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All Journal E-Dimas: Jurnal Pengabdian kepada Masyarakat JOURNAL OF ENGLISH FOR ACADEMIC TLEMC (Teaching and Learning English in Multicultural Contexts)
Dewi Rosmala
Universitas Siliwangi
Education Languange, Linguistic, Communication & Media Social Sciences

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Investigating Self-Assessment as a Platform of Student-Teacher’s Reflection in EFL Teaching Practice Imelia Nurun Nafisah; Dea Silvani; Metty Agustine Primary; Dewi Rosmala
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.v5i1.3319

Abstract

This reflective practice study aims to investigate how self-assessment as a platform for self-reflection functions to promote student teacher’s professional development. This study involves the researcher herself as a student teacher who completed a teaching practice in a senior high school in Indonesia. To collect the necessary data, this study uses self-assessment, which consists of nine points of self-reflection, including (1) Organization, rules, and procedures; (2) Preparing students for new learning; (3) Positive relationship; (4) Deeping Learning; (5) Presenting new learning; (6) Helping students reflect on and celebrate learning; (7) Culture of thinking and learning; (8) Applying learning; (9) Engagement and Enjoyment. Then, the collected data are analyzed by using thematic analysis. The results showed that there are two main functions of self-assessment in a student teacher’s professional development, which are (1) to improve classroom management skill, and (2) to improve teaching strategy. To sum up, reflection by using self-assessment, which consists of nine assessed points related to the student teacher’s classroom teaching practices, can facilitate reflection on many things related to the teaching and learning process, which in turn can help the student teacher to improve her professional development.
Foreign Language Listening Anxiety in an Academic Listening Class Arini Nurul Hidayati; Nita Sari Narulita Dewi; Enjang Nurhaedin; Dewi Rosmala
J-SHMIC : Journal of English for Academic Vol. 7 No. 2 (2020): J-SHMIC : Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2020.vol7(2).5241

Abstract

In the process of teaching listening, anxiety is believed as a negative factor contributing to the students’ poor listening comprehension and quite possibly the affective factor that the most persistently hinders the learning process. Thus, investigating its existence and delving its factors become salient in order to help the students overcome their listening learning barriers. This present study attempts to depict the condition of the students’ listening anxiety in an Academic Listening (AL) class in an Indonesian tertiary context. 20-items of Foreign Language Listening Anxiety’s (hereafter, FLLA) questionnaire were administered to 97 students taking that course. Having finished analyzing the levels of students’ listening anxiety, in-depth interviews were conducted to four students who were considered having high listening anxiety to disclose the underlying factors. The research result revealed three pivotal issues; a) 54.6% of the students had a relatively high level of listening anxiety, 18.5% had moderate listening anxiety, and 26.8% had a low level of listening anxiety; b), 75% of the chosen measured items showed an extreme level of the students’ listening anxiety, and c) the major factor contributing the listening anxiety was inadequate listening proficiency involving the inability to deal with the rapid speech rate and range of lexical choices.
Early Language Development of a Child with Expressive Language Disorder: A Parents’ Narration Dewi Rosmala; Arini Nurul Hidayati; Fuad Abdullah
J-SHMIC : Journal of English for Academic Vol. 8 No. 1 (2021): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2021.vol8(1).6305

Abstract

Mainstream children generally experience typical stages throughout the milestones of their language development, from crying, cooing, babbling, until mature speech. Nevertheless, children with special condition usually have difficulties in getting through each phase of the development, such as those having expressive language disorder. These children usually encounter problems in communicating their needs and ideas verbally or non-verbally. This study attempts to present a story of the first five-year journey of Zaid’s language development, a child with expressive language disorder. Through interview, observation, and documentation, the study informs that Zaid was a late talker and experience difficulties in structuring well-ordered sentences.
Menulis sebagai Refleksi Pengembangan Diri dan Profesionalisme Guru Agis Andriani; Arini Nurul Hidayati; Fuad Abdullah; Dewi Rosmala; Yusup Supriyono
E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 13, No 4 (2022): E-DIMAS
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/e-dimas.v13i4.11961

