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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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The Construction of Interpersonal Meaning Realized in a Conversation between EFL Students Bagus Dwi Pambudi; Djoko Sutopo; Dwi Anggani Linggar Bharati
English Education Journal Vol 12 No 1 (2022): March 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i1.51514

Abstract

Interpersonal meaning enables speakers to create a conversation by taking roles and establishing relationships. This study attempts to explain how interpersonal meaning is constructed in a conversation between EFL students by focusing on (1) how they take up roles, (2) how they establish relationships, and (3) how the roles and relationships are negotiated. This qualitative study involved a small group of three university students taking part in a conversation within an informal setting. This study drew on analyses on moods, speech functions, and conversational exchanges based on the theory suggested by Eggins and Slade (2004). The results indicate that mood choices allowed the students to take two main roles: initiator and supporter. The initiating role was realized in full declaratives and full interrogatives. The supporting role was achieved through minor clauses, elliptical clauses, and giving opportunities and assistance to the others to deal with incomplete clauses. The speech function choices show that the students established harmonious relationships because they frequently sustained their talks and provided support instead of confrontation. However, this does not seem to represent a good-quality conversation as they tended to avoid different ideas to explore relationships. The way the students in turn showed dominance indicates that they negotiated roles and relationships dynamically. This study can provide a new insight to improve EFL students’ ability to participate in a conversation.
The Effectiveness of Gallery Walk and Numbered-Heads Together in Teaching Reading Comprehension Imaduddin Abil Fida; Dwi Anggani Linggar Bharati; Sri Wuli Fitriati
English Education Journal Vol 12 No 2 (2022): June 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i2.51662

Abstract

This study aimed to investigate the effectiveness of gallery walk and numbered-heads together for teaching reading comprehension to students with distinct personalities. The objectives of the study were, to investigate extrovert, and introvert students' scores of reading comprehension to analyze the effectiveness of gallery walk, to investigate extrovert and introvert students' score of reading to analyze the effectiveness of numbered-heads together, to explore the significant differences between extroverted students after learning to use gallery walk and numbered-heads together to teach reading comprehension, to explore the significant differences between introverted students after learning to use gallery walk and numbered-heads together to teach reading comprehension, to analyze how teaching, the personality of students and the reading style interact. This was an experimental study with a 2x2 factorial design. Observations, questionnaires, and tests were used to get the research data. Data from reading tests and questionnaires were analyzed quantitatively using a T-test and ANOVA. The results show that the mean score of the extroverts is 78.40 and introverts is 78.60 after taught using gallery walk technique. While the mean score of the extroverts is 82.70 and introverts is 81.10 after learning using numbered-heads together. These techniques were effective to teach reading. The students’ score of reading comprehension after taught using numbered-heads together technique was higher than those taught by gallery walk. Besides, there was no significant interaction between the use of techniques, student personality, and student reading comprehension.
The Implementation of High Order Thinking Skills (HOTS) Assessment to Evaluate the Students’ Reading Comprehension Achievement Leila Nurul Amali; Dwi Anggani Linggar Bharati; Fahrur Rozi
English Education Journal Vol 12 No 1 (2022): March 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i1.52571

Abstract

HOTS promote the idea of assessing students’ critical thinking, creativity, and problem-solving. However, many teachers claimed to have difficulties in designing questions and implementing them in teaching and learning process. The present study aimed to explain how teachers perceive, implement, and assess HOTS assessment in teaching reading comprehension. It employed an exploratory sequential design. Using the purposive sampling technique, two English teachers from SMA N 1 Pati were involved. The data were gathered through semi-structured interviews, document analysis, classroom observations, and tests. This study reveals that the teachers had a good perception of HOTS assessment in terms of concept and implementation. They implemented HOTS assessment using appropriate strategies and methods in teaching reading comprehension. In addition, the teachers designed the proper assessment using HOTS assessment in assessing reading comprehension. The students’ achievement also had achieved the required score in reading comprehension. All the results aligned with teachers’ perceptions, implementations, assessments, and students’ achievement. Although the teachers had exemplary performance, they still met difficulties due to students’ needs and motivation. Therefore, it was expected for further research to conduct more detailed research in a long time to collect more valid and complete information about HOTS assessment.
Students’ Use of Translation Techniques: A Case of the 4th Semester Students of Universitas Peradaban Akhmad Nur Cholis; Dwi Anggani Linggar Barati Anggani Linggar Barati
English Education Journal Vol 12 No 1 (2022): March 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i1.52580

