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All Journal Jurnal Pendidikan dan Pengajaran Indonesian Journal of Applied Linguistics (IJAL) Englisia Journal English Review: Journal of English Education Celt: A Journal of Culture, English Language Teaching & Literature JEES (Journal of English Educators Society) Indonesian Language Education and Literature Journal of English Literacy Education Jurnal Pendidikan Biologi Sriwijaya University Learning and Education International Conference Al Ishlah Jurnal Pendidikan English and Literature Journal ENGLISH FRANCA : Academic Journal of English Language and Education Tadbir : Jurnal Studi Manajemen Pendidikan Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Linguistic, English Education and Art (LEEA) Journal Dinamisia: Jurnal Pengabdian Kepada Masyarakat IRJE (Indonesian Research Journal in Education) Indonesian Journal of English Language Teaching and Applied Linguistics Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Jurnal Ilmiah Pendidikan dan Pembelajaran Voices of English Language Education Society Linguists: Journal of Linguistics and Language Teaching Journal of English Language Teaching Innovations and Materials (Jeltim) ENGLISH FRANCA : Academic Journal of English Language and Education JOLLT Journal of Languages and Language Teaching Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Journal of English Language and Education Linguistic, English Education and Art (LEEA) Journal Indonesian Journal of EFL and Linguistics Indonesian Journal Of Educational Research and Review Dulang: Jurnal Pengabdian Kepada Masyarakat Studies in English Language and Education Jurnal Pengabdian Masyarakat Bangsa Purbawidya: Jurnal Penelitian dan Pengembangan Arkeologi Jurnal Pendidikan Progresif LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Machdalena Vianty
Universitas Sriwijaya
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Energy Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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TEACHERS’ BELIEFS AND CLASSROOM PRACTICES IN TEACHING CONTENT SUBJECTS THROUGH EMI Ulfah Oktaviani; Soni Mirizon; Machdalena Vianty
English Review: Journal of English Education Vol 10 No 1 (2021)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i1.5399

Abstract

The urge of 4.0 industrial revolutions has made the growth of English as a medium of instruction (EMI) in the educational field unbearable. The beliefs of EMI more or less would give a contribution to the teaching and learning process. This study aimed to investigate teachers’ beliefs towards EMI, to find out how the beliefs reflect in their classroom practices, and the challenges that teachers encounter in teaching content subjects through EMI. The qualitative in case study design was applied and questionnaires, observation, and interviews were used to collect the data. The observations and interviews data were analyzed through thematic analysis and the questionnaire data were analyzed by using descriptive statistical analysis. The findings of this study showed that most content subject teachers at SIS Palembang had a strong belief towards EMI. In the classroom practices, it was found that all teachers put into practiced what they believed in teaching content subjects through EMI such as they used English during the class, applied some strategies to illustrate new vocabulary, used prescribed teacher guide books, provided clear and explicit instructions, engaged the students, delivered the content greatly, and rarely did the code switching, The challenges they encountered in teaching content subjects through EMI included language barriers, class discussion engagement, and lesson preparation.
THE USE OF ICT IN LEARNING PROCESS BY VOCATIONAL TEACHERS OF ENGLISH Resty Wiranda; Ismail Petrus; Machdalena Vianty
English Review: Journal of English Education Vol 8 No 2 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v8i2.2617

Abstract

In the era of modernization, people are very dependent on technology, Information Communication Technology (ICT) in education itself has important role in teaching and learning process. The purpose of this study was to investigate the kind of ICT used by the teachers, the utilization of ICT in learning process, the problems and solutions in teaching by using ICT, and the role of schools in assisting teachers to overcome the problems at vocational high schools in Sekayu. This study applied descriptive qualitative research design. The data were collected by using questionnaire, interview, observation, and document review. The participants of this study were the teachers of English, the vice-principal of facility and infrastructure, and the students. The findings of this study showed that the teachers of English at vocational high schools in Sekayu used hardware such as projector, laptop, speaker, headset, and smartphone, while software such as internet, dictionary application, e-book, Microsoft office, and browsing application. The teachers used discovery learning to utilize ICT in the syntax of the learning model. The main problem faced by the teacher was the unavailability of students’ personal ICT devices. The school also had the role to assist teachers in overcoming the problems. The conclusion was the teachers had applied ICT in the learning process however they did not fully apply ICT in each syntax of the learning model used.
Students’ expectation toward teacher’s teaching style and contribution to students’ English performance Gita Loveta; Bambang A Loeneto; Machdalena Vianty
English Review: Journal of English Education Vol 9 No 1 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v9i1.3786