Abstract

Pengembangan diri dan profesional dianggap vital di kalangan guru untuk mendukung peran mereka sebagai agen perubahan dalam lingkungan pendidikan. Namun, sedikit perhatian ditujukan pada masalah bagaimana guru membangun, memperkuat dan memelihara pengembangan diri dan profesional mereka, terutama di tingkat sekolah menengah di Indonesia. Oleh karena itu, program ini bertujuan untuk memfasilitasi guru dalam membangun, mengembangkan dan merefleksikan pengembangan diri dan profesional mereka melalui menulis. Program ini dilaksanakan di SMP dan SMA Terpadu Darulmutaalimin di Kota Tasikmalaya, Jawa Barat, Indonesia. Peserta program ini adalah 27 guru dari sekolah tersebut. Program ini dilaksanakan dalam sembilan pertemuan setiap minggunya dengan tema utama 'menulis sebagai cerminan pengembangan pribadi dan profesional guru'. Program ini mengadopsi Participatory Action Research (PAR) untuk membantu guru mengembangkan pengembangan diri dan profesional mereka melalui kegiatan menulis (Kemmis, et. al. 2014). Kegiatan program ini meliputi empat tahapan besar, yaitu perencanaan, pelaksanaan, observasi dan refleksi. Hasil pelatihan ini menunjukkan bahwa guru mampu mendorong pengembangan diri dan profesional mereka melalui menulis cerita. Selain itu, mereka menganggap bahwa menulis merupakan strategi yang efektif untuk merefleksikan pengalaman dan persepsi mereka. Juga, menulis membantu mereka mengomunikasikan apa yang tidak terucapkan. Selanjutnya, menulis memotivasi mereka untuk lebih produktif dalam kehidupan pribadi, akademik dan profesional mereka. Berdasarkan fakta ini, memberdayakan guru untuk memiliki pengetahuan dan praktik yang memadai dalam menulis cerita memungkinkan mereka untuk melakukan pengembangan diri dan profesional secara berkelanjutan, memperkuat kegiatan refleksi secara personal dan menjadi pendidik yang produktif.
Classroom English Learning Activities: Students' Facial Expressions with a Focus on Interpersonal Meanings Dewi Rosmala; Vidya Setyaningsih
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 2 (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.v5i2.6977

Abstract

Studies on facial expressions have been looked into from a variety of angles in earlier research. A prior study (Feng O'Halloran, 2012) examined how comic cartoons' facial expressions changed over time. There are, however, very few studies that concentrate on comic books as opposed to student facial expressions. The purpose of this study is to identify the facial expressions made by students as they learn English in a classroom setting. One student selected and recorded facial expressions during the teaching and learning process. The most frequently occurring portions of facial expressions are chopped out of a movie frame by frame in order to collect data. Then, using Martinec's framework (Martinec, 2001), all data are examined to determine the interpersonal meanings of the students' facial expressions. Facial expressions during the teaching and learning process are made an accomplishment for students as a result of this research's total contribution. Students' efforts to achieve their goals during the teaching and learning process are demonstrated by their passion, which is successfully created by the teacher through facial expressions. Keywords: ELL Classroom; Interpersonal meaning; Students’ facial expression.
Skype as a Synchronous Online Platform in EFL Class Dewi Rosmala
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.v4i2.6980

Abstract

The COVID-19 pandemic has had an impact on various fields including education. The learning process shifted from face-to-face learning to distance learning. Skype is one of the platforms that is used in one of the universities in Indonesia as a medium for online learning during a pandemic situation. Therefore, this study investigated students’ perceptions of the use of Skype as a platform for synchronous online learning because. To collect the data, this study conducted interviews with three participants from the English Education Department in one of the universities in Indonesia that use Skype as a medium for online learning during the pandemic situation one semester. The data were analyzed using thematic analysis from Braun and Clarke (2006). Underpinning Technology Acceptance Model (TAM) framework, this qualitative research documented positive perceptions toward the use of Skype based on two factors: perceived ease of use and perceived usefulness. The findings reported that there are two big themes in this research: Skype facilitates users to adapt easily and the Effectiveness of Skype application as an online learning tool. Keywords: EFL class, online platform, skype, synchronous.
Co-Authors Agis Andriani Arini Nurul Hidayati Dea Silvani Enjang Nurhaedin Fuad Abdullah Imelia Nurun Nafisah Metty Agustine Primary Nita Sari Narulita Dewi Vidya Setyaningsih Yusup Supriyono