Abstract

English is a medium of international communication and it is a bridge to communicate among people with different languages and cultures. Communication has the goal of delivering the message from one to another. It is essential that in mastering the translation lesson for the students to understand about the English text even both of an article or a book of science. This research aims to know the translation techniques applied by 4th-semester students at Peradaban University in translating final test text. This is qualitative research with a qualitative descriptive approach. The object of the research is 4th-semester students’ of Peradaban University. The data were analyzed by using translation techniques proposed by Molina and Albir. The analysis reveals that the most translation found was calque with 940 occurrences (62,37%), literal translation with 371 occurrences (20,90%), reduction with 96 occurrences (6,23%), and the last borrowing with 158 occurrences (10,48%). Based on the research result it can be concluded that students’ knowledge of translation techniques is very limited. In another word, in translating process they must master translation techniques to translate certain text, and know translation techniques to minimize translation errors in the translation product. This research will probably give some literature about the translation techniques that are applied in university students which can be applied by another researcher to conduct other research with another point of view. Also, for the lecturers it gives translation techniques materials with various techniques proposed by some experts.
The Effectiveness of Role-Play and Task-Based-Strategy to Teach Speaking to Students with Different Learning Styles Nugroho Dimastoro; Dwi Anggani Linggar Bharati
English Education Journal Vol 12 No 2 (2022): June 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i2.53314

Abstract

Many students feel difficult to study English, especially in speaking skills because the teaching process cannot stimulate students' interest. Less interaction in the teaching process forces the teachers to adjust to this condition by implementing a creative strategy to improve the student’s motivation and achievement. Using an appropriate strategy will help to solve the problem. This study aims to explain whether Role-play and Task-Based Language Teaching (TBLT) is effective to teach speaking to students with different learning styles. The learning styles we use are auditory and visual. This study used a 2x2 factorial design in the experimental study. It was used to collect the data from 60 students divided into two groups; they were experimental group 1 and experimental group 2. They were treated with different strategies: Role-play and TBLT. The type of data analysis in this experimental study is quantitative analysis to analyze speaking tests, questionnaires, and observation sheets. In this study, the researchers employ two analysis techniques to analyze the data. The techniques of data analysis used descriptive and inferential statistics. The result shows a significant difference between Role-play and TBLT strategies to teach speaking to students with different learning styles. The Role-play was more effective than the TBLT strategy to teach speaking to auditory and visual learning styles. Based on the analysis, there was no interaction among the strategies, learning styles, and speaking skills. The researchers also briefly recommend the use of Role-play and TBLT to be applied in various ways and at different levels.
FAKTOR AKADEMIK DAN NON AKADEMIK PERSEPSI MAHASISWA SERTA DOSEN TERHADAP PENYELESAIAN PENULISAN THESIS PARA MAHASISWA S2 PENDIDIKAN BAHASA INGGRIS PASCASARJANA UNNES Dwi Rukmini; Dwi Anggani Linggar Bharati
Jurnal Penelitian Pendidikan Vol 32, No 1 (2015): April 2015
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/jpp.v32i1.5708

