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All Journal Erudio: Journal of Educational Innovation EDUCAFL : E-Journal of Education of English as a Foreign Language IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics TEKNOSASTIK Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Journal of Educational Sciences JURNAL INOVASI DAN MANAJEMEN PENDIDIKAN EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics
Dian Novita Dewi
Brawijaya University
Religion Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Other

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A STUDY OF ALUMNI FEEDBACK ON PEDAGOGICAL CURRICULUM EVALUATION Devinta Puspita Ratri; Dian Novita Dewi; Yulia Hapsari
Erudio Journal of Educational Innovation Vol 6, No 1 (2019): Erudio Journal of Educational Innovation
Publisher : Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18551/erudio.6-1.6

Abstract

This study was aimed at investigating the need of alumni on the pedagogical knowledge and skills in their job as teachers and how sufficient the pedagogical courses offered at ELEP are in meeting the need of the alumni to do their job as teachers. To reach the objective of the study, survey method with cross-sectional design was employed. A set of questionnaire adapted from Tanriverdi & Apak (2013) study pertinent to pedagogical courses was distributed to alumni who are working as teachers. Responses from the questionnaires were analyzed to reveal the need of the alumni on the pedagogical knowledge and skill. Results of the analysis were further used to as a consideration to carefully select informants for an interview. From all the data collected and analyses conducted, it can be concluded that most pedagogical courses offered in ELEP are needed. However, few are in need refining that more practical knowledge is more accommodated so that the students can get clearer picture of the implementation in real teaching process. As for the sufficiency, the materials given in the pedagogical courses are relatively sufficient in equipping alumni doing their job as teachers.  
DEVELOPING A CONTENT-BASED SYLLABUS FOR STUDY PROGRAM OF ANTHROPOLOGY FACULTY OF CULTURAL STUDIES UNIVERSITAS BRAWIJAYA Dian Novita Dewi
EDUCAFL : Journal of Education of English as Foreign Language Vol 2, No 1 (2019): EDUCAFL
Publisher : Fakultas Ilmu Budaya, Universitas Brawijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (565.943 KB) | DOI: 10.21776/ub.Educafl.2019.002.1.2

Abstract

Abstract This study is intended to develop a content-based syllabus for Study Program of Anthropology (SPA) at Faculty of Cultural Studies Universitas Brawijaya since this study program has not had a syllabus for English course yet. The developmental research is implemented when conducting this study. In this study, the syllabus was developed by using the educational research and development (R & D) from modified Borg and Gall (1983)’s theory following five steps: (1) needs analysis, (2) syllabus development, (3) expert validation, (4) try-out, and (5) final product.The need analysis was conducted as the significant step in this research and therefore, it was done to find out the students’ needs and expectation in English course. The need survey was implemented to the fresh undergraduate students and the fifth semester students of SPA. The interview was also conducted to gain the exact situation need and the information on what those respondents expect to have syllabus of English course.The syllabus implemented in English course used content-based approach which in line with Anthropology field. Regarding to the content-based approach, the syllabus contains a set of topics related to Anthropology program’s outcome covering tourism, media, and East Indonesia. The topics were presented in sixteen meeting included 2 quizzes, mid-term test, and final semester test. Moreover, the materials and the learning strategies were given in each meeting in relation with the topics. The syllabus concerns to reading, writing and speaking skills which in relation with the program’s outcome. To make the valid syllabus, the syllabus was validated by the expert of ESP syllabus from Universitas Brawijaya. After validating, it is tried out to the controlled English class and then revised until it becomes the final product.            The developed syllabus is designed by referring to the softskills on IQF’s parameters which are integrated in the learning strategies. The syllabus contains the course description, the course objective, the standard competence, the indicators, the learning objectives, the list of the topics or materials, the teaching strategies, the assessment, the teaching aids, and the time allotment. Moreover, the result of this study is accompanied by a unit sample and a lesson plan.Finally, for others who have interest in ESP syllabus, this syllabus can lead them to a further research either on different aspect of the same filed like developing English syllabus for Academic English 2 in SPA, or on other research development study in developing instructional materials.
Teachers Challenges and Strategies of Using Microsoft Office 365 in Teaching Online Classroom during Pandemic Diva Rizkana Hasanah; Dian Novita Dewi
TEKNOSASTIK Vol 20, No 1 (2022): TEKNOSASTIK
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/ts.v20i1.1428

