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Listening journals to promote students’ critical thinking skills in an integrated Listening-Speaking Course Rina Astuti Purnamaningwulan
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

This study aims to explore whether there is a significant improvement in students’ critical thinking (CT) skills after implementing listening journals as one of the tasks in the Critical Listening and Speaking II course. This study also reports students’ responses to the implementation of listening journals. In this mixed-method study, students’ CT skill was measured using a Critical Thinking Self-Assessment (CTSA) Scale prior to and subsequent to the listening journal implementation period. Meanwhile, a reflective questionnaire with open-ended questions was employed to reveal students’ responses to the implementation of the listening journals’ tasks. Fifty students studying in the fourth semester of an English education department in a private university in Indonesia participated in this study. A paired-samples t-test result suggested a significant improvement in students’ scores from the pre- to the post- CT self-assessment (t = -4.136, p .05). In addition, the qualitative data obtained from the reflective questionnaire showed that the dominant responses from the students were positive towards the listening journal task. The findings of this study suggest that listening journals can be an effective strategy to help foster learners’ critical thinking while developing listening and other skills. Even so, some felt the process was too monotonous and difficult. Thus, suggestions for future research are offered to improve the journal’s future design and implementations.

Listening journals to promote students’ critical thinking skills in an integrated Listening-Speaking Course Rina Astuti Purnamaningwulan
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i2.23387

This study aims to explore whether there is a significant improvement in students’ critical thinking (CT) skills after implementing listening journals as one of the tasks in the Critical Listening and Speaking II course. This study also reports students’ responses to the implementation of listening journals. In this mixed-method study, students’ CT skill was measured using a Critical Thinking Self-Assessment (CTSA) Scale prior to and subsequent to the listening journal implementation period. Meanwhile, a reflective questionnaire with open-ended questions was employed to reveal students’ responses to the implementation of the listening journals’ tasks. Fifty students studying in the fourth semester of an English education department in a private university in Indonesia participated in this study. A paired-samples t-test result suggested a significant improvement in students’ scores from the pre- to the post- CT self-assessment (t = -4.136, p .05). In addition, the qualitative data obtained from the reflective questionnaire showed that the dominant responses from the students were positive towards the listening journal task. The findings of this study suggest that listening journals can be an effective strategy to help foster learners’ critical thinking while developing listening and other skills. Even so, some felt the process was too monotonous and difficult. Thus, suggestions for future research are offered to improve the journal’s future design and implementations.

Pelatihan Komunikasi Bahasa Inggris Aktif dengan Metode Role Play untuk Karyawan Melcosh Café dan Glamcamp Mega Wulandari; Rina Astuti Purnamaningwulan; Thomas Wahyu Prabowo Mukti
Madaniya Vol. 4 No. 4 (2023)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/27214834.553

Melcosh Café dan Glamcamp yang telah tujuh tahun berdiri di Kawasan Wisata Kaliurang, Yogyakarta semakin memperluas pasarnya. Kini, bisnis café tersebut telah merambah ke pasar internasional, di mana jumlah kunjungan dari customer mancanegara semakin bertambah dan konsisten. Untuk dapat melayani customer mancanegara, para karyawan di Melcosh Café & Glamcamp perlu memiliki kemampuan komunikasi bahasa Inggris aktif. Untuk membantu menjawab kebutuhan tersebut, tim pengabdi dari prodi Pendidikan Bahasa Inggris Universitas Sanata Dharma menyelenggarakan pelatihan komunikasi bahasa Inggris aktif dengan metode role play bagi karyawan Melcosh Café dan Glamcamp. Dengan modul yang dikembangkan secara khusus untuk konteks bisnis resto dan hospitality industry, kegiatan pelatihan yang berbasis role play dilaksanakan dalam kurun waktu satu bulan dengan jumlah total delapan pertemuan. Setelah menjalani pelatihan intensif selama satu bulan, keempat belas orang peserta pelatihan yang terdiri dari barista, waiter, cook, customer service, dan staf operasional dapat meningkatkan kemampuan bahasa Inggris mereka dari level pasif menjadi aktif, khususnya dalam konteks melayani dan menangani kebutuhan pelanggan mancanegara di café dan glamcamp. Hasil akhir pengabdian masyarakat ini menunjukkan bahwa pelatihan bahasa Inggris dengan metode role play terbukti telah memberikan dampak positif bagi perkembangan kompetensi berbahasa Inggris para karyawan Melcosh Café & Glamcamp yang merupakan salah satu faktor penunjang pengembangan bisnis perusahaan.

