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All Journal Al Ishlah Jurnal Pendidikan Edulangue UAD TEFL International Conference Jurnal Sains Student Research
Hefy Sulistyawati
Universitas Sebelas Maret
Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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ASSESSMENT-BASED MATERIAL DEVELOPMENT: USING STUDENTS’ WORKS FOR DEVELOPING ENGLISH LEARNING MATERIAL Kristiandi Kristiandi; Hefy Sulistyawati; Dewi Cahyaningrum
UAD TEFL International Conference Proceedings of the 4th UAD TEFL International Conference
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/utic.v1.182.2017

Abstract

Despite the vital role of teachers in delivering English instructions, English learning material takes the most prominent role in the learning process. As English learning process is expected to be learning centered, the role of English learning material becomes more strategic and crucial in fostering students’ learning. With the adopted curriculum as the framework and the concept of authentic materials as the basis, the development of English learning material needs to incorporate students’ learning problems and expectations. As such, teachers as learning facilitators are supposed to be alert to students’ needs for learning as well as their expectations and use them to update the learning materials as learning takes place. Students’ worksheets, which are the reflection of their current inter-language, are very good resource for teachers in developing a series of updated English learning materials and relevant communicative activities which are student-friendly. Developed on the revised Communicative Language Teaching (CLT) approach and Krashen’s Input Hypothesis, this paper highlights the importance of accommodating students’ learning problems for developing English learning materials by using formative and summative assessments results within a period of an English instructional program
A Content Analysis of Argumentative Structure in Pre-Service Teachers’ Writing Nurul Nurfitriana; Nur Arifah Drajati; Hefy Sulistyawati
EDULANGUE Vol. 2 No. 2 (2019): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (438.631 KB) | DOI: 10.20414/edulangue.v2i2.1710

Abstract

This study aims to describe the argumentative structure in pre-service teachers’ writing. The model argument structure was based on the adapted Toulmin (1958, 2003) consisting of six elements (i.e., claim, data, counter-argument claim, counter-argument data, rebuttal claim, and rebuttal data). The objects of this study are the writings of the fifth semester pre-service teachers' who, at that moment, were joining an academic writing course. The findings revealed that data dominated the constituent of argumentative structure based on adapted Toulmin’s model, then followed by a claim in the second place. The other structure was also found; however, it moderately in a small amount. The position and the relevancy of the papers were varied. As the implication, this study used as a model of scaffolding for pre-service teachers for giving basic knowledge of writing argumentative writing for students, so they have good skills in argumentation writing
Understanding Extensive Reading Implementation Issues: Insights From Indonesian Tertiary EFL Students’ Experiences Afiani Fitriasti; Endang Setyaningsih; Hefy Sulistyawati
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.v16i1.4297

Abstract

This case study investigates issues regarding the implementation of extensive reading (ER) and explores students’ experiences and feelings during an ER course in higher education. The participants were five female university EFL students who were selected purposively. Data were collected through questionnaires, interviews, and respondents’ diaries and processed using the stages of an interactive model. The analysis yields two major findings. First, the students held contrasting views on ER with two respondents reporting pleasure while the other expressed motivation, joylessness, and challenge. This finding can be attributed to the lack of freedom in choosing what to read and the unfit level of reading. Second, five factors are attributed to the success of ER: love for reading/ self-motivation, freedom to choose what to read, supportive reading environment, lecturers’ guidance, and variety of ER-based activities. These findings imply that the core principles of ER should be instituted. Failure to maintain these principles may deter students’ sustained engagement in ER.
Pemanfaatan Bamboozle untuk Meningkatkan Motivasi Belajar Bahasa Inggris di Kelas XI SMKN 2 Surakarta Sinta Ari Susanti; Deni Setiawan; Inayatul Jannah; Hefy Sulistyawati; Hindriati Hindriati
JOURNAL SAINS STUDENT RESEARCH Vol. 2 No. 3 (2024): Juni : Jurnal Sains Student Research
Publisher : CV. KAMPUS AKADEMIK PUBLISING

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61722/jssr.v2i3.1716

Abstract

There are various challenges in the learning process that is the low motivation of students especially in learning English. However, motivation has an important role in the learning process. This study aims to enhance motivation in learning English using the interactive learning media Bamboozle among Grade XI students at SMKN 2 Surakarta. This Classroom Action Research (CAR) was conducted in two cycles, involving 36 male students from the Automotive Engineering program. Data collection was performed through observation, interviews, and documentation. The results showed a significant increase in students' motivation across all aspects of the ARCS model (attention, relevance, confidence, and satisfaction) after the implementation of Bamboozle, with average motivation levels rising from 67.5% to 89%. These findings highlight that Bamboozle can enhance students' intrinsic motivation and overall engagement in the learning process. The implications of this study suggest that integrating interactive media like Bamboozle can significantly improve students' motivation and learning outcomes in learning English.
Co-Authors Afiani Fitriasti Deni Setiawan Dewi Cahyaningrum Endang Setyaningsih Hindriati Hindriati Inayatul Jannah Kristiandi Kristiandi Nur Arifah Drajati Nurul Nurfitriana Sinta Ari Susanti