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All Journal E-Dimas: Jurnal Pengabdian kepada Masyarakat Jurnal Pendidikan Bahasa Al Ishlah Jurnal Pendidikan Script Journal: Journal of Linguistic and English Teaching JOURNAL OF ENGLISH FOR ACADEMIC Sarwahita : Jurnal Pengabdian Kepada Masyarakat TLEMC (Teaching and Learning English in Multicultural Contexts) Journal of Innovative and Creativity
Nita Sari Narulita Dewi
Siliwangi University
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : TLEMC (Teaching and Learning English in Multicultural Contexts)

 1 
"MY FEELINGS": UNDERGRADUATE STUDENTS' EMOTIONAL RESPONSES TOWARDS SUPERVISORS' WRITTEN CORRECTIVE FEEDBACK IN THEIR THESIS WRITING Iis Trisdayanti; Neni Marlina; Nita Sari Narulita Dewi
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 1 (2019): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v3i1.1125

Abstract

This case study aims to discover the undergraduate students' emotional response towards supervisors' Written Corrective Feedback (WCF) in their thesis and examine its impacts on their thesis writing process. This research was conducted at one university in Tasikmalaya, West Java, Indonesia by involving three undergraduate students as the participants. Semi-structured interview was used to collect data then it was analyzed using thematic analysis from Braun Clarke (2006). The results revealed that the emotional responses felt by students included positive emotional responses consisting of acceptance of feedback, satisfaction, and feeling of happiness; and negative emotional responses consisting of rejection of feedback, dissatisfaction, distraction, frustration, disappointment, and sadness. Meanwhile, its impacts on their thesis writing process were improving undergraduate students' consciousness in writing thesis, enthusing to complete the thesis immediately, and discontinuing writing thesis for a certain period of time.
Reflective Practice in International Teaching Practicum: A Case Study of an Indonesian Pre-Service Teacher in Thailand Acep Gafar Auliya; Neni Marlina; Nita Sari Narulita Dewi
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 4, No 2 (2020): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v4i2.2164

Abstract

This article reports a reflective practice conducted by a pre-service teacher in an international teaching practicum in Thailand. The focuses of the study are on the aspects that she reflects and the contributions of doing reflective practice on her teaching practices during the international teaching practicum since this program provides opportunities for her to learn from and about multicultural context. This case study collected the data from a pre-service teacher's written reflection and analyzed qualitatively using thematic analysis. The results of this study revealed that the pre-service teacher reflects on some key aspects namely teaching strategies, classroom management, and socio-cultural dimension. The study also discovered that her reflective practice contributed on her teaching practices such as in providing appropriate teaching strategies based on students' needs and characteristics, eliminating classroom management issues, and raising her awareness on cultural differences between her and her students. In the end, the contribution of this study is to facilitate the pre-service teachers' development on reflective competence as a means of building teachers' professional development. Keywords : International Teaching Practicum, Pre-service Teacher, Reflection, Reflective Practice 
Teacher's Perception of Students' Silence in EFL Classroom Context: A Case Study Della Putri Kandilla; Nita Sari Narulita Dewi; Ratu Sarah Pujasari
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 1 (2021): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v5i1.2788

Abstract

Numerous studies have investigated the phenomenon of students’ silence in the EFL classroom context. However, they are less attention in documenting the emergence of the teacher’s perception. Therefore, the present research aimed to dig the teacher’s perception and also seek the solution or teaching strategies that can be applied for encouraging silent students in the learning. The research is a case study and the data collection is using qualitative design through a semi-structured interview which involves a female teacher who has taught for about 30 years in one secondary school in Tasikmalaya. The data is analyzed thematically and the results showed that the teacher perceived the phenomenon of students’ silence into psychological aspects, students’ low self-motivation, and low self-confidence in language learning. The present research revealed that teacher’s perception influences all of the actions that applied in the classroom. The contributions are also viewed from the present study. They are teaching strategies such as integrated game-based learning (GBL), incorporated role-play, group presentation, and built a positive teacher-student relationship, and conducted external encouragement like appreciation. Those can be practiced by the teacher, novice teacher, or student-teacher particularly in dealing with the phenomenon of students’ silence itself.
Genre Analysis of Research Abstract: A Literature Review Nita Sari Narulita Dewi; Violintikha Harmawan
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 6, No 2 (2022): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v6i2.6379

Abstract

The presence of an abstract is required in a research publication, and it is a recurring problem for graduate students. The purpose of this literature review article is to elucidate on the following topics by evaluating relevant research publications published in respectable journals between 2014 and 2021: (1) tendency of rhetorical move usage, (2) linguistic features usage in rhetorical moves, and (3) pedagogical implications of rhetorical moves on teaching writing. In previous studies, the following conclusions were confirmed:(1) rhetorical move usage is categorized as obligatory moves and supplementary moves, (2) linguistic features usage in rhetorical moves includes grammatical tense usage, voice form usage, metadiscourse marker, and grammar complexity, and (3) In several research, rhetorical moves yielded positive effects in teaching writing, especially for academic writing instruction and research. This study recommends that more extensive research be conducted, concentrating not just on the moves and steps but also on genre development and their implications. Furthermore, further research is expected to gain a deeper investigation into how genre analysis can improve one’s writing quality.   Keywords: genre analysis, rhetorical moves, research abstract.
Co-Authors Acep Gafar Auliya Agis Andriani Arini Nurul Hidayati Arini Nurul Hidayati Della Putri Kandilla Dewi Rosmala Edy Suroso Enjang Nurhaedin Fatimah, Asri Siti Fuad Abdullah Fuad Abdullah Harmawan, Violintikha Iis Trisdayanti Neni Marlina Neni Marlina Nida Fauziah Ratu Sarah Pujasari Rika Kartika Ulfah Nur Afifah Yusup Supriyono Yusup Supriyono Yuyus Saputra