Abstract

 This study aims to explain (1) the teachers challenges in using Microsoft Office 365 in online teaching classroom during the pandemic, and (2) the strategies used by teachers to solve their problems in teaching online classes during the pandemic. The participants of this research were the teachers of SD Mustajabah. A qualitative method was employed in this research and using interviews via WhatsApp as a data collection technique. The findings showed that teachers had the challenges such as (1) operating the Microsoft Office 365 during online learning, and (2) discovering the suitable materials to gain students' attention during the online class. The strategies used by teachers to solve their problems in teaching online classes such as (1) maintaining the communication with parents of students, (2) developing thoughtful and creative materials, (3) making new agreements regarding online class.
The Use of Authentic Materials in Teaching English at Vocational High School Hikmah Lusian Handayani; Dian Novita Dewi
JURNAL INOVASI DAN MANAJEMEN PENDIDIKAN Vol. 1 No. 2 (2021)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (443.99 KB) | DOI: 10.12928/jimp.v1i2.4617

Abstract

The selection of appropriate teaching materials can be very important to make the student easier in learning English, especially in vocational high school. Teaching English at vocational school is also related to contextual teaching which must be related to the use of materials that are closer to the real world where the learners interact. Therefore, authentic materials become one of the materials that can be used in the teaching-learning process because it is made contextually or is related to real-life material. Additionally, the integration of local content-based materials also provides many benefits for the students in learning English. The goal of this study is to find out teachers’ perceptions on the implementation of authentic materials in English classrooms in vocational high schools. The participants were five English teachers from five vocational high schools located in Pacet, Mojokerto, East Java, Indonesia. The data of this research were gathered using a semi-structured interview. The data analysis technique included data reduction, data display, and drawing conclusions. The result reports that all teachers in vocational high schools in Pacet have positive perceptions of the use of authentic materials in teaching English. It also can be concluded that all the teachers are implemented authentic materials as well as integrate local content in their teaching.
ANALYSIS OF TEACHER STRATEGIES IN TEACHING ENGLISH USING DIFFERENTIATED LEARNING Tri Fanny Anggraeny; Dian Novita Dewi
EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics Vol. 7 No. 1 (2023): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Program Studi Pendidikan Bahasa Inggris Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32520/eji.v7i1.2282

Abstract

This research aims to analyze the teachers’ strategies for teaching English using differentiated learning. The researcher used a case study as the method. The subjects were two teachers who are the driving teacher or Guru Penggerak. Interviews and observation were utilized to collect the data. The data was analysed using triangulation. The result shows differentiated learning is the process of modifying instruction to match the needs of individual students, and as a solution to students' requirements, the teacher presents them with multiple possibilities for absorbing information it is important to implement because in one class there are various needs of the students that should be fulfilled. Strategies used by the teachers to accommodate the student's needs are from the content, process, and product. The content, process, and product should be different based on the students' needs but on the same topic. Another strategy used by the teachers to ensure the student's participation is to make the students busy with the task and the target that should be fulfilled. Thus, this research concludes that the implementation of differentiated learning in class is effective that can help the students to understand the material according to the students’ needs. For further research, the researcher might be investigated the effectiveness of differentiated learning for student outcomes and for the school, to facilitate workshops or training for the teachers about differentiated learning.
The Integration of Multimodality in EFL Classes: Students’ Perception Khalif Arfazul Ilmi; Dian Novita Dewi
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 9, No 2 (2022)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v9i2.6343

Abstract

Technology has greatly influenced education in the twenty-first century. Multimodal teaching is one of many classroom methods brought by technology. However, only a few studies have been conducted on how to create a multimodal pedagogy to assist EFL students in enhancing their language skills. Therefore, the purpose of this study was to investigate the perceptions of high school English students regarding the integration of multimodality into English classroom practices. Participation in this study was determined using a random sample. Data was gathered from 100 high school students in SMA Panjura, Malang. These students have experienced using multimodal in their learning process for six weeks. In this research, a quantitative method with a survey research design was chosen. The data were analyzed using SPSS 24 and the data was presented descriptively. The study revealed that the majority of students had a positive attitude toward the implementation of multimodality in their learning process in response to the characteristics of current students.
The Correlation between Vocational Students’ Speaking Anxiety and Speaking Performances in Learning English Shiken Anzanni; Dian Novita Dewi
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 10, No 2 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v10i2.3148

