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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
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Teachers’ perception, plan, implementation and assessment of Letterland in teaching English vocabulary Istifadah, Hanna; Anggani Linggar Bharati, Dwi
English Education Journal Vol 10 No 4 (2020): December 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i4.38914

Abstract

Letterland is a child-friendly, multi-sensory system to teach English for children. It is highly a sophisticated teaching technique that combines stories with pictograms of letters. However, many teachers claimed to have difficulties in implementing it properly. This study aimed to investigate how teachers perceived, planned, implemented and assessed Letterland in teaching English vocabulary and analyzed the alignment and misalignment of teachers’ perception, plan, implementation and asessment of Letterland. A case study as a part of qualitative research design was employed in this study. By using purposeful sampling technique, two English teachers from Star Kiddy Preschool Semarang were involved. There were four instruments to collect the data, namely questionnaire, interview, document analysis and classroom observation. The findings of this study revealed that the English teachers had positive responses to questionnaire data and interview data dealing with Letterland and its implementation. In addition, Letterland designed well in lesson plan by teachers. Nevertheless, Letterland technique was conducted less succesfully in the classroom. This was due to several problems such as limited time, lack of preparation and teachers’ lack of creativity. Furthermore, as the implementation of teacher’s assessment, it has already met the standard of assessment on curriculum PAUD 2013. At last, the alignment of those teachers’ perception, plan and assessment toward Letterland were related to each other. Eventhough teacher’s positive perception did not align with their implementation in the classroom. That was because teachers missed some stages that should be added in the classroom.
The Effectiveness of Role-Play and Information-Gap in E – Teaching Speaking Skill for High-Low Self-Confident Students Rafsanjani, Ali Akbar; Suwandi, Suwandi; Linggar Bharati, Dwi Anggani
English Education Journal Vol 10 No 4 (2020): December 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i4.39569

Abstract

Teaching speaking is not easy. The teacher has to use an appropriate technique in teaching speaking. The research problem came from the Eighth Grade students of SMPN 1 Arjawinangun Cirebon. The students were passive in conversation when someone talked in English because the teacher taught using traditional method which made them bored and could not give feedback in English conversation. On the students’ side, they get difficulties in learning speaking because they felt bored and passive during teaching and learning process. This research aims to explain how significant the students’ achievement taught by using role play and information gap technique conducted with high and low self-confident of students in e-teaching speaking context. The research design was a quasi-experimental design with a 2x2 factorial design involving the eighth-grade students SMPN 1 Arjawinangun, Cirebon as the research participants. There were two experimental groups involved. The students’ different self-confidence was taken as a factor that might influence the techniques. In collecting the data, the writer used speaking test to get students’ scores and questionnaires made by Google Form and on-line system. The data was analyzed using ANOVA to answer the main hypotheses. Based on the analysis of the significance score was 0.178 which was higher than 0.05. It can be concluded that there was no significant difference on the students’ achievement taught by role play and information-gap for students with high and low self-confidence. This research is expected to give a contribution to the research such as giving appropriate technique to teach speaking in e-learning.
Target Situation in Vocational High School Civil Engineering Students’ Needs Analysis Martina, Wigati; Astuti, Puji; Bharati, Dwi Anggani Linggar
English Education Journal Vol 11 No 2 (2021): June 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.40601

Abstract

Needs analysis for vocational high school English course is important because English course for vocational high school is considered too general compared to the target situation that the students will need in their future career. This study aimed to analyse the students’ teachers’, alumni’s, stakeholders’, and expert’s perceptions to explain the vocational high school civil engineering students’ needs in their English course. This study used a qualitative case design by using open questionnaires and in-depth interviews as the methods of collecting data. The findings showed that the main goal of the English course was to prepare the students to face the needs of English in their target situation. The learning approach needed was a scientific approach by using inquiry or discovery learning. The students needed more learning source which involved the target situation and a course which considered their current English proficiency. Finally, the students needed a course set that represented the target situation and teachers who were not only experts in pedagogical competence but also ESP. The results of the study can be used by the education practitioners to help them design better course for vocational high school civil engineering students.
Teachers’ Practices in Using Educational Mobile Applications to Teach English Aryani, Oktianti Dwi; Linggar Bharati, Dwi Anggani; Astuti, Puji
English Education Journal Vol 11 No 1 (2021): March 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.40710

