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All Journal Indonesian Journal of Applied Linguistics (IJAL) ELTIN Journal: Journal of English Language Teaching in Indonesia Jurnal Penelitian Humaniora JELLT (Journal of English Language and Language Teaching) Journal of ELT Research Wiralodra English Journal (WEJ) LINGUISTIK : Jurnal Bahasa dan Sastra JURNAL PENDIDIKAN TAMBUSAI Research and Innovation in Language Learning EDUKATIF : JURNAL ILMU PENDIDIKAN JUDIKA (JURNAL PENDIDIKAN UNSIKA) TLEMC (Teaching and Learning English in Multicultural Contexts) INTERACTION: Jurnal Pendidikan Bahasa PROJECT (Professional Journal of English Education) ELT in Focus Jurnal Educatio FKIP UNMA JOLLT Journal of Languages and Language Teaching Jurnal Ilmiah Wahana Pendidikan Jurnal Pengabdian kepada Masyarakat Journal of English Language and Education English Learning Innovation (englie) INTERNATIONAL JOURNAL OF EDUCATION, INFORMATION TECHNOLOGY, AND OTHERS Journal of Educational Sciences

Elih Sutisna Yanto

Universitas Singaperbangsa Karawang

Author-ID : 2636371

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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Articles

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PRE-SERVICE EFL TEACHERSâ€™ PERCEPTION TOWARDS FORMATIVE ASSESSMENT IN WRITING SKILL DURING COVID-19 PANDEMIC: THE CASE OF INDONESIA Depi Rahmawati; Elih Sutisna Yanto; Yousef Bani Ahmad
Linguistik : Jurnal Bahasa dan Sastra Vol 6, No 2 (2021): Linguistik : Jurnal Bahasa dan Sastra
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/linguistik.v6i2.412-419

Formative assessment in writing aims to monitor studentsâ€™ progress on an ongoing writing activity. Several studies reports that online formative assessment can improve studentsâ€™ writing skill and teacher has the main role of the assessment process. In the other hand, as the novice educator, preservice EFL teacher is still lack of knowledge and expertise. Therefore, this study aims to find out the perception of preservice EFL teachers about their own experience in applying online formative assessment for writing skill during teaching practicum program. Three preservice EFL teachers who had experienced in applying online formative assessment for writing skill during COVID-19 pandemic at secondary schools in Indonesia were recruited as the research participants. This study uses narrative case study research design. Online written interview was conducted to collect the data as the information to answer the research question, the interview data then analysed by using thematic analysis. The findings show several perceptions toward online formative assessment for writing skill such as problems in assessing writing skill, tools in online writing formative assessment, and the benefits of formative assessment for writing skill.

The Implementation of Corpus-aided Discovery Learning in English Grammar Pedagogy Elih Sutisna Yanto; Sidik Indra Nugraha
Journal of ELT Research: The Academic Journal of Studies in English Language Teaching and Learning 2017: Journal of ELT Research, Vol. 2, Issue 2
Publisher : University of Muhammadiyah Prof. DR. HAMKA

The present study presents the instructional procedures of the implementation of corpus-aided discovery learning and the extent to which corpus-aided discovery learning can create motivating and successful English grammar learning environment for EFL (English as a Foreign Language) students. Corpora promotes inductive learning in terms of that students not only acquire grammar by language data, observation and self-discovery of rules, but also find it entertaining and exciting to make grammar rule generalization on their own (Cheng, 2011; Hunston,2002). Drawing on data of a questionnaire and an interview, the students recounted that incorporating corpus-informed data into grammar learning was very satisfying and useful, and students can be sure that the language they are practicing is up-to-date, used in everyday situations. It is not artificial or invented language but consists of the most widely used grammar (McCarthy, 2004). In addition, language corpora helped students to learn about certain language uses that were not available in any of the traditional tools. Another finding shows that students understood how certain language forms were used by native speakers of English, and students revealed more positive attitude toward corpus in learning English grammar. The findings imply that corpus-informed data can be a means of encouraging autonomous learning, illustrating real uses of abstract rules, presenting authentic daily grammar, and promoting exploratory inductive learning. However, some students, especially inexperienced students, found learning grammar through corpus-informed data was difficult or boring.