Portraying Indonesian English language teachers’ readiness for teaching online classes Tutyandari, Caecilia; Purnamaningwulan, Rina Astuti
Englisia: Journal of Language, Education, and Humanities Vol 11, No 1 (2023)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i1.17484

Amidst the proliferation of the COVID-19 virus in Indonesia, educators, students, and educational institutions are still adapting to the implementation of online instructional methods. This investigation delves into the preparedness of English as a Foreign Language (EFL) teachers in conducting online classes, as well as the obstacles they encounter while doing so. The purpose of this study is to serve as a foundation for schools to develop effective strategies for administering online classes, and to equip teachers with the necessary skills to facilitate learning in the online realm. This current research employed a mixed-method design in order to gather the essential information required to address the research questions at hand. The data was collected through the utilization of an online Likert-scale questionnaire and focus group interviews. The questionnaire was utilized to evaluate teachers' preparedness across three dimensions: Technological Pedagogical Content Knowledge (TPACK), teachers' presence, and institutional support. A total of 336 EFL teachers from various high schools in Indonesia voluntarily participated in the survey, while nine participants took part in the focus group interviews. The findings of this investigation indicate that, on average, EFL teachers possess a moderate to high level of perceived preparedness across the three aforementioned dimensions. This suggests that the majority of teachers are adequately equipped to engage in distance learning. However, the present findings also shed light on the concerns expressed by teachers during the online teaching and learning process. These challenges encompass the proficiency of teachers in utilizing TPACK, the workload imposed on teachers, the psychological well-being of students, and the support provided by educational institutions. Furthermore, this exploration provides a concise overview of the intricate nature of teachers' preparedness.

Exploring Challenges of Peer Feedback in an EFL Micro Teaching Class Cendani, Imanuela Artika Sekar Ayu; Purnamaningwulan, Rina Astuti
Elsya : Journal of English Language Studies Vol. 5 No. 3 (2023): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v5i3.15651

For English as a Foreign Language learners, peer feedback is a useful tool that fosters autonomous learning. Allowing students to give and receive feedback from their peers during Micro Teaching sessions offers an alternative in addition to the input from teachers. It also helps in developing students’ evaluating skill which is a prerequisite of being future teachers. However, if students are still facing difficulties in giving and receiving feedback, the quality of the peer feedback activity cannot be guaranteed. The objective of this study was to investigate the challenges and their underlying factors associated with peer feedback which revealed potential for improvements in the quality of the feedback and the students’ evaluating skills. Data collection was conducted using a case study approach and involved the use of a questionnaire and interviews. A total of eighteen participants partook in the study, with six of them also engaging in interviews. Hesitation in giving comments, changes in power relations, lack of time, and quality differences of the feedback were shown to be the four main challenges in peer feedback. Three primary aspects, which are lack of confidence, ambiguous feedback, and differences in proficiency levels, had an impact on these difficulties. The study's findings indicate that peer feedback should take place within a supportive environment, highlighting the importance of academics providing clear instructions to enhance the effectiveness of the peer feedback process.

EXPLORING INDONESIAN EFL PRE-SERVICE TEACHERS’ EXPERIENCES IN AI-ASSISTED TEACHING PRACTICUM: BENEFITS AND DRAWBACKS Wulandari, Mega; Purnamaningwulan, Rina Astuti
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 2 (2024): October 2024
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v27i2.8690

The integration of Artificial Intelligence (AI) in educational settings is rapidly evolving, presenting both opportunities and challenges for pre-service English teachers. This case study explored three Indonesian EFL pre-service teachers’ experiences in using AI technologies and the implications for their pedagogical practices during teaching practicum. Several AI tools, namely ChatGPT, Copilot, Twee, and Quizizz AI, were used to help the pre-service teachers in planning, creating learning content, and assessing students. Data were collected from semi-structured interviews, reflective reports, and artifacts from the three Indonesian pre-service teachers majoring in English language education joining a teaching practicum program in a local school for 6 weeks. The qualitative data analysis revealed that the Indonesian EFL pre-service teachers saw three essential benefits of AI-assisted teaching practicum: (1) AI assists them with brainstorming and ideation process, (2) AI makes teaching preparation more time efficient, and (3) AI assists them in crafting tailor-made English materials for students. Meanwhile, they also addressed some challenges in the process, namely (1) overreliance, (2) ethical violation, and (3) fabricated and misleading contents.

INVESTIGATING EFL STUDENTS’ ONLINE ENGAGEMENT IN ZOOM MAIN ROOM AND BREAKOUT ROOMS Natalie, Regina Yoantika; Purnamaningwulan, Rina Astuti
IJIET (International Journal of Indonesian Education and Teaching) Vol 8, No 1 (2024): January 2024
Publisher : Sanata Dharma University Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijiet.v8i1.6152

Zoom as one of the video conference applications facilitates synchronous online learning through its main room and breakout rooms features. This research aimed to compare students’ online engagement in Zoom main room and Breakout rooms. It also explored the extent to which group discussions could facilitate students' online engagement through Zoom Breakout rooms. Ninety-one EFL students participated in this mixed-method study. Quantitative data were collected using 24-item questionnaires addressed to two different groups of students: breakout room and main room students. Qualitative data were collected by interviewing six respondents from the breakout room group to explore their opinions regarding the breakout room’s effectiveness in promoting online engagement. The independent sample t-test towards the quantitative data revealed a significant difference between online engagement that occurred in the Breakout room compared to the Zoom main room (t=-4.922, df=89, p0.05). Further, it was found that Zoom breakout rooms were able to facilitate online engagement in the five engagement aspects, namely social, collaborative, behavioral, emotional, and cognitive engagement. These findings imply that Zoom Breakout rooms can be optimized to boost online engagement.

