Oktavia Widiastuti
English Language Education, Faculty Of Letter, State University Of Malang; English Education Study Program, Faculty Of Letter, Universitas PGRI Kanjuruhan Malang

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IbM KELOMPOK PENGRAJIN SANDAL KLOMPEN DAN SANDAL SPON DI DESA TOYOMARTO SINGOSARI Widiastuti, Oktavia; Trisisca RS, Irene
Jurnal Dedikasi Vol 15 (2018): Mei
Publisher : Direktorat Penelitian dan Pengabdian Kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (439.768 KB) | DOI: 10.22219/dedikasi.v15i0.6433

Abstract

Salah satu pengrajin yang ada di desa Toyomarto adalah pengrajin sandal klompendan sandal spon. Pengerajin ini biasanya dilakukan oleh produksi rumah tangga yangada di desa ini. Tujuan program IbM pengerajin sandal klompen dan sandal spon didesa Toyomarto ini adalah memberdayakan kelompok pengerajin sandal klompendan sandal spon dalam mengembangkan usahanya secara mandiri dan jugamemberdayakan perekonomian lokal yang sudah ada. Pengembangan ini berupabidang produksi dan manajemen. Target luaran yang ingin dicapai pada pengerajinsandal klompen dan sandal spon ini tersusun menjadi dua bagian yaitu yang (1)luaran bidang produksi (a) Pemanfaatan alat produksi yang ada yang sesuai denganyang dibutuhkan pengerajin secara optimal sehingga kelancaran proses produksipengerajin dapat maksimal dan desain yang diinginkan sesuai dengan harapan.(b)Pengerajin sandal klompen dan sandal spon mampu mengembangkan  satu atau lebihdesain jenis baru yang ada di pasar sehingga ragam model sandal klompen dan sandalspon akan bertambah yang akan memperbanyak hasil penjualan.(c) Produksipengerajin akan semakin meningkat. (2) luaran bidang manajemen (a) Setiappengerajin memiliki pembukuan untuk mencatat jumlah produk yang dihasilkan ,banyaknya bahan yang dihabiskan dan banyaknya penjualan atau upah yang didapat sehingga diketahui besarnya penghasilan atau keuntungan yang mereka dapat selamaini. (b) Pengerajin mampu mempromosikan produk yang dihasilkan baik melaluimedia cetak ataupun elektronik. Rencana dan pelaksanaan program IbM di desaToyomarto (1) Persiapan, meliputi Sosialisasi Program IbM kepada mitra,Penyusunan indikator dan instrument, Pembentukan tim pelaksana program IbM,Pembagian tugas tim pelaksana dan pengarahan/diskusi, Mengadakan koordinasidengan mitra IbM, Mengadakan koordinasi dengan pihak-pihak yang terkait.(2)Pelaksanaan, meliputi Pengadaan alat produksi untuk memperlancar proses produksisandal klompen dan sandal spon, Membuat buku koleksi jenis- jenis desain merajutsebagai bahan acuan untuk diperlihatkan kepada pelanggan, Pelatihan membuatpembukuan hasil usaha sandal klompen dan sandal spon, Pelatihan menggunakaninternet untuk mempromosikan hasil karya produksi sandal klompen dan sandalspon, Membuatkan brosur sebagai media promosi yang nantinya akan diberikankepada pelanggan yang datang. (3) Pemantauan meliputi, Pemantauan pengadaanalat produksi seperti mesin jahit cuki, alat plong sandal, dan kompresor, Pemantauanpelaksanaan pelatihan pembuatan pembukuan hasil usaha, Pemantauan pelatihanmenggunakan internet sebagai media promosi, Pemantauan pembuatan brosur untukmedia promosi internal. (4) Evaluasi meliputi, Evaluasi pengadaan alat produksimesin jahit cuki, alat plong sandal, dan kompesor, Evaluasi pelaksanaan pelatihanpembukuan hasil usaha, Evaluasi pelatihan menggunakan internet untuk media promosi, Evaluasi pelaksanaan pembuatan brosur internal, Pembuatan laporanprogram IbM.
CALL-Mediated task-based language teaching: A speaking project with online audience in Indonesia Oktavia Widiastuti; Fransisca Maria Ivone; Teguh Sulistyo; Didik Hartono; Emy Sudarwati; Santi Prastiyowati
Indonesian Journal of Applied Linguistics Vol 12, No 1 (2022): Vol. 12, No. 1, May 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v12i1.46427

Abstract

Tasks and technology are reciprocally related since the integration of technology can benefit task-based language teaching (TBLT) implementation. This study investigates students’ speaking performance, learning experiences, and perceptions in a speaking course specially designed with video recording activities involving online audiences based on the principles of TBLT. Thirty-eight undergraduate students majoring in English and enrolled in the speaking class served as the respondents. The data were collected through speaking tests, Likert scale questionnaires, and interviews. The findings indicated that the students developed their speaking performance after experiencing speaking class through a computer-assisted language learning (CALL)-mediated TBLT with video recording activities. They were also able to find their strengths and weaknesses by watching their own video recordings on YouTube. The findings also showed that the students had positive learning experiences and perceptions of video recording activities with online audiences on YouTube. Nevertheless, a further investigation of the online interactions toward the use of tasks and digital learning platforms with online audiences is highly advised.
Written corrective feedback across different levels of EFL students’ academic writing proficiency: Outcomes and implications Suhartawan Budianto; Teguh Sulistyo; Oktavia Widiastuti; Dwi Fita Heriyawati; Saiful Marhaban
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (519.867 KB) | DOI: 10.24815/siele.v7i2.16569

