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All Journal AL ISHLAH Jurnal Pendidikan JURNAL INDRIA (Jurnal Ilmiah Pendidikan Prasekolah dan Sekolah Awal) Jurnal Onoma: Pendidikan, Bahasa, dan Sastra UAD TEFL International Conference
Dewi Cahyaningrum
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
Meaningful and Interesting Learning Process: Accomodating Comprehensible Input for Teaching English to Young Learners in the 4.0 Industrial Age Dewi Cahyaningrum; Sandi Naftali; Cica Nur Hayati
JURNAL INDRIA (Jurnal Ilmiah Pendidikan Prasekolah dan Sekolah Awal) Vol 5, No 1 (2020): March
Publisher : Universitas Muhammadiyah Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (425.234 KB) | DOI: 10.24269/jin.v5i1.2524

Abstract

In general, the purpose of teaching young learners is to develop students’ physical aspects, intelligence, social-emotions, personality, language and communicative competence. Addressing the challenge of the 4.0 Industrial age, teachers of young learners need to know well the characteristics of millennial generation and must be adaptive to accommodate the growth of technology to support learning process. Teachers need to support young learners’ witn learning process held in a meaningful and interesting way stimulating the ability of young learners to think critically and creatively. Besides, learning process accommodating rich content of media and opportunities for interaction/ discussion with teachers and peers prepare both, high achievers and low achieversfor lifelong learning. In simple words, meaningful and interesting learning in this study covers some principles as follows; (1) accommodating comprehensible input; (2) accommodating active - collaborative learning, and (3) adopting and adapting online learning sites for young learners. Through this conditioning learning atmosphere, students' affective filters becomes lower and their learning process becomes more effective.                      
Integrating Computer-Mediated Peer Review in ESL/EFL Higher Education: A Systematic Review Nur Arifah Drajati; Dewi Rochsantiningsih; Dewi Cahyaningrum; Ellisa Indriyani Putri Handayani; Endah Kurtianti
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i1.2872

Abstract

This review of the literature gives an overview of how technology has been incorporated into ESL/EFL peer review over the last two decades. Eight peer-reviewed articles contextualized in L2 writing classes were reviewed, capitalizing on Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) 2010 procedures. This study applied Lai's (2010) three dimensions (perception, process, and product) to classify constructs in research papers. Students favoured integrating technology into peer review as they recognized the significance of giving and receiving peer reviews. Since their teachers did not actively intervene during their interactions, it was convenient for them to exchange and negotiate the reviews. Peer review could therefore encourage their autonomous learning. Concerning the results of the review, they made more comments that were revision-oriented and addressed global issues. The implications for future research are twofold. Pedagogically, teachers should thoroughly prepare their students for integrating new technology into peer-review writing instruction. Effective computerized peer interaction can only occur with teachers' guidance and supervision and the technology's user-friendliness. Practically, teachers can show students proper response rhetoric examples and instruct them on how to create the most valuable, pertinent, and use peer reviews to inform the next revision and useful online comments. Further, the ability to generate qualified feedback is a crucial graduate skill, and as such, higher education curricula should devote far more attention.
Unveiling Engagement in Asynchronous Writing: A Comprehensive Exploration of Approaches and Indicators – A Systematic Literature Review Nur Arifah Drajati; Dewi Rochsantiningsih; Martono Martono; Dewi Cahyaningrum; Elisa Indriyani PH; Agustina Tyarakanita
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.v16i1.4579

Abstract

In developing the learners’ language competence, many educational institutions altered teachers to integrate computer-mediated communication (CMC) synchronously and asynchronously. However, the issue of engagement becomes another issue to be handled. Accordingly, in this literature review of 20 qualitative, 7 quantitative, and 8 mixed-method studies published in the high-ranked database from 2000-2021, we aim to examine the approaches to evaluate and indicators to facilitate the learners’ engagement, specifically on writing asynchronously. Asynchronous CMC became the concern of this study as it supports the learners to follow the simultaneous discussion and supports multiple learning styles. The reviewed studies were identified using behavior, cognition, and emotion approaches to evaluate the learners’ engagement. Thus, the types of indicators to facilitate the learners’ engagement are input, process, and outcomes. Finally, this review suggests it is useful to design writing courses that effectively conceptualize evaluation approaches and indicators to facilitate the learners’ engagement.
Unveiling Lintang's Resilience and Grit: An Appraisal Analysis of 'Tenacity', 'Capacity', and 'Normality' in Laskar Pelangi Dewi Cahyaningrum; Djatmika Djatmika
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 4 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i4.4168

Abstract

This study aims to analyze how language is used to portray Lintang as a resilient and gritty character in the novel Laskar Pelangi, through the theoretical framework of Systemic Functional Linguistics (SFL) and drawing on Martin and White’s (2005) Appraisal theory. The specific objective of this research is to explore how linguistic choices in the novel construct the character of Lintang in terms of his resilience and grit, focusing on the aspects of judgment, particularly tenacity, capacity, and normality. The method used in this study involves a qualitative analysis of textual evidence from the novel. Linguistic elements related to judgment are identified, categorized, and analyzed based on their contribution to portraying Lintang’s resilience and grit. The findings of this study reveal that Lintang's character is constructed through a combination of linguistic elements that emphasize his extraordinary tenacity, strong capacity, and relatable normality. Despite being frequently underestimated due to his simple physical appearance, these linguistic choices underscore his resilience and grit. Lintang’s ability to overcome societal prejudices and physical limitations highlights the message that true success comes from inner strength and persistence. By illustrating Lintang's journey, Hirata effectively conveys that physical appearance does not define one's potential for greatness. This research contributes to the understanding of how literary characters can inspire resilience and grit in readers, providing valuable insights into storytelling methods that emphasize character development through language.
Co-Authors Agustina Tyarakanita Cica Nur Hayati Dewi Rochsantiningsih Djatmika Djatmika Elisa Indriyani PH Ellisa Indriyani Putri Handayani Endah Kurtianti Hefy Sulistyawati Kristiandi Kristiandi Martono Martono Nur Arifah Drajati Sandi Naftali