Abstract

Students’ expectation of their teacher’s teaching style is one of the factors that can affect academic performance. However, it is unclear how much students’ expectation affects the English academic performance of students. The objectives of this study were: (1) to find the students’ expectation on their English teacher’s teaching style, (2) to find whether the English teacher’s teaching style matches with the students’ expectation, and (3) to find the contribution of students’ expectation toward teacher’s teaching style toward their English academic performance. The study’s sample was one English teacher from each public senior high school in Sukarami District, SMA N 13, SMA N 17, and SMA N 21, along with 11th-grade students they taught. This research used descriptive quantitative design. The data were collected by questionnaire and documents as quantitative data, and interview as qualitative data. Pearson Product Moment correlation and regression were used to analyze quantitative data while transcribing was used to analyze qualitative data. The findings showed that (1) the students expected their English teacher to use Expert and Facilitator teaching style, (2) the student’s expectation is not perfectly fulfilled as the teachers prefer Expert and Formal Authority teaching style, and (3) there was no contribution of students’ expectation toward their English teacher’s teaching style to their English academic performance.
Bangka-culture-based descriptive reading materials for tour and travel in SMK: Students’ needs analysis Nur Azizah; Rita Inderawati; Machdalena Vianty
English Review: Journal of English Education Vol 9 No 1 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v9i1.3776

Abstract

This research aimed to find out the Vocational High School (SMK) students' needs in English reading materials development based on Bangka local culture reviewed by students', teachers', and stakeholders' views. The data were obtained through the use of a questionnaire and semi-structured interviews. The data were analyzed both quantitatively and qualitatively. The result of the need analysis showed that: 1) English was important for the students mostly to support their future carrier, 2) students’ English proficiency was in the beginner level, 3) students still had some difficulties in reading comprehension, 4) the kind of text needed was a descriptive text, 5) the forms of questions mostly suggested were multiple choice and essay, 6) there was a need of integrating English reading materials with the materials of the content subjects, 7) students still lacked knowledge about Bangka local culture, 8) there were no existing English reading  materials which were integrated with Bangka local culture, 9) two main reasons of integrating Bangka local culture in reading, were enhancing the students’ knowledge about Bangka culture, and promoting their skills in their study program, 10) the aspects of Bangka local culture needed to be integrated into English reading materials were about arts, customs, foods, traditional clothes, traditional equipment, folklores, and historical places.  Due to the needs, it was necessary to develop supplementary descriptive reading materials by integrating Bangka local culture which matched the students’ English proficiency and could support their study program.
DEVELOPING DESCRIPTIVE READING MATERIALS ABOUT PALEMBANG HISTORICAL BUILDINGS Arko Nica; Ismail Petrus; Machdalena Vianty
English Review: Journal of English Education Vol 9 No 2 (2021)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v9i2.4354

Abstract

The purpose of this study was to find out the validity, practicality, and potential effect of developed descriptive reading materials about historical buildings. The developed reading materials were for the seventh-grade students. The development research was based on Akker’s three phases: 1) analysis, 2) design, and 3) evaluation and revision. In the evaluation phase, the formative evaluation modified by Tessmer was applied and there were five stages: self-evaluation, expert review, one-to-one evaluation, small group evaluation, and field test evaluation. The validity was determined based on the results of the experts’ review and the product was valid which was categorized as high validity. The practicality was determined based on the result of the one-to-one evaluation and the small group evaluation. The product was categorized as very high practical level. The potential effect was evaluated in the field test. The result showed that the product has a potential effect since the students reached the passing grade score. In conclusion, the developed descriptive reading materials about Palembang historical buildings were valid, practical, and has potentially effective for the seventh-grade students.
EFL TEACHERS’ CAPABILITY AND BARRIERS IN USING INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) Harli Zadtyi; Ismail Petrus; Machdalena Vianty
English Review: Journal of English Education Vol 10 No 1 (2021)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i1.5385

