Article Per Year (5 Year)
p-Index From 2021 - 2026
3.691
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Indonesia Jurnal Penelitian Pendidikan Language Circle : Journal of Language and Literature Lembaran Ilmu Kependidikan Jurnal Karya Pendidikan Matematika MAGISTRA Celt: A Journal of Culture, English Language Teaching & Literature ETERNAL: English Teaching Journal ELT Forum: Journal of English Language Teaching English Education Journal The Journal of Educational Development English Language and Literature International Conference (ELLiC) Proceedings Jurnal Pendidikan Edutama Journal of Research and Educational Research Evaluation Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology
Dwi Anggani Linggar Bharati
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 140 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 140 Documents
Search

 8   9   10   11   12 
The Effectiveness of Affective and Social Strategies to Teach Speaking for Students with High and Low self Confidence Shofwani, Siti Aniqoh; Faridi, Abdurrahman; Anggani Linggar Bharati, Dwi
English Education Journal Vol 9 No 2 (2019): June 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v9i2.29934

Abstract

The English subject in formal school becomes one of the important material in Indonesia. The purpose of learning a foreign language here is; to make the students be able to communicate in using English not only in written form but also orally. This research is quantitative, where the findings are presenting in the graphic and diagram with the calculation of results. The findings show, there are pre-test, materials delivering and post-test into two class. It shows in the pre-test, IPS I is better than IPS II, it can be seen by the score and the performance in the video. During the pre-test, IPS I is more variety in uttering the language, they can enhance the utterances although it still not be perfect. Treatment is done after pre-test, in this activity, the researcher gives materials in greeting, how to make good utterances and how to enhance the utterances during speaking so that the time while the test can be more efficient. After that, in post-test activity, IPS I is still dominant in a better score and perform better because they can use phatic and enhance their utterances and make their time test more efficient. Finally, that research has the suggestion for the teacher in teaching speaking if using social and affective strategies are effective to develop the ability of the students in oral language.
The Effectiveness of Write-Pair-Square and Group Investigation to Teach Writing Descriptive Text for Students With High and Low Participation Faticha, Dewi; Anggani Linggar Bharati, Dwi; Warsono, Warsono
English Education Journal Vol 9 No 3 (2019): September 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v9i3.30896

Abstract

Recently, teaching and learning English as foreign language has raised its position as a trending field in language transformation in Indonesia.This study aimed to measuring the effectiveness of Write-Pair-Square and Group investigation to teach writing descriptive text as two cooperative learning strategies. There were 50 students of the seventh grade students of MTs N Tegal. This study used an experimental method with pre-test and post-test of a 2x2 factorial design. Two classes were chosen as experimental group 1 and 2, while the third class was chosen for tryout. The data of students’ participation level was gained from observation before the treatments and the data of students’ writing achievement was gained from writing test. The data from the test was analyzed with T-Test and ANOVA Test. The results revealed that there was significant difference of the students’ participation on the post-test result after being taught by using Write-Pair-Square and Group Investigation strategies. Then, the result of the significance value (p value) of teaching strategies and participation was 0.032 < 0.05. Thus, it can be stated that there is effective interaction among strategies and participation to enhance students’ writing achievement.
The Evaluation of Higher Order Thinking Skills in English School Nationally Standardized Examination at State Senior High School 6 Semarang Narwianta, Nanang; Bharati, Dwi Anggani Linggar; Rukmini, Dwi
English Education Journal Vol 9 No 3 (2019): September 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v9i3.30937

Abstract

The English school nationally standardized examination as a means of the assessment of the learning outcomes conduct by educational unit is designed to measure the student`s achievement competencies, to determine student`s graduation from the school, it is very significant to conduct test items evaluation since it gives a clear portrait of the quality of the items and the test as a whole. The purpose of this study was to explain the realization of higher order thinking skills reflected in English school nationally standardized examination at state senior high school 6 Semarang academic year of 2018/2019. The researcher adopted the qualitative descriptive approach using an analysis card to analyze the realization of higher order thinking skills in English school nationally standardized examination test items. The results indicated that HOTS realized in listening, reading, and writing questions. The listening in the form of spoken written, because it is to test listening simultaneously with speaking. There is one listening question categorized into HOTS of level analyzing, in reading the questions belonging to HOTS reach 8 questions that consist of 5 questions of analyzing level and 3 questions of evaluating level. Meanwhile, there is one question of HOTS into level of creating in writing questions. The results also showed the proportion of HOTS comprised 22,22% met the requirement from BNSP that stated in academic year 2018/2019 there is approximately 10-15% of higher order thinking skills test items. Accordingly, this finding reveals that there is still much room for the variation of HOTS levels implemented all skills in English school nationally standardized examination. This study recommends modifying the English school nationally standardized examination by providing them with more questions that include HOTS.
The The Effectiveness of Brainstorming and Mind Mapping to Teach Writing Narrative Text for Students with Extrovert and Introvert Personalities Yuliani, Widya; Anggani Linggar Bharati, Dwi; Warsono, Warsono
English Education Journal Vol 9 No 4 (2019): December 2019
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v9i4.32098

