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Rita Inderawati

English Education Study Program Faculty Of Teacher Training And Education, Sriwijaya University

Author-ID : 3067780

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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DEVELOPING INTERACTIVE MULTIMEDIA FOR TEACHING DESCRIPTIVE TEXTS BASED ON PALEMBANG LOCAL CULTURE Ria Elviana; Rita Inderawati; Soni Mirizon
Indonesian EFL Journal Vol 6, No 1 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v6i1.2634

The purpose of this study was to find out the validity, practicality, and potential effect of the developed interactive multimedia for teaching descriptive texts based on Palembang local culture. With Research and Development (RD) study, this research procedure was adapted from ADDIE model consisted of five phases, i.e. analysis, design, development, implementation, and evaluation. In evaluation phase, formative evaluation which consisted of self-evaluation, expert review, one to one evaluation, small group evaluation, and field test. Formative evaluation was conducted to see the validity, practicality, and potential effect of the product. Validity was evaluated in expert review phase for its content, construct, and media. Based on experts review the result showed that the average score of all aspects of the developed product was 3.58 which can be categorized as very highly valid. The practicality was evaluated in one to one evaluation and small group evaluation. The result showed that the product was very highly practical since the average score in both phases were 3.69 and 3.74 respectively. The potential effect was evaluated in the field test. The product also had very high potential effect after being tried out in the field test as 100 % of the students achieved the minimum mastery criterion which was 75. In conclusion, the developed product was potentially effective to be applied for the tenth grade students.Keywords: development research; interactive multimedia; descriptive texts; Palembang local culture

THE USE OF ICT IN AUTHENTIC ASSESSMENT OF THE STUDENTS’ PRODUCTIVE SKILLS Wardah Zahra; Rita Inderawati; Ismail Petrus
English Review: Journal of English Education Vol 8 No 1 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v8i1.2110

Making use of ICT and applying authentic assessment in the teaching and learning activities represent an obligatory from Indonesian Ministry of Education and Culture. This study aimed at finding out types of ICT used in the authentic assessment of the productive skills, describing the implementation of ICT in the authentic assessment of the productive skills, explaining the possible problems faced by the English teachers in the implementation, and explaining the solution used by the teachers to solve the problems. This study was a descriptive study with qualitative approach. The data were collected through interview, observation, and documentation to three English teachers, a curriculum coordinator, a facility and infrastructure administrator, and three students, were validated through methodological triangulations and were analyzed using Miles and Huberman’s analysis model (1994), namely data reduction, data display and conclusion, and verification. The results discovered that there were three types of ICT in the authentic assessment of the productive skills, the teachers had different methods in implementing the three types of ICT tools based on the types of authentic assessment concerning aspects of productive skills, they encountered three main problems in the implementation, and they were educated and motivated to have their solutions to overcome the difficulties.

FORMATIVE ASSESSMENT IN ENGLISH LEARNING OF JUNIOR HIGH SCHOOL Dian Fitriani; Bambang A. Loeneto; Rita Inderawati
English Review: Journal of English Education Vol 9 No 2 (2021)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v9i2.4982

Abstract: Formative assessment (assessment-for-learning) helps teachers to conduct teaching and learning activities that can enhance the students’ learning achievement. This study was aimed to find out the teachers’ understanding about formative assessment, the implementation of a formative assessment for English learning including the use of formative assessment to improve the teachers’ teaching and students’ learning, and the supporting and/or hindering factors in implementing a formative assessment. Qualitative in case study design was used in this study. The data were collected through interview, observations, and documentation to four teachers, the school principal, and some observed students as the participants. The data collected were validated through methodological triangulations and were analyzed qualitatively and reported descriptively. The result discovered that teachers’ understanding of formative assessment was in “good” category. The implementation of formative assessment in English learning given by the teachers followed the steps of input, process, and output. The teachers gave follow – up actions namely remedial and enrichment for students although the actions were not carried out as properly as what it is supposed to due to some hindering factors in giving the formative assessment. In conclusion, teachers’ lack of assessment training affects their understanding in implementing formative assessment. Therefore, the teachers need to participate in such a seminar and they need to be given opportunities to join assessment training so that they can get input on how to give assessment well, and moreover to make the right assessment instruments.

