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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 Effectiveness Of Multimedia In Teaching Writing To Students With Different Learning Styles Manikowati, Manikowati; Linggar Bharati, Dwi Anggani
English Education Journal Vol 7 No 2 (2017)
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v7i2.15730

Abstract

This research was to analyze the effectiveness of Interactive Multimedia Instructions (IMIs) in the format of game (GIMI) and in the format of tutorial (TIMI) implemented in Task-Based Learning (TBL) for the students with visual and auditory learning styles in performing writing of a recount text. To obtain the data, the research method of this study was quantitative by using 2x2 factorial experimental research design. The data collection was done by giving the VAK questionnaire and conducting the pre-test and the post-test. The data, then, was analyzed by using t-test and ANOVA. After doing the investigation, it was found that there was significant difference of the students performance in writing a recount text after learning by using IMIs. It means that the use of IMIs is effective. Then, there was an interaction between the implementation of TBL by using such media and the students’ learning styles in getting their writing performance. Even though, it did not give significant influence. Thus, it can be concluded that although the interaction among those variables did not give significant influence, the use of IMIs exactly made their learning result effective both for the students with visual and auditory learning styles.
The Relationship Between Depth of Vocabulary Knowledge, Home Literacy, and English Reading Comprehension Achievement (A Case of The First-Year Mechanical Engineering Department Students of Diponegoro University) Nuriska Denhas, Kiki; Linggar Bharati, Dwi Anggani
English Education Journal Vol 7 No 3 (2017)
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v7i3.20743

Abstract

This study aimed at describing the correlation and contribution between learners’ depth of vocabulary, home literacy, and English reading comprehension achievement. This study was significant due to the lack of empirical research conducted in this topic in Indonesian context. The participants in this study were first-year Mechanical Engineering Department EFL learners at Diponegoro University, Central Java, Indonesia (n=77). The data were gathered by using Word Association Test (WAT), Home Literacy Questionnaire (HLQ), and Reading Comprehension Test (RCT). The findings revealed that: (1) learners’ depth of vocabulary knowledge significantly correlated to English reading comprehension achievement (r=0.662), (2) learners’ depth of vocabulary knowledge contributed 43.9% to their English reading comprehension achievement, (3) learners’ home literacy significantly correlated to English reading comprehension achievement (r=0.610), (4) learners’ home literacy accounted for 37.3% to their English reading comprehension achievement, (5) learners’ depth of vocabulary knowledge and home literacy significantly correlated to their English reading comprehension achievement (r=0.749), and (6) learners’ depth of vocabulary knowledge and home literacy contributed 56.1% to their English reading comprehension achievement. The findings added the body of literature that the higher the adult EFL learners’ score on depth of vocabulary knowledge and home literacy, the higher their score on English reading comprehension achievement.
The Effectiveness of Roundtable and One Stay Two Strays Techniques to Teach Speaking Skill to Students with High and Low Self-Confidence Farista, Nova Rifqi; Anggani Linggar Bharati, Dwi; Wuli Fitriati, Sri
English Education Journal Vol 8 No 2 (2018): June 2018
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v8i3.21350

Abstract

The aim of this current research is to investigate how effective was One Stay Two Stray technique to teach speaking to students with high and low self-confidence, how effective was the Roundtable technique to teach speaking to students with high and low self-confidence, how effective was the One Stay Two Stray technique compared with Roundtable technique to teach speaking to students with high self-confidence, how effective was the One Stay Two Stray technique compared with Roundtable technique to teach speaking to students with low self-confidence and how significant was the interaction among technique in teaching speaking skills and students’ self-confidence. The research design was a quasi experimental design with 2x2 factorial design conducted in SMA N 1 Jekulo Kudus. There were two experimental groups involved. The students’ different self-confidence to be a factor that influence the techniques. Three instruments used in this research, namely: Observation checklist, questionnaire, and oral test. The data was analysed using ANOVA to answer the hypothesizes. The research findings indicated that Roundtable were more effective than One Stay Two Stray for teaching student with high and low self-confidence. Based on the analysis of ANOVA there were no significant among techniques and self-confidence. It was proven by the value of the Sig in the table of analysis. In general, the techniques were effective to teach speaking skills without self-confidence.
The Effectiveness of Close and Explicit Reading Instructions to Enhance Reading Comprehension to Highy and Lowly Motivated Students Kusumawanti, Windhariyati Dyah; Anggani Linggar Bharati, Dwi
English Education Journal Vol 8 No 1 (2018): March 2018
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v8i1.21995