Abstract

The problems of this research are what is the average time spent for the S2 English Education Program students for finishing their thesis, what academic and non academic handicaps faced by the students to finish the thesis, what academic and non academic handicaps faced by the lecturers to supervise the students in finishing their thesis, How is to solve the problems in finishing the thesis. The design of the research is descriptive qualitative with the population English Education Program (EEP) students after finishing their thesis examinations and the lecturers as the advisors. The samples taken are thirty students and eight lecturers chosen randomly. The data were collected through two questionnaires namely for students dealing with the students’ identity, questions dealing with academic factors, questions dealing with non academic factors, questions addressed to the lecturers. The conclusions taken are as follows: the students’ academic competence reflected in thirty students is good; the scores for the subjects directly related to the thesis are good, though some are repeated with the commulative achievement index of 3,55. The scores for the thesis examinations are starting from AB to A or 80 above. However, there are still some problems in writing the thesis especially in grammar, diction, spelling, punctuation, cohesion, coherence, content, reference, format, numbering. The errors occurred in all chapters including in writing the abstract, acknowledgement, table of content, cover, and bibliography. Most students have the guidance book to write the thesis; the process to get the advisor decree takes one week; the meeting with the advisors is scheduled; the oral communication mode can be direct meeting through telephone and through sms. it always gets the response for an appointment from the advisors for consultation.The time period from one meeting to the other with the supervisor is one week.The advisor is helpful and in average they master the material proposed by the students. Mostly there is no contradictory opinion between the first and the second advisors.The references available in the English department library are helpful for the students to write the thesis but not in the central library of Unnes; The examiners of thesis don’t demand much revision; the data collection and the document preparation needed is well done; at the beginning the students do not master the material but after reading a lot and being guided by the advisors they know better.3) most of the students have great motivation in finishing the thesis for financial reason; most of the students are tough and patient in writing the thesis for the fact that they can finish the revision quickly; some students have very limited skill of research that makes them to be guided much; most of the students have politeness in asking the consultation though some do not. There are still some students who are reluctant to read the original books; they prefer to quote others’ quotations and still make mistake in the format including in the numbering system.
Efektifitas Metode Problem Based Learning terhadap Tingkat Berpikir Kritis dalam Pengajaran Listening di Universitas PGRI Semarang Sukma Nur Ardini; Dwi Rukmini; Warsono Warsono; Dwi Anggani Linggar Bharati
Prosiding Seminar Nasional Pascasarjana Vol. 2 No. 1 (2019)
Publisher : Pascasarjana Universitas Negeri Semarang

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Abstract

Keterampilan abad ke-21 yang mengacu pada kolaborasi, melek digital, berpikir kritis, dan pemecahanmasalah sangat perlu diintegrasikan dengan empat keterampilan bahasa Inggris termasuk keterampilanlistening supaya mahasiswa mampu berkompetisi di era globalisasi. Di sisi lain, keterampilan listeningcenderung diacuhkan oleh dosen bahasa Inggris dan lebih fokus pada kemampuan reading dan writing. Oleh karena permasalah tersebut, penelitian ini bertujuan untuk menguji efektifitas metode Problem Based Learning (PBL) dalam pengajaran listening untuk tingkat berpikir kritis mahasiswa tinggi dan rendah yang melibatkan 30 siswa semester dua Universitas PGRI Semarang. Oleh karena itu, penelitian eksperimental telah dilakukan dengan menggunakan tes, treatment dan wawancara guna mengumpulkan data yang kemudian dianalisis menggunakan ANOVA. Hasil penelitian ditemukan bahwa mean dari pre-test sebesar 57,9. Setelah treatment selama 7 kali, ditemukan hasil post-test berjumlah 71,52. Dari kenaikan yang siginifikan tersebut, terbukti bahwa metode PBL efektif dalam mengembangkan tingkat berpikir kritis. Hasil wawancara menunjukkan bahwa mahasiswa lebih tertarik belajar listening menggunakan metode PBL sehingga disarankan untuk dosen pengampu mengaplikasikan metode kreatif dan inovatif seperti PBL, DL, bahkan PjBL dalam mata kuliah listening.
Literasi Digital: Dampak dan Tantangan dalam Pembelajaran Bahasa Yentri Anggeraini; Abdurrachman Faridi; Januarius Mujiyanto; Dwi Anggani Linggar Bharati
Prosiding Seminar Nasional Pascasarjana Vol. 2 No. 1 (2019)
Publisher : Pascasarjana Universitas Negeri Semarang