Differentiated Instruction Strategies to Enhance EFL Learning in A Mixed-Proficiency Seventh-Grade Classroom Purnamaningwulan, Rina Astuti; Purwanto, Andrea Rinjani
Elsya : Journal of English Language Studies Vol. 7 No. 1 (2025): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v7i1.22076

In the context of EFL in Indonesian junior high schools, classrooms often comprise students with mixed proficiency levels. This poses challenges due to the heterogeneity in their initial proficiency. This study explored the practical implementation of Differentiated Instruction (DI) strategies in a seventh-grade English class with mixed competency levels and investigated students’ perceptions of the implementation in terms of its efficacy and acceptability. This study was conducted in four weeks and involved thirty-one seventh-grade students from a public Junior High School in Yogyakarta. Data were collected using a questionnaire, observation field notes, semi-structured interviews, and teaching-learning artifacts. The quantitative data were analysed descriptively, while thematic approach was employed to analyse the qualitative data. The findings showed that various DI strategies were implemented across the three learning dimensions, i.e. content, process, and product. Students generally had positive perceptions of the DI strategies as they had better learning experiences, enhanced learning motivation, and improved collaboration skills. The mean score for student satisfaction was high (M = 4.22), with product differentiation receiving the highest rating (M = 4.48). However, a concern was raised regarding the mixed-proficiency grouping. These findings suggest that carefully-designed DI strategies could enhance students’ learning experiences and minimize challenges in EFL mixed-proficiency classrooms. This study provides insights into practical implementation of DI in secondary-level EFL contexts. It also suggests that instructional practices in diverse EFL classrooms should be improved.

Portraying Indonesian English language teachers’ readiness for teaching online classes Tutyandari, Caecilia; Purnamaningwulan, Rina Astuti
Englisia Journal Vol 11 No 1 (2023)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i1.17484

Amidst the proliferation of the COVID-19 virus in Indonesia, educators, students, and educational institutions are still adapting to the implementation of online instructional methods. This investigation delves into the preparedness of English as a Foreign Language (EFL) teachers in conducting online classes, as well as the obstacles they encounter while doing so. The purpose of this study is to serve as a foundation for schools to develop effective strategies for administering online classes, and to equip teachers with the necessary skills to facilitate learning in the online realm. This current research employed a mixed-method design in order to gather the essential information required to address the research questions at hand. The data was collected through the utilization of an online Likert-scale questionnaire and focus group interviews. The questionnaire was utilized to evaluate teachers' preparedness across three dimensions: Technological Pedagogical Content Knowledge (TPACK), teachers' presence, and institutional support. A total of 336 EFL teachers from various high schools in Indonesia voluntarily participated in the survey, while nine participants took part in the focus group interviews. The findings of this investigation indicate that, on average, EFL teachers possess a moderate to high level of perceived preparedness across the three aforementioned dimensions. This suggests that the majority of teachers are adequately equipped to engage in distance learning. However, the present findings also shed light on the concerns expressed by teachers during the online teaching and learning process. These challenges encompass the proficiency of teachers in utilizing TPACK, the workload imposed on teachers, the psychological well-being of students, and the support provided by educational institutions. Furthermore, this exploration provides a concise overview of the intricate nature of teachers' preparedness.

COMPARING STUDENTSâ€™ ATTITUDES IN AN ONLINE PEER ASSESSMENT: DOES ANONYMITY MATTER? Acai, Fanya Evelyn; Purnamaningwulan, Rina Astuti
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 10 No 2 (2022)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v10i2.7727

Peer assessment is a fundamental activity aiming to involve students to participate actively in their own learning processes. In the context of EFL online learning, the peer assessment was conducted in the online mode as well. This study aimed to: 1) compare studentsâ€™ attitudes in doing an online peer assessment in two different conditions of anonymity, 2) explore studentsâ€™ perceptions of the anonymous and identifiable online peer assessment. Â Seventy students of the English language education department in a private university participated in this study. Assigned to two different conditions, i.e anonymous and identifiable online peer assessment, the students were engaged in a Workshop activity, which was an asynchronous Moodle-based online peer assessment. Each student assessed three peersâ€™ works as well as provide feedback comments. A questionnaire with close-ended and open-ended questions was used to investigate the studentsâ€™ attitudes as well as perceptions of the different peer assessment formats. An independent samples t-test was performed to compare the attitude scores of both groups. The result indicated that students in the anonymous group showed a slightly better attitude compared to those in the identifiable group, yet the difference was not significant (t = 1.164, p > .05). From the questionnaire result, it was also found that the students in the anonymous group had more positive perceptions towards online peer assessment activity. These findings imply that while the anonymous online peer assessment is more favoured by learners, it might not be able to guarantee positive development in studentsâ€™ overall aspects of attitudes.

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