Abstract

This study was a quasi-experimental study aimed to find out theeffectiveness of close reading and explicit reading instructions to enhance the students’ reading comprehension to students with high and low motivation. The samples of this research were the second semester students of Islamic Business and Economics Faculty at Public Islamic Institute of Purwokerto in the academic year of 2016/2017. There were nine classes that belonged to Islamic Business and Economics Faculty. For the purpose of this study, there were only two classes selected to be the samples. The first group was the first experimental group in which it was taught by close reading instruction and the other one was the second experimental group taught by explicit reading instruction. The result of this study showed that close reading instruction was not effective to enhance the students’ reading comprehension to students with high and low motivation. In addition, explicit reading instruction was also not effective to enhance the students’ reading comprehension to students with high and low motivation. Therefore, there was no interaction among teaching techniques (close and explicit reading instructions), motivation (students with high and low motivation), and reading comprehension. To sum up, close reading and explicit reading instructions did not contribute a significant difference to enhance reading comprehension to the students with high and low motivation
Perceptions and The Implementation of Continuing Professional Development Through Publication Among English Teachers Kasprabowo, Teguh; Sofwan, Ahmad; Bharati, DwiAnggani Linggar
English Education Journal Vol 8 No 1 (2018): March 2018
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v8i1.22164

Abstract

This article is part of bigger study aiming to investigate Junior High School English teachers’ perceptions of continuing professional development (CPD) and its scheme implementation through self-development, publication and innovation. This article highlights the implementation of CPD through publication. The study employed qualitative method The data was first obtained from the questionnaire distributed to 13 English teachers. The result of the data was presented in simple percentage. Later, to get deeper understanding 7 English teachers were selected conveniently out of the 13 teachers to be interviewed. Data analysis of CPD implementation of the teachers is used as the evidence of the practice. The findings showed that English teachers in this study had positive perceptions towards CPD scheme implementation through publication. In practice, however, only few teachers wrote or published their works. This condition was caused by the limited time of the teachers to write, the lack of training on writing and other responsibilities besides teaching they had to bear. To help teachers publish their works, assistant in the form of training by experts is needed. Teachers’ active participation in teachers’ forums helping them to write should also be encouraged. 
The Linguistic Factors That Affect Poor Reading Comprehension Among Libyan Students alowalid, abdulhakim faraj; Mujiyanto, Januarius; Anggani Linggar Bharati, Dwi
English Education Journal Vol 8 No 2 (2018): June 2018
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v8i3.22466

Abstract

Reading may be one of the most important skills a person may have. The National Reading Panel has stated that there are five specific practices teachers should use when teaching children to read or while helping them improve their reading skills. Reading comprehension requires readers to really know and understand what they read. This research used quantitative research. Instrument for collecting data in this study is test instruments. It will use test items with numerical data. The data used on improving students reading comprehension were obtained by observing to Libyan’s students in Semarang. The worksheet was spread to Libyan students and they did the worksheet. The data about reading comprehension and worksheet will be in the form of numerical data. Data analysis in this study used descriptive analysis techniques, which serves to provide an overview of the data of the study variables. Based on these results, the answer that often appears on all items of reading comprehension can be interpreted that respondents usually try to understand the text being read. Factor that affects reading comprehension ability is spelling. The three linguistic factors studied, the most influential factor on reading comprehension is spelling.
The Realization and Responses of Commissive Speech Acts on the Third Presidential Debate in the United States Presidential Election 2016 Kohar, Hasan Abdul; Bharati, Dwi Anggani Linggar; Rukmini, Dwi
English Education Journal Vol 8 No 2 (2018): June 2018
Publisher : English Education Journal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v8i3.22608

Abstract

The aims of this current study are to find out  the  types of  commissive used  by  the  candidates  in  the  debate, to analyze how the commissive speech acts are realized, to reveal how the commissive speech acts are responsed by the audiences, to interpret why the commissive speech acts are realized in the debate, and  to explain the most dominant types of commissive speech in the debate.  The research design was a descriptive qualitative design describing the linguistics phenomena found in the president election debate. It is focused on commissive speech acts based on Searle’s categories. Three instruments used in this research, namely: observation, recording technique, and note-taking technique. The data was analysed using description the setting, participants, and topics of the debate, categorization the utterances according to the topics, categorization  the  collected  candidates’ utterances  based  on  the  topics  which are talked in the debate, description the utterances based on the topics, and classification of  the  utterances  based  on  the  theory  of  speech  acts especially  illocutionary  acts proposed  by  Searle  (1976). The research findings indicated that the most common commissive speech act found is a promise. The commissive speech acts realized in the debate expresses some intention (sincerity condition). The importance of commissive speech acts realized in the debate is to convince the audiences based on the candidates’ ideas, vision, and mission and their works ahead after one of the two candidates wins the presidential election.
Developing HOT Project-Based-Speaking Assessment to Stimulate the Students’ Critical Thinking and Creativity Setiawan, Anjar; Linggar Bharati, Dwi Anggani
English Education Journal Vol 8 No 3 (2018): September 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v8i2.24152