INCREASING READING COMPREHENSION AND SUMMARY WRITING ACHIEVEMENTS BY USING RAP STRATEGY WITH 100 FAMOUS STORIES APPLICATION Mitra Afriadeni; Eryansyah Eryansyah; Rita Inderawati
English Review: Journal of English Education Vol 10 No 1 (2021)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i1.5367

This study aimed to investigate the students’ writing achievement between before and after the students were taught by using RAP strategy with 100 Famous Stories application. It involved 68 students as pasrticipants and used quasi experimental research method. The result of this study were analyzed by using paired sample t-test and independent sample t-test with the SPPS Version 22.The result of the study for the experimental group showed that the significance level of p was <0.05. The critical value of t-table was lower than t-obtained (22.333>2.036) for reading and (9.162>2.036) for writing. In other words, there was a significance difference in reading comprehension and writing achievement before and after the treatments in experimental group. Furthermore, the result of the independent t-test showed that the critical value of t-table was lower than t-obtained (5.936>1.997) for reading and (7.852>1.997) for summary writing, that is to say there was a significance difference in reading comprehension and writing summary acheievement of the eleventh grade students of SMA Srijaya Negara who were taught by using RAP Strategy with 100 Famous Stories Application and those who were not. It concludes that RAP strategy with 100 famous stories application could improve the students’ reading comprehension and writing achievements.

The correlations among critical thinking skills, critical reading skills and reading comprehension Mawaddah Hidayati; Rita Inderawati; Bambang Loeneto
English Review: Journal of English Education Vol 9 No 1 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v9i1.3780

Critical thinking skills, critical reading skills and reading comprehension were the most crucial life skills that should be mastered by the students, especially for university students. The objectives of this study were: (1) to find out whether or not there was a significant correlation among students critical thinking skills and reading comprehension, (2) to find out whether or not there was a significant correlation among critical reading skills and reading comprehension, and (3) to find out whether or not there was a significant correlation among the predictor variables (critical thinking skills and critical reading skills) and the criterion variable (reading comprehension) of English Education Study Program students of UIN Raden Fatah Palembang. In this study, 90 undergraduate English Education Study Program of UIN Raden Fatah Palembang in the academic year 2018/2019 in the fourth semester were chosen as a sample by means of purposive sampling. This study conducted correlational research design. The data were collected by using tests. Pearson Product Moment correlation and regression were used to analyzed the data. Based on the data collected and analyses applied in this study, the findings revealed that (1) there was a significant correlation among critical thinking skills and reading comprehension with r-value 0.810, (2) there was a significant correlation among critical reading skills and reading comprehension with r-value 0.844, (3) there was a significant correlation among predictor variables (critical thinking skills and critical reading skills) gave 71.3% contribution to criterion variable (reading comprehension).

WRITING ATTITUDE AND EMOTIONAL INTELLIGENCE AS DETERMINANTS IN BOOSTING EFL LEARNERS’ WRITING PERFORMANCE Elsya Agesty; Rita Inderawati; Eryansyah Eryansyah
English Review: Journal of English Education Vol 10 No 1 (2021)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i1.5384

This study aimed to find out whether or not there was a significant correlation between students’ writing attitude, emotional intelligence and their writing performance, and the predictor variables and the criterion variable. It involved 121 students of the English Education Study Programs of Tridinanti, PGRI, and Muhammadiyah Universities in Palembang. The data were collected through the use of Writing Attitude Questionnaire, Emotional Intelligence Questionnaire and a writing test. The data were analyzed by using the Pearson Product Moment correlation coeficient and partial correlation analysis. The results showed that there were significant correlations in a row of the writing attitude and writing performance with r-obtained was 0.342. There results showed there were significant correlations of emotional intelligence and writing performance because the value of.028 with the correlation coefficient of .140. and the results of the partial correlation showed that writing attitude, emotional intelligence, and writing performance had a significant correlation with r value of .280 and p-value of <.001.

INSTRUCTIONAL DESIGN OF DESCRIPTIVE TEXT MATERIALS BASED ON PALEMBANG LOCAL CULTURE BY IMPLEMENTING LSLC FOR STUDENTS TO UNDERSTAND LEARNING Nurlista Iryanti; Rita Inderawati; Soni Mirizon
English Review: Journal of English Education Vol 9 No 2 (2021)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v9i2.4361

Lesson study learning community (LSLC) is one of the various innovations to make students have a good quality in learning in this 21st-century era. The objective of the study was to produce a learning trajectory in English which can help students in learning descriptive text material through LSLC in the classroom. This study used design research method type validation study. The participants were 32 seventh-grade students and English teachers of SMP Negeri 18 Palembang. The data were collected through interview, observation, documentation, and field notes. The results of the study revealed the teachers did not implement the application of lesson study learning community based on the appropriate stages. Somehow, in the process of lesson study, some difficulties were discovered. From the result of interview and observation, some problems in implementing were still found due to the limitation of the time, and the teacher’s commitment during the implementation. However, the lesson study helps students to understand learning through collaboration.

