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All Journal Indonesian JELT Journal of English and Education SAGA: Journal of English Language Teaching and Applied Linguistics ELTR Journal
Anita Kurniawati Hadiyanto
Universitas Kristen Satya Wacana
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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SCAFFOLDING FOR PEER FEEDBACK SESSION: WHAT, WHY, AND HOW? Anita Kurniawati
Indonesian JELT Vol 9, No 2 (2013): Indonesian Journal of English Language Teaching vol 9 no. 2 October 2013
Publisher : Universitas Katolik Indonesia Atma Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (87.582 KB) | DOI: 10.25170/ijelt.v9i2.651

Abstract

Recent research has shown the value of peer feedback in writingclass. By evaluating their peer’s work, students can figure out thestrengths and weaknesses of their friends’ drafts. After doing this, it isexpected that they could compare their peer’s work to their own work,which will certainly be beneficial for the revision process. Thebiggest challenge I faced when implementing peer feedback is how toscaffold the students to be able to provide valuable input to theirfriends’ work. This ability is important because the input studentsgive to their friends could become a reflection to their own draft. Thissharing is based on what I experienced during Expository andArgumentative Writing Class last semester, particularly on what I didbefore, during, and after the peer feedback session. To get clearer ideaabout the classroom situation, I will provide some examples of thetask sheets used. I will also provide some empirical evidence from thestudent worksheets. I expect that my sharing could enrich ourunderstanding on how to use peer feedback sessions, particularly onhow to scaffold the students to provide valuable peer feedback.Keywords: scaffolding, peer feedback
TEACHERS' PERSPECTIVES TOWARD L1 USE IN EARLY ENGLISH IMMERSION PROGRAMS Anita Kurniawati
ELTR Journal Vol. 1 No. 1 (2017)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (275.416 KB) | DOI: 10.37147/eltr.v1i1.1

Abstract

Teachers' Perspectives toward L1 Use in Early English Immersion Programs
Undergraduate Students’ Perceptions toward Self-Assessments Karina Shagitha; Anita Kurniawati Hadiyanto
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 3 No 2 (2022): August 2022
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21460/saga.2022.32.129

Abstract

In the current education context that encourages students to be independent learners, self-assessments have gained more attention as one of the effective ways to support self-learning. However, teachers in Indonesia seem hesitant to use self-assessments because they assume that students cannot understand and perform self-assessments. Therefore, the research is aimed to know about undergraduate students' perceptions toward self-assessments, which can result in knowing students' comprehension of self-assessments. The research was conducted at an English Language Education Program (ELEP) from one of the private universities in Central Java, which involved 42 students from the 2018 academic year who had passed Teaching Skills Courses (Teaching English for Young Learners, Teaching English for Adult Learners, and Teaching English for Specific Purposes). A questionnaire consisting of close-ended and open-ended questions was used to collect the data, and the data were analyzed using statistical analysis and content analysis methods. From the results, it was found that the participants reacted positively toward self-assessments. The participants felt content and helped when doing self-assessments, and they also knew the benefits and the importance of it. Furthermore, it was found that they were able to carry out self-assessments appropriately and showed their preference for self-assessments, such as comparing with criteria or making reflections. Therefore, it can be concluded that the teachers' previous assumptions can be considered inaccurate. The study is hoped to help teachers consider implementing self-assessments more in their courses and help them design suitable self-assessments.
EFL students’ perceptions toward the use of electronic written feedback in academic writing classes Putri, Yohanna Amanda; Hadiyanto, Anita Kurniawati; Mali, Yustinus Calvin Gai
Journal of English and Education (JEE) Vol. 10 No. 2 (2024): Vol. 10 No. 2 (2024): VOLUME 10 NO 2 NOVEMBER 2024
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v10i2.35245

Abstract

Feedback is one of the essential things for students to help them improve and develop their writing skills. Nowadays, the kinds of feedback are varied; a form that has often been used since the pandemic is electronic written feedback. This study aims to find out the students' perceptions toward the use of electronic written feedback. This study was conducted in the English Language Education Program at a private university in Salatiga. This study included 34 students registered in an Academic Writing class during the even semester 2023. The data for this study were gathered from semi-structured interviews and questionnaires. Both thematic analysis and statistical analysis were used to analyze the data from the interview and questionnaires. The findings revealed that the students’ attitudes toward electronic feedback were positive. Moreover, this study found weaknesses and strengths in using written feedback electronically. Practical recommendations for maximizing the potential of the electronic written feedback and directions for future research are also presented in this paper.
Co-Authors Antonina Anggraini Setiamunadi Karina Shagitha Putri, Yohanna Amanda Yustina Priska Kisnanto Yustinus Calvin Gai mali