Abstract

Speaking is one of English skills that needs to be mastered by the students because it is the most fundamental element to build a communication. However, speaking has the complexity that can difficult the students to learn English and reach the goal. This study aims to find out about the correlation between vocational students’ speaking anxiety and speaking performances in learning English. This study also find out about their speaking anxiety level, type of speaking anxiety, and their speaking ability in learning English. A correlational study used to conduct this research. The researcher collected the data through FLCAS questionnaire that consists of 24 statements and the students’ speaking performance score. The researcher distributed the questionnaire to 70 students of SMK PGRI 3 Malang. After analyzing the findings with SPSS version 24 and Microsoft Excel, the result shows that there is a negative correlation between students’ speaking anxiety and speaking performances in learning English. It is correlated at -0.192 which means it is in a very weak correlation. In addition, the students’ speaking anxiety level is identified in moderate level. The dominant type of speaking anxiety they have is communication apprehension and their speaking ability is categorized in a very good level.
Implementing Collaborative Learning Method in Speaking Class: Students’ View Silvia Unasanta Br Sembiring; Dian Novita Dewi
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 10, No 2 (2022): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v10i2.3147

Abstract

Collaborative learning method is a popular method implemented in classes due to collaborative learning can motivate the students to more active in class, explore the lesson as a team and achieve a task together. This study aims at finding out how collaborative learning method in a speaking class from students' views of EFL students, and what are the challenges when collaborative learning method implemented in English class for students. This study was completed using a survey study method and was conducted with 100 EFL students at SMA Panjura Malang. To explore the students' view on the use of collaborative learning method in speaking class, all 100 students were asked to fill out a questionnaire. The data were then analyzed by thematic analysis. By implementing collaborative learning, the students could do the task together and they agree that collaborative learning better than individual for their speaking learning activities.
Vocational Students’ Perception of The Use Problem-Based Learning in Speaking English Nannette Cahyani Janitra; Dian Novita Dewi
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol 11, No 1 (2023): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Liter
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v11i1.3750

Abstract

This study was conducted based on the regulations of the Ministry of Education and Culture related to the teaching and learning process for SMK students, SMK PGRI 3 Malang has attempted to apply problem-based learning methods, which are believed to be methods that help students face real problems in the field. world of work because it can help improve students' speaking skills. Meanwhile, studies on students' perceptions of the use of problem-based learning in their speaking skills are still under-explored. Therefore, this study aims to determine the perception of SMK students about the application of problem-based learning in their speaking skills. This study uses a survey design with SMK PGRI 3 Malang student population, while the sample is 102 students. Data were collected by conducting a survey using a questionnaire. This study's findings imply strengths in applying problem-based learning in the classroom. Furthermore, the researcher revealed that students positively perceived using problem-based learning on their speaking skills.
The Correlation Between PBL (Project-Based Learning) and Learning Motivation in ELT Classes Auliya Rahma Maziidah; Dian Novita Dewi
Journal of Educational Sciences Vol 7, No 3: July 2023
Publisher : Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.7.3.p.442-451

Abstract

In recent times, learners are required to have the skill of the 21st century, such as collaboration, critical thinking, communication, and technology used as the impact of a more digitized and globalized era. One of the teaching methods which equipped student’s skill needs is PBL (Project-Based Learning). PBL is also named the effective method to apply because students are asked to create their learning content as the implementation of student-centered learning. This teaching method is widely used at any educational level and could enhance students’ motivation. Thus, to determine the correlation between the PBL teaching method and students’ learning motivation, the researcher conducted a study of 67 students in 11th grade at SMA Panjura Malang that opts for a correlation method with a quantitative approach. The questionnaire was adopted and analyzed, it showed that there is a correlation between the PBL learning method and students’ learning motivation in ELT classes. The result was a medium positive relation which means that PBL could be an alternative recommended method to apply in ELT classes.
Co-Authors Auliya Rahma Maziidah Devinta Puspita Ratri Diva Rizkana Hasanah Hikmah Lusian Handayani Khalif Arfazul Ilmi Nannette Cahyani Janitra Shiken Anzanni Silvia Unasanta Br Sembiring Tri Fanny Anggraeny Yulia Hapsari