DEVELOPING E-LEARNING BASED LOCAL-FOLKLORES FOR EIGHTH GRADERS Sopian Sopian; Rita Inderawati; Ismail Petrus
English Review: Journal of English Education Vol 8, No 1 (2019)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v8i1.1813

The aim of this study was to develop e-learning based local-folklores application. This study was conducted based on ADDIE (Analysis, Design, Development, Implementation and Evaluation) development research design. The formative evaluation was done through one to one evaluation, small group evaluation and field trial. The subjects of this study was eighth graders at one of junior high school in Indonesia. There were three students involved in one to one evaluation, nine students in small group evaluation and a real class in a field trial. The validity was reviewed by expert of content, expert of instructional design and expert of developing e-learning based local-folklores. The mean validity score of the developed product was 3,67 which was categorized as very highly valid level. The practicality was conducted in one to one evaluation and small group evaluation. The practicality of one to one was 3,40 which was at very highly practical level and the practicality in small group evaluation was 3,58 which was at very highly practical level. The reading test material was categorized as effective. It showed that there were 19 students (76,93%) out of 26 students in reading test exceeded MMC (minimum mastery criterion) which was 75.

Bangka-culture-based descriptive reading materials for tour and travel in SMK: Students’ needs analysis Nur Azizah; Rita Inderawati; Machdalena Vianty
English Review: Journal of English Education Vol 9 No 1 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v9i1.3776

This research aimed to find out the Vocational High School (SMK) students' needs in English reading materials development based on Bangka local culture reviewed by students', teachers', and stakeholders' views. The data were obtained through the use of a questionnaire and semi-structured interviews. The data were analyzed both quantitatively and qualitatively. The result of the need analysis showed that: 1) English was important for the students mostly to support their future carrier, 2) students’ English proficiency was in the beginner level, 3) students still had some difficulties in reading comprehension, 4) the kind of text needed was a descriptive text, 5) the forms of questions mostly suggested were multiple choice and essay, 6) there was a need of integrating English reading materials with the materials of the content subjects, 7) students still lacked knowledge about Bangka local culture, 8) there were no existing English reading materials which were integrated with Bangka local culture, 9) two main reasons of integrating Bangka local culture in reading, were enhancing the students’ knowledge about Bangka culture, and promoting their skills in their study program, 10) the aspects of Bangka local culture needed to be integrated into English reading materials were about arts, customs, foods, traditional clothes, traditional equipment, folklores, and historical places. Due to the needs, it was necessary to develop supplementary descriptive reading materials by integrating Bangka local culture which matched the students’ English proficiency and could support their study program.

NEEDS ANALYSIS OF VOCATIONAL HIGH SCHOOL TEXTBOOK TO LOCAL CULTURE MATERIALS AND THE 21ST CENTURY COMPETENCIES Rita Inderawati; Ismail Petrus; Eryansyah Eryansyah; Meilinda Meilinda
English Review: Journal of English Education Vol 9 No 2 (2021)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v9i2.4349

The needs to know local cultural materials and skills for the future of students in the 21st century motivated researchers to concentrate more on them. In this recent research, an English textbook developed with Palembang local culture in mind and reviewed by students considers student needs. In SMK Negeri 3 Palembang, the travel agent competency program had 35 graders who completed a questionnaire with 45 questions. Questionnaires and semi-structured interviews were used to collect and quantitatively and qualitatively interpret the details. The findings showed: 1) English must be taught through technology to support students; (2) English is essential to students' future careers; (3) no existing English language education materials are included with local Palembang culture; and (4) two main reasons for integrating local Palembang culture into educational materials were to enhance the knowledge of students. Due to the queries, learning resources such as blogs, Twitter, video calls, and voice notes became important for the promotion of skills in the 21st century.