Abstract

Most of English teachers do not comprehend how to construct items and develop High Order Thinking (HOT) project-based-speaking assessment to stimulate the students’ critical thinking and creativity. Therefore, this study is conducted to develop project-based-speaking assessment to stimulate the students’ critical thinking and creativity in English learning. This study uses research and development (R & D) at X IPA 1 of SMA N 15 Semarang. The data are gathered through interview, questionnaire, and observation which are aimed to know the existing of the implementation of HOT project assessment. Meanwhile, the data from pre-test and post-test are mini-drama performance to measure the students’ learning achievement. During the implementation of assessment, the students prepare the concept and perform mini-drama performance. The results indicate that the implementation of project-based-speaking assessment successfully stimulate the students’ critical thinking and creativity in English learning. Further, the results also show the students’ scores improvement of pre-test and post-test where the speaking skill is 70.11 to 82.11, the critical thinking is 60.69 to 87.50, and the creativity is 62.08 to 85.83. Moreover, the students participate in the process of teaching and learning actively. They are able to work in a group discussion to write the drama script and arrange the concept of drama cooperatively. Finally, they can perform the drama performance successfully. In conclusion, the HOT project-based-speaking assessment is applicable to stimulate the students’ critical thinking and creativity in English learning.
Implementation of Three Metafunctions in Verbal Language and Visual Image of Students’ Textbook Pertama, Tia; Rukmini, Dwi; Bharati, Dwi Anggani Linggar
English Education Journal Vol 8 No 4 (2018): December 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v8i4.25322

Abstract

This study is aimed to explain the implementation of three metafunctions in verbal language and visual image of students’ textbook to see how the meaning is processed through different modes and how they relate each other to shape a meaningful text. The subject of the study is the students as the users of the book and regarding the object of the research, this study investigated chosen data which contain verbal language and image in the students’ textbook. There are 80 pictures being analyzed in this study. This research is a descriptive qualitative and uses two instruments to collect the data. The first is the checklist of verbal analysis by Eggins (2004) to analyze the verbal language that represents three metafunctions in the textbooks. The second is the checklist table for visual image analysis by applying the theory of Van Leeuween (2006). The results of the study showed that in verbal language, the ideational metafunction is dominated by the relational process which means that the text is about giving information or attribute to something and it is realized through the nominal group of sentences. Interpersonal metafunction is dominated by statement speech acts which shows that the text mostly in the form of declarative mood. Textual metafunction contains multiple themes in this textbook to give the variety of ideas. In the visual image, ideational metafunction is realized through mostly the narrative process which is the reactional process. Interpersonal metafunction is realized through the indirect gaze with the long shot and horizontal frontal angle. The textual metafunction is dominated by the left-right value.
Developing Problem-based Speaking Assessment Model to Stimulate Students’ Critical Thinking and Creativity Mukhoyyar, Aniq; Bharati, Dwi Anggani Linggar; Mujiyanto, Januarius
English Education Journal Vol 8 No 4 (2018): December 2018
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v8i4.26240

Abstract

The newest curriculum used in Indonesia is 2013 curriculum. 2013 curriculum implementation is not easy, because the teacher has to understand well about it. HOTS (High Order Thinking Skill) is one of the aspects in the 2013 curriculum that must be available. In this aspect, the teacher has to guide the students in having the ability to think critically and creatively, but most of the teachers had difficulty in developing the assessments that could stimulate students’ critical thinking and creativity. This study aims to develop problem-based speaking assessment model to stimulate students’ critical thinking and creativity. Research and Development approach was employed with the students of X IPA 2 of SMA 12 Semarang in the academic year of 2017/2018 as subject. The instruments of collecting data were a questionnaire, interview, observation checklist, and test. The teacher collaborated with the researcher in developing the problem-based speaking assessment module. The module was revised based on the experts before doing field testing. The improvement of the students’ score speaking skill was 67 to 80.03, critical thinking skill was 65.56 to 76.67 and creativity skill was 65.42 to 76.81. To know the significance of the research, the researcher used SPSS. The results showed that there was a significant difference between the result of pre-test and post-test. In other words, there is a significant improvement in the students’ speaking, critical thinking, and creativity skill after they used problem-based speaking assessment module.
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