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All Journal TEFLIN Journal: A publication on the teaching and learning of English English Review: Journal of English Education JEES (Journal of English Educators Society) Journal of English Language, Literature, and Teaching (J-ELLiT) Al Ishlah Jurnal Pendidikan LET: Linguistics, Literature and English Teaching Journal Dinamika Ilmu Journal of Innovation in Educational and Cultural Research Didaktika: Jurnal Kependidikan JOLLT Journal of Languages and Language Teaching Jurnal bahasa, sastra, seni, dan pengajarannya DINAMIKA ILMU: Jurnal Pendidikan Journal of Language, Literature, and Arts (JoLLA) JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education Jurnal bahasa, sastra, seni, dan pengajarannya

Sri Rachmajanti

Universitas Negeri Malang

Author-ID : 3125989

Religion Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Impact of English Instruction at The Elementary Schools on The Students Achievement of English at The Lower Secondary School Sri Rachmajanti
TEFLIN Journal: A publication on the teaching and learning of English Vol 19, No 2 (2008)
Publisher : TEFLIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

The current study is intended to examine the effect of time of learning, English teachers characteristics, teaching and learning process characteristics, socio-economic context and students characteristics in the teaching of English at the elementary schools on the students achievement of English at the first year of lower secondary school. Two kinds of research designs were implemented, an ex post facto and a tracer study. Therefore, the data were collected in two ways in order to (1) discover the students English achievement at the lower secondary school and (2) observe the prior English instruction at the elementary school. The study adopted the statistical analysis of multiple regressions. The subjects consisted of 172 students who obtained the English instruction at the third and fourth grades of the elementary school, 172 students parents, and 31 English teachers in the five (5) sub districts of Pemerintah Kota Malang. The students were to do the communicative English test and fill out two kinds of questionnaires; whereas, the teachers were interviewed. The students parents had also to fill out a questionnaire on their perception on the English instruction at the elementary school. The finding shows that there is an impact of the teaching English starting at the fourth grade of elementary school on the students achievement of English at the first year of lower secondary school

The Relationship between Reading Self-Efficacy, Reading Attitude and EFL Reading Comprehension Based on Gender Difference Rachmajanti, Sri; Musthofiyah, Uning
Journal of English Language, Literature, and Teaching (J-ELLiT) Vol 1, No 1 (2017)
Publisher : Journal of English Language, Literature, and Teaching (J-ELLiT)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1201.89 KB)

Literacy has been of vital importance in learning in a foreign language, and lots of research have been conducted to investigate the importance of reading comprehension; however, studies on this dealing with gender are limited. Therefore, the purpose of the study is to examine the relationship among reading attitude, reading self-efficacy and reading comprehension of EFL tertiary students based on gender difference. A convenient sampling is used to draw data from 208 respondents ranging form the age of 19 to 24 years old using questionnaires and a reading comprehension test. This is a correlational study (Creswell, 2008) employing a multi-group path analysis. The result of analysis showed a pattern of relationships based on gender difference among reading attitude, reading self-efficacy and reading comprehension. The study has significant impacts for EFL reading comprehension by showing prediction of EFL reading comprehension achievement from reading self-efficacy and reading attitude on the basis of gender difference.Â

DEVELOPING A COMMUNICATIVE SUPPLEMENTARY SPEAKING E-BOOK FOR JUNIOR HIGH SCHOOL TEACHERS Trisnantasari, Ika; Rachmajanti, Sri; Mukminatien, Nur
LET: Linguistics, Literature and English Teaching Journal Vol 5, No 1 (2015)
Publisher : English Department of Faculty of Tarbiyah and Teachers Training

This research was conducted to develop a communicative supplementary speaking e-book for the English teachers in SMPN 3 Batu. This product provides the communicative speaking materials with communicative tasks to be applied in teaching learning process. The research design of this research is research and development (R & D) that has been modified from Borg and Gall (1983). The instruments used to collect the data for the needs analysis were interview with the teachers and a questionnaire for the students, Â about the current materials. Then the data from the needs analysis used a developing a communicative speaking material product. After that, the product needs to be validated by three experts using validation checklist as the instrument in the expert validation. This product was design for the 8thÂ graders of junior high school, academic year 2013/2014, in SMPN 3 Batu. Twenty students from nine classes that were selected by the teachers were chosen as the subjects of the research. Then the instruments used in try-out were an observation checklist for the studentsâ speaking activity, questionnaire for the students about the try-out material, and observation checklist for the teachers about the try-out material.This e-book contains communicative and interactive speaking materials and tasks to help the teachersâ improve the the studentsâ confidance using English in various communication situations, both formal and informal. This e-bookÂ is also equipped with a manual to help the teachers and the students. Â It revealed that the result of the try-out from the instruments used in this step was very good which means that the developed product did not need any revision.

Lexical Features of Teacher Talk in English Classrooms in Senior High Schools Irmayani, Irmayani; Rachmajanti, Sri
Dinamika Ilmu Dinamika Ilmu Vol 17 No 1, June 2017
Publisher : IAIN Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v17i1.639

AbstractEnglish as a Foreign Language (EFL) in Indonesia has been taught since elementary schools. As the only setting for EFL learners to learn English formally, the students of Senior High Schools are in the 7th to 9th year in acquiring English as a foreign language. As non-native English teachers who has been teaching English for years, English teachers in Indonesia are supposed to be the source of language input for learners. This article explores lexical features of teacher talk as an input in EFL classrooms in 8th year of senior high schools of English language classrooms. Type token ratio and parts of speech as some particular modified input of teacher talk are used to see lexical density in English classrooms. This study was conducted by descriptive method with qualitative approach. The data of the present study were taken from classroom observations equipped with audio recordings. The result revealed the variants of type token ratio among the teachers and lexical variety that teachersâ oral input. The variety of lexical features of teacher talk from will be discussed to examine type token ration, lexical density and proportion of the use of nouns and verbs.(176 words)