Students’ Perception on Learning Technical Vocabulary through Ted-Ed Video-Assisted Vocabulary Self-Collection Strategy Annisa Jasmin; Elih Sutisna Yanto
Journal of English Language and Education Vol 6, No 2 (2021)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v6i2.127

Vocabulary Self-collection Strategy (VSS) has been known as one strategy in teaching vocabulary which the combination of this strategy and video viewing activity is still underexplored. This narrative case study was to investigate the process of the use of TED-Ed video-assisted VSS on learning technical vocabulary and to report the students’ perception on the strategy with the eleventh grade students majoring science program as the respondence. The instruments were semi-structure interview for students and students’ VSS chart. The findings of this study found three main themes regarding to the students’ perception on TED-Ed video assisted VSS: (1) the advantages of TED-Ed video, (2) the efficacy of Vocabulary Self-collection Strategy (VSS), and (3) the students’ engagement in learning vocabulary through Vocabulary Self-collection Strategy (VSS). The utilizing TED-Ed video as the resource of teaching material or integrating it in the process of VSS can be considered by English teacher to teach context based vocabulary.

STUDENTS’ EMOTIONAL RESPONSES TOWARD TEACHER’S DIRECT WRITTEN CORRECTIVE FEEDBACK Cindy Fatika Sari; Maman Suryaman; Elih Sutisna Yanto
Eltin Journal : Journal of English Language Teaching in Indonesia Vol 10, No 1 (2022): VOLUME 10, ISSUE 1, APRIL 2022
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v10i1.p23-30

This study aims to find out what emotional responses students after receiving to Direct Written Corrective Feedback (DWCF) from the teacher in their writing assignments. The research design used in this research is a narrative case study design. The respondents of this study were the students of Senior high school in Karawang. To collect students’ emotional response data, semi-structured interviews and students' reflective journals are used. Then, collected data were analyzed by using thematic analysis. The results revealed that students’ emotional responses toward teacher’s direct written corrective feedback include positive and negative responses. The positive responses were happy (6), satisfaction (5), motivated (3). While, negative responses were surprised (1), disappointed (2), dissatisfaction (1). Based on these findings, it can be concluded that most of students responded the teacher’s feedback positively. The reason why most of students gave the positive responses was revealed by the result of interview that students feel happy because the feedback that the teacher provides is very useful.

Vocational Students’ Engagement In Enhancing Students’ Speaking Skill Yevi Elok Fortuna; Elih Sutisna Yanto; Fauzi Miftakh
International Journal of Education, Information Technology, and Others Vol 4 No 3 (2021): International Journal of Education, information technology and others
Publisher : Peneliti.net

Although much research in context of Digital Storytelling in English for Foreign Language teaching has extensively been explored, Digital Storytelling as a strategy for engaging students’ in enhancing students’ speaking skills in social media assisted is rarely mentioned in literature. To fill this void, this study reports findings drawing on a micro-ethnographic classroom research in Digital Storytelling through students’ individual video based project in English speaking classroom using Instagram platform as media for teaching. Further, students are follow five stages in creating Digital Storytelling, there are Introduction to the Digital Storytelling, Scaffolded Creation of Digital Stories, Creation of Digital Stories, Presentation of Digital Stories and uploaded to Instagram, and Reflection. Reported by students’ interviews, reflective journal, and students’ artifacts, students opined that Digital Storytelling in Speaking classroom can engage students while learning English and the Digital Storytelling can enhance students’ speaking skills. The other research finding showed that Digital Storytelling in Instagram-Assisted can boosts students’ motivation and bring students to high of enthusiasm while learning English speaking skill.