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Abstract

Perkembangan teknologi informasi secara pesat menuntut kita untuk memiliki kemampuan dasar berkaitandengan konsep digital itu sendiri. Kemampuan mencari sumber informasi yang bisa dipertanggungjawabkanmenjadi sangat penting ditengah percepatan teknologi digital saat ini. Dalam kontek literasi digital, setiaporang memerlukan kemampuan untuk bisa mengakses, menganalis, mencipta, melakukan refleksi, danbertindak menggunakan beraneka ragam perangkat digital, berbagai bentuk ekspresi , dan strategi dalamkomunikasi. Artikel ini menyajikan gagasan awal dampak literasi digital dan tantangan dalam pembelajaranbahasa terkait dengan penerapan literasi digital. Adapun dampak positif literasi digital dalam pembelajaranbahasa yaitu 1) untuk membantu proses pembelajaran, 2) untuk dapat membedakan sumber-sumber belajaryang benar, signifikan dan dapat memberikan manfaat, dan 3) untuk membuka peluang bagi guru agar lebih produktif dalam menciptakan media ajar digital. Selain itu, dalam penerapan digital literasi dalampembelajaran bahasa yaitu guru tidak sekedar memerlukan penguasaan kemampuan mengoperasikanperangkat digital dan lunak saja tetapi juga memerlukan keterampilan kompleks seperti keterampilanmemproduksi, keterampilan photovisul, keterampilan hipertekstualitas, keterampilan mengevaluasi informasi, dan keterampilan socio-emosional.
Analisis Peran Guru dalam Pengajaran Membaca Melalui Strategi Readers Theatre Nopa Yusnilita; Januarius Mujiyanto; Mursid Saleh; Dwi Anggani Linggar Bharati
Prosiding Seminar Nasional Pascasarjana Vol. 2 No. 1 (2019)
Publisher : Pascasarjana Universitas Negeri Semarang

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Abstract

Dalam pengajaran dikelas, seorang guru dituntut untuk dapat memainkan berbagai perannya. Selain itu, guru harus dapat memilih strategi yang tepat untuk mendukung keefektifan dan keefisienan dalam proses belajar mengajar. Tujuan dari penelitian ini adalah menganalisa peran yang dilakukan oleh guru dalam mengajar membaca dengan menggunakan strategi Readers Theater. Strategi Readers Theater ini diharapkan dapat membantu guru dan siswa dalam meningkatkan pemahaman tentang teks. Hal ini telah direkomendasikan dan dibuktikan dari penelitian terdahulu yang dilakukan oleh beberapa peneliti dan para ahli. Strategi ini merupakan salah satu strategi yang mampu mengubah siswa yang pasif menjadi aktif dan pembelajaran menjadi menyenangkan. Dalam penelitian ini, peneliti menggunakan metode deskriptive kualitative. Kuesioner dan wawancara digunakan sebagai alat dalam mengumpulkan data yang diperlukan. Berdasarkan hasil penelitian yang dilhat dari sumber data yang terkumpul, menunjukkan bahwa dalam pengajaran membaca dengan menggunakan strategi Readers Theater 80% guru memainkan peran sebagai model, 75% sebagai fasilitator, 60% sebagai penyedia informasi, 65% sebagai asesor, 70% sebagai perencana, dan 72% sebagai pengembang bahan ajar. Penelitian ini dapat disimpulkan bahwa setiap guru harus dapat memainkan berbagai peran dalam pelaksanaan pengajaran dikelas. Guru juga harus dapat selalu kreatif, inovatif, dan peka terhadap perubahan zaman serta memahami karakter siswa yang diajar.
Desain Web-based Distance Learning: Model TPACK-in Practice untuk Meningkatkan Kesiapan Mengajar Mahasiswa Calon Guru Bahasa Inggris Agatha Lisa; Abdurrachman Faridi Faridi; Dwi Anggani Linggar Bharati; Mursid Saleh
Prosiding Seminar Nasional Pascasarjana Vol. 4 No. 1 (2021)
Publisher : Pascasarjana Universitas Negeri Semarang