Co-Authors A. Loeneto, Bambang A. Loeneto, Bambang Agus Wahyudi Ahmad Hafiz Pratama Ahmad Zainudin Alghifari Mahdi Igamo Amrullah Amrullah Anggraini, Fenisya Anisa Rhahima Arika Sari Arika Sari Artika Sari Awalludin Awalludin Bambang A. Loeneto Bambang Loeneto Dea Ariani Delia Septimiranti Delia Septimiranti Desi Ramasari Dewi Rawani Dewi Rawani Dian Fitriani Diani, Oktrianti Didi Jaya Santri, Didi Jaya Didi Suhendi Didi Suhendi Didi Suhendi, Didi Diemroh Ihsan, Diemroh Dio Permana Dio Resta Permana Dita Rizki Anggraini Duano Sapta Nusantara Dwi Maharrani Eka Apriani Elika Elika Elika Kurniadi Elsya Agesty Erlina Erlina Erlina Erlina Ermalati Putri Ermalati Putri Ernalida Ernalida ERYANSYAH, ERYANSYAH Faizah, Vivian Azarine Febriyanti, Riana Febriyanti, Riana Fiftinova Fiftinova Fiftinova Fiftinova, Fiftinova Fitri Amalia Geyereni Maretika Noto Gustiningdiah Purwandini Hafiz Pratama, Ahmad Hafiz Pratama, Ahmad Hanafziah Miftahul Fajri Hariswan Putera Jaya Hariswan Putra Jaya, Hariswan Putra Haritsah Sani Hartono Hartono Hartono Hartono Haryani Haryani Herlina, Rini Hesti Wahyuni Anggraini, Hesti Wahyuni Hidayati, Rina Ida Rosmalina Ida Rosmalina Ida Rosmalina, Ida Ilhaq, Muhsin INTIFADHAH INTIFADHAH Ira Audina Pratiwi Ira Septiana Irna Ningsih Ismail Petrus Jasmine, Malihah Putri Jopalina, Praisa Kananda Agustina Checaria Karen Ferreira-Meyers, Karen Karwandi Karwandi Karwandi, Karwandi Kurniadi, Elika Lestari, Tri Puja LINGGA AGUSTINA SUGANDA Lingga Agustina Suganda Lisnaini Lisnaini Lisnani Lisnani Lisnani Lisnani Lisnani Lisnani Loeneto, Bambang A Lumei Haryanti Kumbara Lusiana Dian Retnowati Machdalena Vianty Machdalena Vianty Machdalena Vianty Maharani, Siti Dewi Makmum Raharjo Malalina Malalina Malalina Malalina Margaretha Dinar Sitinjak Margaretha Dinar Sitinjak Margaretha Dinar Sitinjak Margaretha Dinar Sitinjak, Margaretha Dinar Masitoh Masitoh Mawaddah Hidayati Meilinda Meilinda Meilinda Meilinda Mela Maresta Melly Ariska Meyers, Karen Ferreira Mgrt. Dinar Sitinjak Mgrt.Dinar Sitinjak Mitha Septiyanti Mitra Afriadeni Mona Monika Mulyadi Eko Purnomo, Mulyadi Eko Munikahi Purba Muslih Hambali Muthmainnah Muthmainnah Mutiara Ayu Nadya, Nanda Neti Herawati Nova Lingga Pitaloka, Nova Lingga NOVARITA NOVARITA, NOVARITA Novita Sari Nur Azizah Nur Azizah Nurhaliza, Salsabila Nurhayati Nurhayati Nurhayati Nurhayati Nurlista Iryanti Nurmantara, Loga Nyimas Larasati Utami Okky Leo Agusta Okky Leo Agusta Pratiwi, Weni Purwandani, Endah Putri, Cantika Putri, Ermalati Qori, Akromu Wajihan Rahayu, Chika Rahmadhani, Sakilah Rahmah, Ulfatin Nur Rahmawati Umbara Ramasari, Desi Ratu Ilma Indra Putri Ratu Ilma Indra Putri Ria Elviana Rini Herlina Rini Herlina Rini Rini Riska Bella, Riska Rita Hayati Rita Hayati Rita Hayati Rusman Roni Sadrah Ihsani Sakdiawati, Sakdiawati Saputra, Ardi Sarah Suci Hartina Saraswati, Nais Sardianto Markos Siahaan Sardianto Siahaan Sari, Arika Sari, Maria Angela Sylvista Sarimarsutalinda Sarimarsutalinda Sarimarsutalinda, Sarimarsutalinda Sary Silvhiany SATRIYAS ILYAS Selly Septiandini Selvina, Dita Sepdwiko, Deria Septiana, Ira Septiani, Yin Yin Septimiranti, Delia Shilviany, Sary Simamora, Melisa Kristina Sinta Octaviana Sofendi Sofendi SOFENDI SOFENDI, SOFENDI Soni Mirizon Soni Mirizon Sopian Sopian Sri Indrawati, Sri Sri Susanti SUSILAWATI SUSILAWATI Syafryadin Syafryadin Syamsul Anam Syarifuddin TAHRUN TAHRUN Tahrun Tahrun Tamara Becce Tenridinanti Tasyaa, Nabilla TASYKIRAH, FITRIAH Tita Ratna Wulan Dari Tria Gustiningsi Trilestari, Kuntum Try Desnita Ummy Wahyuni Wahyuni, Ummy Wardah Zahra Wawan Tarwana Yeni Oktarina Yeni Oktarina Yundari, Yundari Zahra Alwi, Zahra Zainal Abidin Naning Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zuraida Zuraida

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