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THE ENGLISH LEARNING ASSISTANCE BY PARENTS OF ELITE ELEMENTARY SCHOOL STUDENTS IN YOGYAKARTA Dinar Martia Azizah
JELLT (Journal of English Language and Language Teaching) Vol 6 No 1 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v6i1.12190

Although previous research has revealed that parental learning assistance can support children's English language skills, only a few of these studies have been conducted in Indonesia. Therefore, the purpose of this study is to describe (1) the motivation of parents in introducing English from an early age, and (2) the manifestation of assistance in learning English by parents. This research is a case study conducted in an elite elementary school in Yogyakarta where the students have good speaking skills and achievements in English competitions. Data were collected by using an open questionnaire given to 60 parents of grade III-VI, then it was analyzed through data condensation, data presentation, and drawing conclusions. The results showed that parents introduced English from an early age because of the belief that the younger a person learns the language, the easier it is to master and the hope that mastering English can support children's education and careers in the future. The manifestation of assistance in learning English is carried out to develop listening, speaking, reading, and writing skills. Keywords: learning assistance, parents, English, elite elementary school

IMPLEMENTING PERFORMANCE-BASED FORMATIVE ASSESSMENT IN GRAMMAR CLASS DURING REMOTE TEACHING Titi Lestari; Dinar Martia Azizah
Wiralodra English Journal Vol. 5 No. 1 (2021): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v5i1.128

Language assessment is as challenging as language teaching. This idea applies more significantly in this Covid-19 pandemic situation as teachers struggle to create rich learning experiences to the learners remotely. In grammar class of higher education context, some problems have occurred especially when it comes to assessment, or, more specifically, giving appropriate tasks or tests. Observations on the writer’s online grammar class result in concerns around cheating and other barriers such as low internet connection, poor devices and unmonitored presence of students. The backwash effect of multiple-choice, standardized-like task is mostly negative. This is a Classroom Action Research proposing alternative assessment called performance-based assessment to better assess students’ grammar mastery. Online class observation, documentation and interview were employed to collect the data. Analysis model of Miles, Huberman, & Saldana (2014) is used. Performance-based assessment was implemented through some activities i.e. self-introduction paragraph, short diary, writing a message, reading short story, telling unexpected moments, and short interview. These tasks indicate to promote learners to be able to notice and apply features of grammar in communicative, natural, and realistic contexts of use.

THE USE OF MIMIND APP TO SUPPORT WRITING PERFORMANCE OF SECONDARY STUDENTS Titi Lestari; Hasti Robiasih; Dinar Martia Azizah; Aqidah Danar Pambudi
Wiralodra English Journal Vol. 6 No. 2 (2022): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v6i2.164

The present study explores how Mimind app is implemented and what strengths and challenges this app brings to the writing class of the seventh-grade students of a secondary school in Kroya. This is an Action Research involving 16 seventh grade students. Documentation, observations, and interviews were used to gain the necessary data. The collected data were analyzed using qualitative analysis model from Miles, Huberman, and Saldana (2014). The results indicate that: (1) The implementation of Mimind App in teaching learning activities was executed through the five stages of Scientific Approach and there were some activities such as giving picture, giving model text, giving individual work, group work, completing and developing a mind map, and creating a descriptive text. (2) Several strengths of using Mimind App as an online learning medium are: (a) an increase in motivation through the level of participation and activeness of students in online learning process, (b) the creation of an interesting and fun learning atmosphere for students, (c) and an increase in students writing performance, i.e., students’ writing ability. However, challenges deal with sufficient time management to explore the richly-provided features of the application.

Beliefs of Pre-Service Teachers at Elementary Teacher Education Study Program on Teaching English to Young Learners Dinar Martia Azizah
JELLT (Journal of English Language and Language Teaching) Vol 7 No 1 (2023)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v7i1.14092

Abstract Based on previous research, it was revealed that teachers in elementary schools face various obstacles in implementing Teaching English to Young Learners (TEYL). In this case, research on teachers’ beliefs is needed because everything they do in class can be reflected in their beliefs toward learning. In the meantime, there has been little research on this subject. Therefore, the aim of this research is to describe the beliefs of pre-service teachers (PST) at an elementary teacher education (ETE) study program on TEYL. This research is a case study. The data was gathered by giving an open questionnaire to PST at ETE of a private universities in Yogyakarta. 95 questionnaires were gathered and then analyzed with a symbolic interactive model that started with data condensation, data display, and data conclusion/verification. The results of the study showed that the PST at ETE has a positive perspective on TEYL because it is considered to support the future of the students. The PST at ETE also believes that students have different characteristics from adult learners in learning a foreign language. In addition, PST at ETE reveals that barriers in TEYL can be caused by factors from students, teachers, and school infrastructure. To optimize TEYL, PST at ETE considered the needs of training for elementary English teachers. The implication of this research is the need for a wider opportunity for PST at ETE to implement TEYL beliefs and theory, which have been learned through real teaching practicum in the classroom. For future researchers, they could examine the connectivity between the beliefs of PST at ETE on TEYL and its implementation in teaching and learning. Keywords:belief; pre-service teacher; elementary teacher education; TEYL