Students’ Perception in Instagram-Assisted Vocabulary Learning with Vocabulary Self-Collection Strategy Verawati Verawati; Elih Sutisna Yanto; Wahyudin Fitriyana
International Journal of Education, Information Technology, and Others Vol 4 No 3 (2021): International Journal of Education, information technology and others
Publisher : Peneliti.net

The objective of this research was to investigate senior high students' perception on learning survival vocabularies through Instagram-assisted Vocabulary Self-Collection Strategy. This research provides two research questions: (1)In what ways Vocabulary Self-Collection Strategy and Instagram facilitate students in learning vocabulary? (2)What is the students’ responds toward the VSS project with Instagram assisted? The study was conducted by using classroom action research as the research design. The participants of this study were the senior high school students majoring social program in Karawang. The instruments used in this study were semi-structure interview for students, reflective journal and students’ VSS chart. The findings of this study found three main themes regarding to the students’ perception on Instagram-assisted Vocabulary Self-collection Strategy: (1)Instagram-assisted Vocabulary Self-collection Strategy Enhance Students’ Vocabulary, (2)Instagram-assisted Vocabulary Self-collection Strategy help Students’ Comprehension on Vocabulary, (3)The Challenges of Vocabulary Self-collection Strategy in learning vocabulary. The result implies students can consider taking some text from quotes that have been posted on Instagram as learning media outside of school. Keyword: Vocabulary Self-collection Strategy, Instagram, Survival Vocabulary, Students’ Perception

Implementing Story Mapping In Facilitating Secondary School Students In Reading Narrative Text: An Action Research Melissa Suci Susiawati; Elih Sutisna Yanto
Jurnal Ilmiah Wahana Pendidikan Vol 8 No 18 (2022): Jurnal Ilmiah Wahana Pendidikan
Publisher : Peneliti.net

This study reports the findings of an action research study on student responses to reading comprehension of narrative text using story mapping. The research questions are: (1) How are story mapping procedures implemented in learning reading comprehension of narrative text? (2) What are students' responses to these activities? The research was conducted to determine students' responses to reading comprehension of narrative text using story mapping. This study aims to determine students' responses to learning to read narrative texts in a reading comprehension program through story maps. The participants of this study were five high school students who were randomly selected to be interviewed. This research was conducted in a junior high school in West Java, Indonesia. Observation, interviews, and documentation were used to collect data in this study. Data analysis using theory (Braun & Clark 2006). The findings report that the story mapping technique can encourage students' interest in making it easier to understand the text and motivate students to read. However, due to limited time and recording equipment, this study still has its limitations.

English Teachers’ Strategies in Teaching Reading: An Interview Study Dinda Hasri Dian Pertiwi; Elih Sutisna Yanto; Yousef Bani Ahmad
INTERACTION: Jurnal Pendidikan Bahasa Vol 9 No 2 (2022): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36232/jurnalpendidikanbahasa.v9i2.2945

This study aimed to determine the strategies used by English teachers at SMK Insan Tazakka, Cikampek to teach reading comprehension. This study uses two English teacher participants at different grade levels. This study employed a qualitative method of data collection. Data were collected through semi-structured interview sessions and author-administered questionnaires. Interviews were conducted with 14 questions to obtain detailed data. And a 25-item questionnaire consisting of three categories. Metacognitive strategy guidance (planning, monitoring, evaluation), cognitive strategy guidance (visualization, summarization), and social strategy guidance (collaborative learning, questioning) are performed to complete the data obtained. According to interview findings, the first English teacher used the K-W-L (Know, Want to Know, and Learned) reading strategy and SQ3R (Surveying, Questioning, Reading, Reciting, and Reviewing) strategy. This was deemed sufficient to cover all aspects of the learning process, and the K-W-L strategy allows students to practice concentration during the learning process. It is even said that the K-W-L strategy can support and help students' reading skills. At the same time, the second English teacher uses her CIRC (Cooperative Integrated Reading and Composition) teaching strategy. This is because teachers find the process easy to implement and use. The obtained questionnaire data then corroborated the previous data in writing. It can be concluded that two English teachers at SMK Insan Tazakka use different strategies in teaching reading comprehension in class.