Abstract

English language learning has shifted with the development of technology in education. Learning can also be done through easy access from a mobile phone. Educational mobile applications bridge the teaching learning processes effectively. This study aims to investigate the teachers’ practices in using educational mobile applications to teach English in senior high school in Semarang. This study utilize case study approach to achieve the objectives of the study. Questionnaire, interview, document analysis, and classroom observation were applied to investigate the teachers’ practices in using educational mobile applications in relation to multimedia learning theory and the Technological Pedagogical Content Knowledge (TPACK) theory. An evaluation rubric was used to find out the effectiveness of the educational mobile applications the participants used in teaching. Then a compatibility checklist was used to find out the compatibility of the educational mobile applications with the current curriculum, the 2013 curriculum. The findings revealed that the teachers were aware of multimedia learning when they chose to use certain educational mobile applications to teach English. They also possessed what the TPACK suggested. Therefore, they had the tools they needed to integrate technology into their classrooms. The study showed that from the five educational mobile applications the teachers used, Google Classroom was the most effective, whereas Goggle Drive was the least effective. The other three, 360 Video, YouTube, and Google Slides could, meanwhile, be considered effective apps. In case of compatibility of the educational mobile apps with the 2013 curriculum, it could be said that all of the educational mobile applications were compatible with the curriculum since they were applicable in classroom settings.
The Implementation of Professional Competence in Teaching ESP at Four Private Vocational Schools in Grobogan Rahmatunnisa, Eva; Mujiyanto, Januarius; Linggar Bharati, Dwi Anggani
English Education Journal Vol 11 No 2 (2021): June 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.43017

Abstract

A Professional teacher should master some competencies; one of them is professional competence. Accordingly, the preliminary research showed that some teachers had problems in the teaching-learning process. This research aimed to analyze the teachers’ competence in designing the syllabus, creating the lesson plan, developing the learning material, applying the learning media, the teaching-learning process, and constructing the students' assessment. This study was a qualitative case study. Subjects of the study were four private vocational school teachers in Grobogan. The data were collected by implementing observation, document analysis, and interviews. There were three steps in analyzing data, such as identifying, analyzing, and interpreting. The result showed that all teachers were good at designing ESP syllabus according to the instructional material, learning activity, assessment, time allocation, and learning resources. Then, they had created an ESP lesson plan well even though a teacher missed writing the learning method and the learning media. The media used were such as whiteboard, board markers, LCD, laptop, and other supporting materials. Additionally, all teachers did the teaching- learning process well despite some teachers found difficulties in applying lesson plan, they could not associate the lesson plan with the real condition in the class. The last finding showed that all teachers made an individual assignment for their students. But there was only a teacher who made group assignments. This research is expected to contribute to the teachers or lecturers in implementing professional competence to teach ESP.
The Existence of Representational Meaning in Supporting Ideational Meaning in the Radio Communication On Board Texts in MarEngâ„¢ Learning Tool Bedagama, Diana Novietasari; Rukmini, Dwi; Linggar Bharati, Dwi Anggani
English Education Journal Vol 11 No 1 (2021): March 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.43139

Abstract

English is a lingua franca on the sea; seafarers must communicate using English in radio communication. In facilitating cadets’ meaning-making process of English in radio communication, MarEng™ Learning Tool by Turku University has been used as one of the innovative language learning tools. It is a multimodal learning media which provides verbal texts accompanied by visual text. This study aims to explain how the representational meanings of visual images support the ideational meanings of the verbal texts existed in in MarEng Learning Tool, which are analyzed using Grammar of Visual Design and Systemic Functional Linguistic approaches. The analysis of representational meaning was conducted by concerning the presence of vectors and other visual items realizing representational meaning. Moreover, the ideational meaning analysis was focused on the analysis of the transitivity of the verbal texts. The findings revealed the representational meaning of the images supports the ideational meaning. The existence of representational meaning in MarEng™ Learning Tool was to describe the participants and the situation in the radio communication on board in the texts.
The Evaluation of Teachers’ Practices of Project-Based Learning Strategy in Writing Instruction Rahman, Dian Fathur; Linggar Bharati, Dwi Anggani; Rukmini, Dwi
English Education Journal Vol 11 No 3 (2021): September 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.45244

Abstract

This research is a qualitative study of the Project-Based Learning (PjBL) practice. PjBL is one of the three main teaching and learning methods suggested in the implementation of the 2013 curriculum. Researches on the teachers’ perception were mostly on the benefits of PjBL, but their understandings of PjBL were commonly ignored. Meanwhile, the teachers’ beliefs and perceptions affect what they do in the classrooms. Their perceptions deeply influence the way they plan, teach, and perform assessments. Therefore, this study is aimed at evaluating how the teachers perceive, plan, implement, and assess PjBL in writing instruction. The result of this study is expected to enrich the practical concept and theory of PjBL. Besides, it is important for the readers, especially the teachers to either revise or improve their perception, knowledge, and understanding of PjBL, especially in writing instruction. To collect the data, the researcher used a questionnaire, document, classroom observation, and interview. The findings show that the teachers have several incorrect perceptions of PjBL. Their misperceptions lead them to make inappropriate PjBL plans, implementations, and assessments. Accordingly, it reveals the teachers’ perceptions of PjBL were compatible with their PjBL plan, implementation, and assessment. However, this compatibility did not show the appropriateness of the teachers’ PjBL practice due to several misperceptions of PjBL of the teachers.
Developing A Reading Project Assessment to Stimulate Students’ Critical Thinking and Creativity Ramdani, Aldin Syah; Linggar Bharati, Dwi Anggani; Mujiyanto, Januarius
English Education Journal Vol 11 No 4 (2021): December 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.46367