Abstract

Teaching English in SMA is teaching and learning a foreign language as a part of national education. Moreover, modern teaching technique should be developed to encompass the reality. This study aimed to measuring the effectiveness of brainstorming and mind mapping to teach writing narrative text with extrovert and introvert personalities. This research used 2x2 factorial experimental designs. The subjects were the students of class XI IPA 1 and XI IPA 2 of SMAN 2 Tegal. It was divided into two groups, they were extrovert and introvert personality. The instruments were used test, questionnaire, pre-test, and post-test. The finding of this research indicates that brainstorming technique was more effective than mind mapping technique to students with extrovert personality. While there was no significant difference between a student who was taught by using brainstorming technique and those taught by using mind mapping technique with introvert personality. It means that brainstorming technique is more effective to the students with extrovert personality, while mind mapping technique is effective to the students with introvert personality. Based on our findings, we conclude that both brainstorming technique and mind mapping technique can help and improve the students in writing skill for both students with extrovert and introvert personality.
Edmodo and Chamilo Media in Know-Want-Learned Strategy to Teach Reading Comprehension of Recount Texts to Students with Different Reading Habits Rahmah, Siti Nafakhati; Saleh, Mursid; Anggani Linggar Bharati, Dwi
English Education Journal Vol 10 No 1 (2020): March 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i1.32814

Abstract

This research is based on the phenomena that the students often find difficulties in comprehending English texts, especially in recount texts. This research aims at investigating the effectiveness of Edmodo and Chamilo media in Know-Want-Learned strategy to teach reading comprehension of recount texts to students with good and poor reading habits. An experimental research with 2x2 factorial design was applied in this study. The samples of this research were the students of X TKJ 1 and X TKJ 2 of SMKN 1 Sragi Pekalongan. Observation, questionnaires, and tests were the instruments of the research. T-test and ANOVA were the data analysing methods. The research findings revealed that firstly Edmodo media in Know-Want-Learned (KWL) strategy was effective to teach reading comprehension of recount texts to students with good and poor reading habits. Secondly, Chamilo media in Know-Want-Learned (KWL) strategy was also effective to teach reading comprehension of recount texts to students with good and poor reading habits. Thirdly, there was no significant difference on the effect of Edmodo and Chamilo media to teach reading comprehension of recount texts to students with good reading habit. On the contrary, there was significant difference on the effect of Edmodo and Chamilo media to teach reading comprehension of recount texts to students with poor reading habit. Finally, there was no effective interaction among Edmodo and Chamilo media, reading strategy, students’ reading habits, and students’ reading comprehension of recount texts.
The Implementation of Project Based Learning Strategy in Teaching Spoken English Fajarika Nuninsari, Dessi; Sutopo, Djoko; Anggani Linggar Bharati, Dwi
English Education Journal Vol 10 No 1 (2020): March 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i1.33952

Abstract

Project-Based Learning is a learning model in 2013 curriculum that provides an opportunity for students to actively participate in making a project within the group or individual work to improve English language skills, especially in spoken English. The objectives of this study are to explain; 1) the Implementation of project topic stimulation in project based learning, 2) the implementation of project planning design in project based learning, 3) the implementation of schedule arrangement in project based learning, 4) the implementation of project monitoring in project based learning, 5) the implementation of project assessment in project based learning, and 6) the implementation of project evaluation in project based learning. This study was a descriptive qualitative method. The data were collected by implementing observation, field note, document analysis, questionnaire, speaking transcription, and interview. The subjects were an English teacher of SMA Futuhiyyah Mranggen. The result of the study showed that; 1) the English teacher of Futuhiyyah Senior High Schools have implemented the topic stimulation to begin the project. 2) The project design planning is implemented to create the project design for students. 3) The schedule arrangement should be planned to make the project run well. 4) The teacher’s project monitoring should be implemented in order to guide the students’ process in doing the project 5) the project’s assessment should be implemented to know the students’ result in doing the project and 6) the teacher’s evaluation was intended to check whether the students understand or not about the project.
The Shift of the Thematic Structure in English-Indonesian Translation of 'Flipped' Subtitles Aini, Veny Nur; Wuli Fitriati, Sri; Anggani Linggar Bharati, Dwi
English Education Journal Vol 10 No 2 (2020): June 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i1.34222