INDONESIAN PRE-SERVICE ENGLISH TEACHERS’ EXPERIENCES OF TEACHING PRACTICUM DURING THE COVID-19 PANDEMIC AND THEIR TEACHER IDENTITY CONSTRUCTION Endang Ekawati; Elih Sutisna Yanto; Abdul Kodir Al-Baekani
PROJECT (Professional Journal of English Education) Vol 5, No 6 (2022): VOLUME 5 NUMBER 6, NOVEMBER 2022
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v5i6.p1311-1324

Pre-service English teachers' identity construction as a teacher is complicated and influenced by several factors. The current study intends to investigate how Indonesian pre-service English teachers construct their teacher identities when performing the teaching practicum during the COVID-19 pandemic. The study employed a narrative inquiry to investigate pre-service teachers' experiences and how they interpreted those experiences. To collect data from the participants, the authors used semi-structured interviews and their narrative frames.. Additionally, this study used documentation, such as lesson plans and teaching practicum reports to enrich and reinforce the data. Finally, the result of the collected data was analyzed using thematic analysis. The findings showed that pre-service English teachers encountered several constraints when completing a teaching practicum during the COVID-19 pandemic that could have limited how they constructed their teacher identities. Constrained factors include government rules that enforced teaching-learning activities during the pandemic and unsupportive school mentors. However, some participants also have supportive school mentors who guide them as they learn how to teach. This research demonstrates the crucial role that school mentors play in constructing pre-service teachers' identities. Furthermore, pre-service teachers overcame the difficulties of their teaching during the COVID-19 pandemic by using their creativity and resilience. Keywords: Pre-Service English Teachers, Teacher Identity, Narrative Inquiry, COVID-19 Pandemic

Engaging Vocational Students’ Self-efficacy in Reading Comprehension through Literature Circle Putri Kharisma Wati; Elih Sutisna Yanto
Jurnal Educatio FKIP UNMA Vol. 8 No. 3 (2022): July-September
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v8i3.3033

Many students still struggle to comprehend the text in the context of reading comprehension. Students lack motivation because they lack confidence in their reading comprehension abilities. Students are not engaged when they are not ambitious to read. Learning does not occur in this state. Although many previous studies have investigated the correlation between self-efficacy and reading comprehension, the application of reading strategies, in general, to assess students' self-efficacy is deemed less effective because students in Indonesia are unfamiliar with reading English, particularly reading comprehension. To fill the research gap previously identified, this study will examine the self-efficacy of vocational students in reading comprehension using Literature Circle as a reading strategy. The classroom action design was used in this study with fifteen vocational students. Data from a self-efficacy questionnaire and an interview were collected and analyzed using descriptive statistics. According to the findings of this study, the literature circle in this study helps students improve their self-efficacy and achieve aspects of reading comprehension assessment.

Co-Authors Abdul Kodir Al-Baekani Andrie Chaerul Andriyati, Anisa Annisa Jasmin Bungah Shallva Almira Cindy Fatika Sari Depi Rahmawati Difa Viola Dinda Hasri Dian Pertiwi Dwi Widjaya Sukma Dyah Anungrat Herzamzam Endah Yunita Setyowati Endang Ekawati Fauzi Miftakh Filzah Khoirunisa Fyna Farhan Khoerunnisa Hikmah Pravitasari Hilmansyah Saefullah Hilmansyah Syaefullah Indra Budiman Iwan Ridwan Kania, Destis Kusrin Kusrin Kusrin Kusrin, Kusrin Luthfi Nicola Sereni Maman Suryaman Mansyur Srisudarso Melissa Suci Susiawati Mobit Mobit Nadya Aprilia Rukmanta Nita Nur Aeny Pahlevi, Muhammad Reza Pravitasari, Hikmah Putri Kharisma Wati Sidik Indra Nugraha Sidik Indra Nugraha Siti Muhibbatul Maufuroh Sopiatul Umah Totoh Tauhidin Abas Triyani, Ghyarlina USWATUN HASANAH Verawati Verawati Wafda 'Aini Wahyudin Fitriyana Yevi Elok Fortuna Yousef Bani Ahmad

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