Abstract

Assessment is a part of the learning assessment phase of the teaching and learning process. It is used to evaluate whether the education goals have been reached by looking at the process and product of learning outcomes. However, many teachers need assistance in developing a suitable assessment system and instrument. Then it should be in line with the teaching and learning priorities of the 2013 curriculum, which enable teachers to challenge students' analytical and creative thinking. This study aimed to explain the development of project-based reading assessments to stimulate students' critical thinking and creativity of the tenth graders of X IPS 3 at SMAN 12 Semarang during the academic year 2018/2019. To construct project-based reading assessments, the researcher and the teacher collaborated. The module was revised based on expert advice until the main field testing was completed. The data collection methods were using a questionnaire, interview, observation, and examination to obtain quantitative and qualitative data. The study discovered that when students were given project-based reading assessments, their scores increased. According to the results of a paired sampled test, the students' mean score changed significantly after the post-test relative to the pre-test. Students' comprehension skills, critical thinking, and creative thinking have all improved as a result of project-based reading assessments. In conclusion, the project based assessment is applicable for teaching learning activities to stimulate high school students’ critical thinking and creativity.
The Undergraduate English Students’ Perception, Plan, and Implementation of Critical Thinking Skills in Their Presentation Erito, Silvia Nanda Putri; Linggar Bharati, Dwi Anggani; Astuti, Puji
English Education Journal Vol 11 No 4 (2021): December 2021
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v11i1.48028

Abstract

Previous studies shows that several learning strategies have been used to promote critical thinking skills for students at the university level, the most frequently used is presentation. The students in the third semester of the English department in IAIN Pekalongan have distinctive responses regarding their critical thinking skills in their presentation. This study aimed to explain students’ perception, plan and implementation in their use of critical thinking skills in their presentation. This study was qualitative case study. The data gathered by classroom observation, questionnaires, and interviews. The findings showed (1) The students positively perceived their use of critical thinking skills in their presentation, they believed that critical thinking skills help them to enable their presentation, English skills, and performance (2) the students plan their critical thinking skills by preparing the schema, skills, and practicing (3) the implementation of critical thinking skills in students' presentation by combining students' awareness, activeness, and learning style. Theoretically, critical thinking skills are fundamental to be implemented in higher education students. Practically, the result of this study gave benefit for the lecturer in giving students challenging tasks that encourage them to use their critical thinking skills. Pedagogically, the implementation of critical thinking skills in students’ presentations needs a student-lecturer relationship.
Realization Of Assertive Speech Acts Performed By The National University Debating Championship Grand Final 2020 Perdana, Rizky Ramadhan; Bharati, Dwi Anggani Linggar; Yuliasri, Issy
English Education Journal Vol 10 No 4 (2020): December 2020
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v10i4.48119

Abstract

This study was focused on evaluating the realization of the assertive speech acts performed by the government and opposition teams in the NUDC Grand Final 2020. The analysis included the analysis of assertive speech acts, the comparison between the assertive speech act performed by both teams, and the pedagogical implication toward English education. The results of the study showed that twelve types of assertive speech acts were found in their utterances during their speech, such as asserting, arguing, informing, claiming, predicting, suggesting, stating, criticizing, rebutting, reminding, complaining, and reporting assertive speech act in which stating assertive speech act had achieved significant used during the government teams’ speeches. Meanwhile, arguing and criticizing assertive speech act almost reached the highest number of altogether just slightly below stating assertive speech act which confirmed that aside from the declarative statements employed within the arguments, the opposition team was revealed to show their strong disagreement toward the government team’s arguments. Moreover, the realization of the assertive speech act helps English education students to build their communicative skills by considering the purpose and structure of the assertive speech act. For further study, it is expected that future research could examine the combination of assertive speech act and the other speech acts in the debate since the speakers do not merely use assertive speech acts. Since this study also focused on the pedagogical implication for English education, it would be better if future research could scrutinize the implementation of speech acts during the ESL or EFL classroom.
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