Abstract

This study analysed the thematic structure in English-Indonesian translation of the movie subtitles entitled Flipped in order to explain the shift and modulation occurrences from the source text (ST) to the target text (TT). This research was initiated by the issue that Systemic Functional Linguistic (SFL) theory was possible to apply in translation research. This study was a descriptive qualitative research. The subjects of the study were the dialogues (English script and Indonesian subtitles) and the objects were the Thematic Structure Elements (Textual, Interpersonal, and Experiential Themes) of the movie. The findings showed that there were 259 shifts occurred within Textual Theme’s components, Interpersonal Theme’s components, Topical Theme’s components, Theme’s components, and between Theme-Rheme. Those indicated some shift and modulation types. There were 232 shifts found for 5 shift types and 40 shifts found for 6 modulation types. Moreover, there were two shift categories found (double changes). There were 23 shifts for 7 double changes categories. From this new categories, I inferred that it was possible if two types of shift or one type of shift + one type of modulation were together transform a sentence. On the other hand, it was impossible for two types of modulation were found in a sentence. In conclusion, Theme as the beginning of a sentence can be used as the first detector of the shift occurrence from ST to TT. We can see either the structure shift or the perspective shift from it. Therefore, translators and language learners can be helped by seeing this movement.
Teachers’ Perception, Plan, and Implementation of Portfolio Assessment in Students’ Writing Assessment Virgin, Junnilalita Aisya; Anggani Linggar Bharati, Dwi
English Education Journal Vol 10 No 2 (2020): June 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i1.34231

Abstract

This study aims to investigate how teachers perceive, plan and implement portfolio assessment in students’ writing assessment. a acse study as a part of qualitative reserch design is employed in this study. The study involved an English teacher of SMP N 8 Semarang (#T2) and an English teacher of SMA N 2 Semarang (#T1). The data were gathered through questionnaire, interview, observation and documents analysis. From the results of analysis, the study revealed that both teachers had positive perception of portfolio assessment in students’ writing assessment. That was indicated from their agreement and positive thoughts on portfolio development and implementation, its effectiveness as an educational tool and its influence on the instructional practices, teacher and students’ roles and responsibilities during the portfolio development. Unfortunately, their portfolio knowledge was insufficient. The two partcipants lesson plans analysis showed that teachers have unplanned portfolio development. That was seen from their lesson plans which portfolio steps and rubric could not be found. Teachers portfolio development and implementation run less succesfully. That was because teachers lack of preparation of the portfolio, the absence of students’ self-assessment or reflection and there was no clear rubric of assessment that teachers prepared. Time management, storage and portfolio rubric became the main problems that teachers faced during their journey in developing portfolio. Furthermore, teachers’ positive perception was not aligned with their portfolio plan. Misalignment also found between teachers’ good perception with their classroom practices. That was because teachers missed several essential elements of portfolio. One of the factor is because teachers have insufficient portfolio knowledge. Some training and workshops as well as individual professional development were needed for the teachers in order to improve their professional development.
The Implementation of Authentic Assessment to Assess Students' Higher Order Thinking Skills in Writing at MAN 2 Tulungagung Muthohharoh, Setyani Rohmatul; Linggar Bharati, Dwi Anggani; Rozi, Fahrur
English Education Journal Vol 10 No 3 (2020): September 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i1.36590

Abstract

PISA (Program for International Students’ Assessment) which focuses o three basic literacy stated that Indonesian students are in low position it is caused by the low ability of Indonesian teachers in writing questions of HOTS. Therefore, the 2013 Curriculum demands the teachers to use authentic assessment concerning about Higher Order Thinking Skills. This study aimed to investigate the implementation of authentic assessment to assess students’ Higher Order Thinking Skills in writing at MAN 2 Tulungagung. This study was qualitative research by using case study research design. Two English teachers (teacher SS and teacher IO) were observed by using interview guide, observation checklist, and document observation checklist. The data were then collected and analyzed based on Miles and Huberman (1994, p. 10). The results of the study revealed that in implementing authentic assessment to assess students’ Higher Order Thinking Skills, these two English teachers did not share rubric and implement self-assessment for the students because of time limitation. To overcome the difficulties, they managed the time effectively and efficiently. Furthermore, they were interested in walking around the students to know the students’ understanding. This study will give insight about the implementation of authentic assessment which focuses on Higher Order Thinking Skills in writing.
The effectiveness of socrative and kahoot to teach grammar to students with different interest Maesaroh, Maesaroh; Faridi, Abdurrachman; Anggani Linggar Bharati, Dwi
English Education Journal Vol 10 No 3 (2020): September 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i1.36696