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Abstract

Abstrak. Mahasiswa calon guru saat ini tidak luput dari pengaruh perkembangan teknologi yang semakin pesat, khususnya dalam pemanfaatan fasilitas teknologi informasi dan komunikasi untuk pembelajaran. Mereka yang memiliki literasi teknologi yang baik bukan hanya mampu menguasai perangkat teknologi informasi dengan fitur-fitur terbaru, eye-catching, atau yang sedang booming, tetapi dapat juga memanfaatkan dan menggunakan teknologi secara tepat dan efektif dalam proses pengajaran untuk mencapai tujuan pembelajaran yang diharapkan. Oleh karena itu, penelitian ini bertujuan untuk mengeksplorasi model pengajaran dengan menggunakan kerangka TPACK sebagai upaya untuk mempersiapkan mahasiswa calon guru dalam memanfaatkan teknologi untuk mengajar di era revolusi industri 4.0, terutama pada masa darurat pandemi COVID-19. Dengan menggunakan pendekatan studi kasus, penelitian kualitatif ini mendeskripsikan penggunaan dan penerapan dari model pengajaran tersebut. Teknik pengumpulan data pada penelitian ini menggunakan observasi kelas, interview, dan kajian dokumen tugas. Hasil penelitian menunjukkan bahwa melalui workshop yang diadakan secara online, 40 peserta dapat mendesain web-based distance learning yang kreatif dan inovatif. Mereka dapat menentukan berbagai macam aplikasi yang digunakan untuk menunjang kegiatan pengajaran dengan menyesuaikan beberapa aspek penting, seperti materi, tujuan pembelajaran, karakteristik, gaya belajar, dan kebutuhan siswa dalam mengembangkan keterampilan abad 21. Hasil wawancara menunjukkan bahwa mahasiswa tertarik dengan materi workshop yang disampaikan dan merasa puas dengan tugas kelompok yang diberikan. Namun demikian, ada beberapa tantangan dan kendala yang dihadapi peserta dalam menyelesaikan tugas workshop tersebut. Kata kunci: Web-based distance learning, TPACK-in Practice, kesiapan mengajar, mahasiswa calon guru. Abstract. Student-teacher candidates today do not escape the influence of increasingly rapid technological developments, especially in using information and communication facilities for learning. Those who have good technological literacy can master information technology with the latest, eye-catching, or booming features and utilize and use technology appropriately and effectively in the teaching process to achieve the expected learning objectives. Therefore, this study explores a teaching model using the TPACK framework to prepare student teacher candidates to use technology to teach in the era of industrial revolution 4.0, especially during the COVID-19 pandemic emergency. Using a case study approach, qualitative research describes the use and application of the teaching model. This study's data collection techniques used class observations, interviews, and review of assignment documents. The results showed that through an online workshop, 40 participants could design creative and innovative web-based distance learning. They can determine the various applications used to support teaching activities by adjusting several important aspects, such as materials, learning objectives, characteristics, learning styles, and student needs in developing 21st-century skills. The results of the interviews showed that they were interested in the workshop materials presented and were satisfied with the assigned group assignments. However, there were several challenges and obstacles faced by the participants in completing the workshop tasks. Key words: Web-based distance learning, TPACK-in Practice, teaching readiness, student teacher candidates.
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