Abstract

This current research aimed at finding out the impact of different feedback modes, that is indirect corrective feedback and direct corrective feedback, on the writing proficiency of EFL students at the university level. Direct and indirect corrective feedbacks were provided by covering global and local aspects of writing together. This study reported on a 14-week study with 63 students majoring in the English Education Department of an outstanding university in Surabaya, Indonesia. The pre-test was given to 35 students that belonged to a high proficiency level group, whereas 28 students belonged to the low proficiency level. The proficiency level was used to examine whether the corrective feedback was effective for certain levels of learners’ proficiency. An experimental design was run to examine whether there was a noteworthy different impact of direct corrective feedback (DCF) and indirect corrective feedback (ICF) on descriptive essays produced by EFL students. Two groups of participants, DCF group and ICF group, wrote eight topics in which each was treated using different feedback. The results revealed that the DCF is more powerful than ICF and contributes significantly to improve students’ EFL writing, regardless of the students’ level of proficiency (high or low). The outcomes of DCF and ICF in the EFL writing process that do not depend on proficiency level indicates that the use of DCF and ICF is not influenced by proficiency level. In other words, direct corrective feedback is advantageous for both low and high proficiency learners in EFL writing process.
Written corrective feedback across different levels of EFL students’ academic writing proficiency: Outcomes and implications Suhartawan Budianto; Teguh Sulistyo; Oktavia Widiastuti; Dwi Fita Heriyawati; Saiful Marhaban
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v7i2.16569

Abstract

This current research aimed at finding out the impact of different feedback modes, that is indirect corrective feedback and direct corrective feedback, on the writing proficiency of EFL students at the university level. Direct and indirect corrective feedbacks were provided by covering global and local aspects of writing together. This study reported on a 14-week study with 63 students majoring in the English Education Department of an outstanding university in Surabaya, Indonesia. The pre-test was given to 35 students that belonged to a high proficiency level group, whereas 28 students belonged to the low proficiency level. The proficiency level was used to examine whether the corrective feedback was effective for certain levels of learners’ proficiency. An experimental design was run to examine whether there was a noteworthy different impact of direct corrective feedback (DCF) and indirect corrective feedback (ICF) on descriptive essays produced by EFL students. Two groups of participants, DCF group and ICF group, wrote eight topics in which each was treated using different feedback. The results revealed that the DCF is more powerful than ICF and contributes significantly to improve students’ EFL writing, regardless of the students’ level of proficiency (high or low). The outcomes of DCF and ICF in the EFL writing process that do not depend on proficiency level indicates that the use of DCF and ICF is not influenced by proficiency level. In other words, direct corrective feedback is advantageous for both low and high proficiency learners in EFL writing process.
Online Feedback in Interactive Blogging: Cultivating Students’ Writing Performance and Learning Engagement Sulistyo, Teguh; Widiastuti, Oktavia; Mafulah, Siti; Puspitasari, Yunita; Holland, Tim
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 2 (2023): JEELS November 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i2.1099

Abstract

Integrating Information and Communication Technologies (ICT) into language learning has shifted how English classes are administered. The shift in teaching instruction from pen and paper-based activities to online-based approaches has led to interactive blogging to make the classes more authentic, motivating, and communicative. Thus, this paper mainly examines two significant issues: 1) how interactive blogging benefited the writing class when online feedback took place and 2) how the EFL students actively participated in the interactive blogging atmospheres. This study employed school-based action research involving 30 students majoring in the English Language Program of a university in Malang, Indonesia, who actively participated in the study. The data were taken from interviews, open-ended questionnaires, and writing tests. The findings revealed that online feedback in interactive blogging increases students’ writing performance covering CAF (complexity, accuracy, and fluency), and it enables students to interact more frequently with their teacher and classmates inside and outside the classroom. This indicates that teachers must empower students with technologies and more student-student and student-teacher interactions in writing classes. However, it is not as easy as paper and pen-based writing activities when giving and understanding online feedback.
Student-teacher relationship: Written feedback provision and writing performance Sulistyo, Teguh; Dewantara, Arie; Widiastuti, Oktavia; Marhaban, Saiful
Englisia: Journal of Language, Education, and Humanities Vol 12, No 1 (2024)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i1.23104

Abstract

Despite several studies on feedback, little is known about the benefits of the student-teacher relationship in providing feedback. This study therefore aimed to investigate the effects of teacher feedback on students' writing performance. The feedback was divided into two formats: Direct Feedback and Indirect Feedback. Students' writing performance in the study refers to the quality of students' writing when composing a descriptive paragraph. In addition, this study also explored the voices of English as a Foreign Language (EFL) students after being treated with different feedback modes under specific circumstances of the student-teacher relationship. The study adopted a mixed methods design, using a test, a semi-structured interview and a questionnaire as instruments to obtain qualitative and quantitative data. The study involved 50 secondary school students who were divided into two groups of 25 students each. The results showed that direct feedback stimulated students' writing performance better than indirect feedback. In addition, the feedback treatments could maximize students' writing performance if a good student-teacher relationship was developed in the classroom. This implies that maintaining a good student-teacher relationship in the EFL classroom is beneficial.