Abstract

This study aimed at examining the effectiveness of socrative and kahootto teach grammar to students with different interest. The objectives of the study are, to analyze high and low interest students’ score of grammar in order to explain the effectiveness of socrative, to analyze high and low interest students’ score of grammar in order to explain the effectiveness of kahoot, to analyze the significant difference between the students with high interest after taught by using Socrative and Kahoot to teach grammar, to analyze the significant difference between the students with low interest after taught by using Socrative and Kahoot to teach grammar, to analyze how the interaction is among teaching, students’ interest and grammar. It was an experimental research with 2x2 factorial design. I used questionnaire, observation and test. The data from questionnaire and grammar test is analyzed quantitatively using T-test and ANOVA.The results of this research showed that socrative to students with high and low interest (79.17 and 57.50) and kahoot to students with high and low interest (85.50 and 62.86) are effective. Mean score of kahoot multimedia was higher than socrative in teaching grammar. There was no significant interaction among multimedia, interest and students’ grammar achievement..
Co-Authors Abdul Aziz Abdurrachman Faridi Abdurrahman Faridi Achsan, Mohamad Afief Fakhruddin, Afief Agatha Lisa Agatha Lisa Agus Prayogo Ahmad Sofwan Aini, Veny Nur Akhmad Nur Cholis Alimul Khakim, Muhammad Alimul Khakim, Muhammad alowalid, abdulhakim faraj alowalid, abdulhakim faraj Ambarsari, Pipit Andari Puji Astuti, Andari Puji Ani Rusilowati Aryani, Oktianti Dwi Asih Nurakhir Atik Rokhayani Atikah Wati, Atikah Azizah, Fitria Uswatun Bagus Dwi Pambudi Bedagama, Diana Novietasari Cahyanti, Ade Dwi Carascalao, Oscar Yustino Carascalao, Oscar Yustino Daniela Elivas Hastunar, Daniela Daning Desy Artyani, Daning Djoko Sutopo Djoko Sutopo Djoko Sutopo Dwi Rukmini Emilia Ninik Aydawati Fahrur Rozi Fajarika Nuninsari, Dessi Faridi, Abdurrachman Farista, Nova Rifqi Farista, Nova Rifqi Faticha, Dewi Faticha, Dewi Fatwassani, Rezza Fitri Budi Suryani Hanifah, Fahmi Millati Hanifah, Fahmi Millati Hartono, Rudi Hendi Pratama Hendi Pratama Hidayat, Rifki Nurlaili Hidayat, Rifki Nurlaili Imaduddin Abil Fida Ina Rosita Arumsari, Ina Rosita Issy Yuliasri Issy Yuliasri Istifadah, Hanna Januarius Mujiyanto Januarius Mujiyanto, Januarius Kadek Sonia Piscayanti Kasprabowo, Teguh Kholisoh, Modi Nur kifti halimah islami Kohar, Hasan Abdul Kohar, Hasan Abdul Kusumawanti, Windhariyati Dyah Kusumawanti, Windhariyati Dyah Leila Nurul Amali Maemunah Maemunah Maesaroh Maesaroh Manikowati, Manikowati Manikowati, Manikowati Martina, Wigati Masitoh Oktavia Mazulfah Mazulfah Melania Wiannastiti Mohamad Achsan, Mohamad Mohammad Qushoy Mukhoyyar, Aniq Mukhoyyar, Aniq Mursid Saleh Mursid Saleh Mursid Saleh Mursid Saleh Mursid Shaleh Muthohharoh, Setyani Rohmatul Narwianta, Nanang Narwianta, Nanang Nopa Yusnilita Nugroho Dimastoro Nugroho, Toto Nugroho, Toto Nur Antoni Eko Tanuso Nuriska Denhas, Kiki Nuriska Denhas, Kiki Nurlaila Tuanany, Nurlaila Pamujo Effa Kusdianang, Pamujo Effa Perdana, Rizky Ramadhan Pertama, Tia Pertama, Tia Pryla Rochmahwati Puji Astuti Puspa Wijayanti, Puspa Putri, Afrilita Mardiana Putri, Afrilita Mardiana Putri, Dwi Amalia Putri, Dwi Amalia Rafsanjani, Ali Akbar Rahmah, Siti Nafakhati Rahman, Dian Fathur Rahmatunnisa, Eva Ramdani, Aldin Syah Ratih Laily Nurjanah Refi Ranto Rozak Rudi Hartono Rudi Hartono Shofwani, Siti Aniqoh Shofwani, Siti Aniqoh Silvia Nanda Putri Erito Siti Musarokah Sri Susilogati Sumarti Sri Wuli Fitriati Sukarno Sukarno Sukma Nur Ardini Suwandi Suwandi Swarini, Ade Resky Swarini, Ade Resky Tawary, Dhiayuddin Dzulfikar W Teguh Kasprabowo Testiana Deni Wijayatiningsih Tri Kusnandi, Tri Triwibowo, Febri Dhany Urunami, Silvia Urunami, Silvia Virgin, Junnilalita Aisya Wahyudi, Roni Wahyudi, Roni Warsono Warsono Warsono Warsono Wiwik Handayani Yan Hardiansyah, Yan Yentri Anggeraini Yuliani, Widya Yuliani, Widya Yulianti Yulianti