Abstract

Integrating and developing ICT for the school has become an important facet and conferred a more robust pattern to get the new teaching and learning models. The combination of ICT has several benefits to form a context for teaching and learning English skills. In this pandemic situation, teachers should use kind of ICT tools for online teaching. Supported this necessity, there must be problems faced by the teacher in the access of ICT. Studying the teachers' capability and barriers in education will help teachers become successful technology adopters in the future. This study applied a qualitative descriptive research design conducted through questionnaires, observation, and interviews. The result of the questionnaire, interview, and observation was described. Participants were EFL teachers from senior-high-schools in Sanga desa. The study findings Teachers category good in capability and the main barriers faced by teachers were lack of facilities, time, training, and internet problem. The research has the purpose of exploring teachers' capability and the barriers they face to improve the quality of ICT use in teaching English in the future.
Developing questions of high order thinking skill using adventure story narrative text for junior high school students in Palembang Octa Risfa Ria Ringkisa; Machdalena Vianty; Bambang A. Loeneto
English Review: Journal of English Education Vol 9 No 1 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v9i1.3787

Abstract

The aim of this study was to develop questions of high order thinking skill using adventure story narrative text based on Bloom’s Taxonomy framework. The research method applied was the developmental research developed by Akker (1999). The procedure of the study consisted of three stages, analysis, design, and evaluation. Formative evaluation by Tessmer was conducted to see the validity, practicality, and whether or not the developed product had potential effect to the students. The subject of this study was eighth grade students at SMP N 17 Palembang. The sample of the study was selected purposively based on the category of their English proficiency i.e: low, medium, and high English proficiency. Document related to Higher Order Thinking questions, students’ need, and students’ reading level were analyzed. The results of the analysis became the basis for designing the developed questions. The prototype I, the developed question as the beginning design was validated by 2 experts (expert review) and stated that the prototype 1 consists of 60 questions are valid with average score 4.3, and appropriate to be used. In one-to-one stage, prototype II was tested on 3 students, there were 10 questions that needed to be revised because the students had difficulty understanding what was being asked by the questions. The result of revised questions was called Prototype II. In a small group stage, Prototype II was tested on 6 students, there were 11 questions need to revised, the revised question then produced prototype III. Field test stage aimed to evaluate potential effect of the developed questions. The judgment of potential effect was seen from the mean score of the students in the field test. The results showed that students’ average score was 73. It means that the developed questions of high order thinking skill was categorized as very had high potential effect to the students.
THE PRACTICE AND CHALLENGES OF IMPLEMENTING CRITICAL THINKING SKILLS IN EFL TEACHERS QUESTIONING BEHAVIOR Ahmad Zainudin; Machdalena Vianty; Rita Inderawati
English Review: Journal of English Education Vol 8 No 1 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v8i1.2112

Abstract

The development of critical thinking is closely related to the questions asked by teachers as the teachers higher-order questions are cognitively demanding to promote students critical thinking. The purposes of this study are to investigate how critical thinking was implemented in EFL teachers questions in the classroom and the challenges faced by EFL teachers in integrating critical thinking questions. In addition, this study also investigated students reasons for non-response to particular questions asked by teachers. Applying mixed-method research design, the data were collected from classroom observation, interview, questionnaire and documentations. The research participants were two English teachers and 229 number of students of year 8. The results showed that the most dominant questions asked by the two English teachers were in Lower-order questions (78,8%), while the Higher-order questions were only (21,2%) questions. Second, the challenges faced by teachers were students intelligence has yet to reach the level of higher-order thinking, unconducive-classroom environment, teachers creativity itself, parental involvement and students lack of vocabulary. Third, dealing with the reason for students non-response in particular questions asked by teachers, there were some reasons, such as students are afraid of making mistakes, they could not put ideas into words, and lack of vocabularies. In conclusion, the teachers faced various challenges in implementing critical thinking questions in the classroom.
The Transformational Leadership Behaviours of School Principals of Vocational High School in Palembang Sadrah Ihsani; Rita Inderawati; Machdalena Vianty
Tadbir : Jurnal Studi Manajemen Pendidikan Vol 4, No 1 (2020)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (222.577 KB) | DOI: 10.29240/jsmp.v4i1.1203

Abstract

The aims of this study were to investigate the description of the transformational leadership behaviour of school principals of private vocational senior high schools in Palembang, and how the school principals implemented the transformational leadership in the school and how the transformational leadership impacted to the teacher performance. The subjects of this study was four school principals of four private vocational senior high schools in Palembang. The data collection was taken from the questionnaire and interview. The data from the questionnaire were analyzed by simple statistical analysis and the interview was analyzed by using thematic analysis. The findings showed that the description of transformational leadership demonstrated the four dimension of transformational leadership, such as idealized influence, inspirational motivation, intellectual stimulation and individual consideration. Later in this study it was found that school principals implement transformational leadership by using some ways such as building the trust, motivation, facilitation and communication. It is also found that the transformational leadership behavior of school principal of private vocational high school in Palembang has an impact to the teacher performance in teaching learning process. 
Developing Lahat Local Culture-Based Instructional Narrative Reading Materialsfor Secondary School Students Nemisis Dahnisah Argasetra; Soni Mirizon; Machdalena Vianty
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 6, No 1 (2022): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v6i1.31884