TRANSLATION TECHNIQUES OF THE CULTURAL TERMS IN YOGYAKARTA CALENDAR OF EVENTS Dinar Martia Azizah
Jurnal Bastra (Bahasa dan Sastra) Vol. 10 No. 4 (2025): JURNAL BASTRA EDISI OKTOBER 2025
Publisher : Program Studi Pendidikan Bahasa dan Sastra Indonesia, FKIP, Universitas Halu Oleo Kampus Bumi Tridharma Andounohu Kendari, Provinsi Sulawesi Tenggara – Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36709/bastra.v10i4.1969

The main problems of cultural terms translation is there is not cultural equivalence of the terms form source language into target language because culture of every nation is different. The aim of this research is to describe the types of Yogyakarta cultures and the translation techniques used by the translator in translating the terms in Yogyakarta Calendar of Events. The researcher uses qualitative method to analyze this research. Data source of the research is a Yogyakarta bilingual tourism guide Calendar entitled Yogyakarta Calendar of Event. This bilingual tourism guide Calendar is published by Yogyakarta Tourism Authority. The researcher only selects the words or phrases which that has relation to the Yogyakarta cultural terms and their English translations. The results show that the types of Yogyakarta cultures are traditional ceremony, religious ceremony, traditional attractions, and historical things. In addition, the translation techniques used by the translator in translating Indonesian cultural terms in Yogyakarta Calendar of Events are shift/ transposition, naturalization, transference/ loan word (borrowing), cultural equivalent, literal translation, functional equivalent, reduction, synonymy, modulation, addition. For the future research can be focused on the analysis to measure the quality of accuracy and naturalness of cultural terms translation.

The Implementation of Intercultural Communicative Competence in Evaluation: An Analysis of English Summative Assessment Dinar Martia Azizah; Aditya Sahrul Akbar
Pedagogia: Jurnal Ilmiah Pendidikan Vol. 17 No. 1 (2025)
Publisher : FKIP UNIVERSITAS PAKUAN

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55215/pedagogia.v17i1.47

Assessment plays an important role in supporting an effective and responsible learning process. Thus, this study aims to analyze the implementation of the Intercultural Communicative Competence (ICC) component in the summative assessment of English in one of the vocational high schools in Yogyakarta. The qualitative approach with thematic content analysis method were implemented in this research and the data were collected from 30 students of odd semester summative exam questions and analyzed using the theoretical framework which includes of three main components: knowledge, skills, and attitudes. The results showed that six questions contained ICC elements, namely one question reflected the knowledge component and five questions reflected the skills component. No questions were found that represented the attitude component. This finding indicates that although there have been efforts to integrate ICC in assessment, its implementation is still limited and has not been applied systematically. The dominance of the skills component indicates a focus on the ability to interpret and understand cross-culturally, but the absence of the attitude aspect indicates that intercultural sensitivity has not been adequately measured. Futhermore, it can be concluded that the application of ICC in summative assessment is still partial and emphasizes the cognitive aspect. This study emphasizes the need to develop more comprehensive assessment instruments that cover all ICC components to support students' intercultural awareness in accordance with the objectives of the Merdeka Curriculum.

The Reading Competency Test for Indonesian History-Major Students Dinar Martia Azizah
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 01 (2026): Call for Papers April 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i01.7928

The development of English language skills among students in the History Education program predominantly focuses on reading. To assess their reading ability, a reading competency test is administered, requiring students to respond to and construct answers. The objective of this study is to describe the various types of reading competency tests for Indonesian students majoring in history. Research is descriptive and qualitative. The study was conducted at a teacher-training and educational sciences institute that offers a History Education program. Data were collected through analysis of documents related to English-language learning assessments administered to first-semester students. The data analysis employed an interactive model comprising data condensation, data presentation, and drawing conclusions and verifying them. The results of the study indicate that reading competency tests requiring a response can be administered through multiple-choice questions. Based on the provided text, students are asked to determine which statements align with the text and which do not by selecting one of the provided answer choices. In tests that require constructing answers, students are given open-ended questions to stimulate critical thinking.Additionally, students are asked to paraphrase a text and summarize chapters from books. All test materials are sourced from world and Indonesian history textbooks, research articles, brochures of historical sites, and annual agendas from the Department of Culture and Tourism, all written in English. The assessment criteria for the reading competency test requiring constructed responses include content completeness (information), vocabulary, grammar, cohesion, coherence in paragraph construction, and, if the test is conducted orally, pronunciation and fluency. Selecting English test materials that align with students' academic disciplines is one implementation of the ESP (English for Specific Purposes) concept. Although the tests primarily assess students' reading comprehension, this does not mean other skills are neglected.

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