract

This research generally deals with reward and punishment in English teaching. It is mainly concerned with (1) the types of reward and punishment often given by English teachers, (2) students’ perceptions on reward and punishment given by their English teacher, (3) students’ feedback on reward and punishment given by their English teacher. The data were collected using questionnaire, interview, and observation. The data analysis was performed through the selection and transcription of the data related to the research objectives. The data were then presented descriptively. The results of this research indicate that (1) 80% of the students mention that the types of reward and punishment often given by their English teacher are praise, tribute, recommendation and commands, and notice, (2) 84% of the students claim that reward and punishment are important in English teaching, and based on the students’ feedback, (3) 76% of the students become more motivated in learning after receiving reward and punishment given by their English teacher. These findings suggest that reward and punishment has a significant effect on building up students’ motivation to learn and upgrading their academic achievement (grades).
COVID-19 PEDAGOGY IN ONLINE SCHOOL FIELD INTRODUCTION PROGRAM AT JUNIOR AND SENIOR HIGH SCHOOLS IN PURWOKERTO Erna Wardani; Indriyati Hadiningrum; Weksa Fradita Asriyama
LEAD (Language, Education and Development) Vol 2 No 1 (2022): November
Publisher : Program Studi Pendidikan Bahasa Inggris Fakultas ilmu Budaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.lead.2022.2.1.4834

Abstract

The Covid-19 pandemic has changed the educational process at all levels globally. Educational activities that originally took place in face-to-face activities have turned into online or network activities. This online activity also has a great influence on the ability to educate and teach teachers and students practicing School Field Introduction programs. This study aims to determine (1) the Supervising Teacher's perception of the implementation of the Online School Field Introduction Program for English Education Undergraduate students and (2) the Supervising Teacher's perception of the student's pedagogical competence during School Field Introduction programs for English Education Undergraduate students. There are 8 Junior High Schools (SMP), 7 Senior High Schools (SMA), and 2 Vocational High Schools (SMK) which are the venues for the event. This study uses a descriptive method where the researcher provides a detailed description of the perception of the supervising teacher on the implementation of the online school field introduction program and the student's pedagogical ability in the activity. The results showed that the implementation of the Online School Field Introduction Program was going well and the students' pedagogical abilities still needed to be improved in teaching and learning activities. This is evidenced by positive perceptions of campus communication points (80%), coordination and debriefing activities (86%), drop-off and withdrawal activities (82%), the mentoring process (81%), and the reporting process (80%) of a total of 50 supervising teachers as respondents. Meanwhile, in terms of students' pedagogical abilities, neutral perceptions are found in the understanding students (74%), development of high school students' potentials (70%), and understanding the educational foundation for the benefit of learning (72%). However, negative perceptions are centered on the designing and implementing learning (56%) as well as the designing and implementing evaluation (54%).
Co-Authors Anisa Toharoh Nurhuda Asriyama, Weksa Fradita Indriyati Hadiningrum