Abstract

Abstract. The objective of this study was to develop Lahat local culture-based  instructionalnarrative reading materials which are valid, practical, and have potential effect for secondary school students. This study applied development research which was conductedthrough three phases including analysis, design, and evaluation and revision phases. There were five stages of formative evaluation used in the evaluation phase, they are self-evaluation, expert review, one-to-one evaluation, small group evaluation, and field test evaluation. The participants of this study were theninth-grade students of a public junior high school in Lahat Regency, South Sumatera in academic year 2020/2021.  The data were obtained using questionnaire and reading comprehension test.In determining the validity and practicality of the developed reading materials, the average score of questionnaires from experts’ judgement (for validity) and questionnaire in one-to-one and small group evaluation (for practically) were used. The results showed that the developed product was valid (average score 3.87) and practical (average score 4.6). The product also had potential effect since the students reached the passing grade score was 70. Keywords: Material Development, Narrative Text, Reading Materials, Lahat-Local-Culture
Co-Authors A.A. Ketut Agung Cahyawan W Aghni, Luluk Aulia Ahmad Zainudin Allvemy, Allecya Riany Amrullah Amrullah Amrullah Amrullah Amrullah Andika Putra Pratama Anita Agustin Aresti Randika Arif Aminullah Arik Eriyanto Arko Nica Ayu Agustina Azrielyani, Thadya Bambang A Loeneto Bambang A. Loeneto Bambang Apriady Loeneto BASTIAN SUGANDI Chuzaimah D. Diem Chuzaimah Dahlan Diem Chuzaimah Dahlan Diem, Chuzaimah Dahlan Darme, Made Dewi Nurholis Dian Eka Sari Didi Suhendi Didi Suhendi Didi Suhendi, Didi Dio Resta Permana DWI MAHARANI Dwi Maharrani Eka Barahma Putri ELMA FATHMAWATI Erlina Erlina Erlina Erlina Ermalati Putri ERYANSYAH, ERYANSYAH Fathia Khairunnisa Khairunnisa Fatimah Tuzahra Fiftinova Fiftinova, Fiftinova Firdaus, Ahmad Royhan Fitriani, Yara Gita Loveta HAFSAH RIZQIYAH Harli Zadtyi Hesti Wahyuni Anggraini, Hesti Wahyuni Hudaidah Hudaidah Ida Rosmalina, Ida Irfan Irfan Ismail Petrus Khairunnisa, Fathia Margaretha Dinar Sitinjak, Margaretha Dinar Medio Lailatin Nisphi Mgrt. Dinar Sitinjak Mitha Septiyanti Mulyadi Eko Purnomo, Mulyadi Eko Muthiah, Ranidya Ayu Muthmainnah Muthmainnah NANIK PURWASIH, NANIK Nemisis Dahnisah Argasetra NOVIA RABBANI Nur Azizah Nur Azizah Nurhayati Nurhayati Nurhayati Nurhayati Nurvira Wardayani Octa Risfa Ria Ringkisa Pratama, Miftahunajah Aditiya Pratami, Silvia Putri, Ermalati Putri, Maharani Chintya Putri, Rizky Amelia Rahmawati Umbara Rahmi Susanti Randika, Aresti Razimona, Rizka Rena Sylvia Resty Wiranda Rinduani Putri Ayu Riska Bella, Riska Rita Hayati Rita Hayati Rita Inderawati Rizka Pebriantini Sadrah Ihsani Salsabila, Fera Saraswati, Nais Sary Silvhiany Selvina, Dita SEPTY ANGGRAINY Shella Monica Sofendi Sofendi Sofendi Sofendi Sofendi Sofendi Sofendi SOFENDI SOFENDI, SOFENDI Soni Mirizon sri puji astuti Susanti, L.R. Retno Syarifuddin Syarifuddin Tibrani, Masagus Mhd Ulfah Oktaviani Utami Kusuma Ningtyas Weni Pratiwi Wulandari, Ayu Apriyesi Yazir, Muhammad Yenny Anwar Zahra Alwi Zulhaidir Zuraida Zuraida Zuraida Zuraida Zuraida Zuraida