Lexical Features of Teacher Talk in English Classrooms in Senior High Schools Irmayani, Irmayani; Rachmajanti, Sri
Dinamika Ilmu: Jurnal Pendidikan Dinamika Ilmu Vol 17 No 1, June 2017
Publisher : IAIN Samarinda

AbstractEnglish as a Foreign Language (EFL) in Indonesia has been taught since elementary schools. As the only setting for EFL learners to learn English formally, the students of Senior High Schools are in the 7th to 9th year in acquiring English as a foreign language. As non-native English teachers who has been teaching English for years, English teachers in Indonesia are supposed to be the source of language input for learners. This article explores lexical features of teacher talk as an input in EFL classrooms in 8th year of senior high schools of English language classrooms. Type token ratio and parts of speech as some particular modified input of teacher talk are used to see lexical density in English classrooms. This study was conducted by descriptive method with qualitative approach. The data of the present study were taken from classroom observations equipped with audio recordings. The result revealed the variants of type token ratio among the teachers and lexical variety that teachersâ€™ oral input. The variety of lexical features of teacher talk from will be discussed to examine type token ration, lexical density and proportion of the use of nouns and verbs.(176 words)

This research was conducted to develop a communicative supplementary speaking e-book for the English teachers in SMPN 3 Batu. This product provides the communicative speaking materials with communicative tasks to be applied in teaching learning process. The research design of this research is research and development (R & D) that has been modified from Borg and Gall (1983). The instruments used to collect the data for the needs analysis were interview with the teachers and a questionnaire for the students, about the current materials. Then the data from the needs analysis used a developing a communicative speaking material product. After that, the product needs to be validated by three experts using validation checklist as the instrument in the expert validation. This product was design for the 8th graders of junior high school, academic year 2013/2014, in SMPN 3 Batu. Twenty students from nine classes that were selected by the teachers were chosen as the subjects of the research. Then the instruments used in try-out were an observation checklist for the students? speaking activity, questionnaire for the students about the try-out material, and observation checklist for the teachers about the try-out material.This e-book contains communicative and interactive speaking materials and tasks to help the teachers? improve the the students? confidance using English in various communication situations, both formal and informal. This e-book is also equipped with a manual to help the teachers and the students. It revealed that the result of the try-out from the instruments used in this step was very good which means that the developed product did not need any revision.

DEVELOPING A COMMUNICATIVE SUPPLEMENTARY SPEAKING E-BOOK FOR JUNIOR HIGH SCHOOL TEACHERS Ika Trisnantasari; Sri Rachmajanti; Nur Mukminatien
LET: Linguistics, Literature and English Teaching Journal Vol 5, No 1 (2015)
Publisher : English Department of Faculty of Tarbiyah and Teacher Training

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18592/let.v5i1.1420

This research was conducted to develop a communicative supplementary speaking e-book for the English teachers in SMPN 3 Batu. This product provides the communicative speaking materials with communicative tasks to be applied in teaching learning process. The research design of this research is research and development (R & D) that has been modified from Borg and Gall (1983). The instruments used to collect the data for the needs analysis were interview with the teachers and a questionnaire for the students, about the current materials. Then the data from the needs analysis used a developing a communicative speaking material product. After that, the product needs to be validated by three experts using validation checklist as the instrument in the expert validation. This product was design for the 8th graders of junior high school, academic year 2013/2014, in SMPN 3 Batu. Twenty students from nine classes that were selected by the teachers were chosen as the subjects of the research. Then the instruments used in try-out were an observation checklist for the students’ speaking activity, questionnaire for the students about the try-out material, and observation checklist for the teachers about the try-out material.This e-book contains communicative and interactive speaking materials and tasks to help the teachers’ improve the the students’ confidance using English in various communication situations, both formal and informal. This e-book is also equipped with a manual to help the teachers and the students. It revealed that the result of the try-out from the instruments used in this step was very good which means that the developed product did not need any revision.

Incorporating critical thinking and English as a medium of instruction for elementary school students Siti Muniroh; Sri Rachmajanti; Ekaning Dewanti Laksmi; Jasmine Nur Fadhillah; Nur Nilam Ayu Saputri
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol 50, No 1 (2022)
Publisher : Fakultas Sastra Universitas Negeri Malang

Incorporating critical thinking and English as a medium of instruction for elementary school studentsThis case study aims to find out how teachers of the International Class Program at an elementary school in Malang incorporated critical thinking (CT) pedagogy in teaching subjects with English as a Medium of Instruction. Eighteen teachers filled in an online questionnaire, and two of them were interviewed. Analysis of one pre-recorded video for English class (lasted for 13 minutes) and one video of Math class delivered through Zoom meeting (lasted for 29 minutes) was done to investigate how teachers triggered students’ thinking in the classroom practice. Also, an analysis of three lesson plans was done to dig further information about teachers’ teaching practices. The findings indicated that the teachers have practical knowledge of CT pedagogy from reading and workshops that were not necessarily focused on CT. Textbooks were mainly used to guide the teachers’ teaching, supported by audio-visual media. Questions primarily were used to trigger students’ higher-order thinking by connecting the texts with the students’ experiences in real life. Despite the implicit policy of CT, the teachers have implemented CT strategies in the International Class Program. Overall, the teachers have played as more knowledgeable others that facilitated the students’ learning to think critically. However, they were not confident whether the teaching material they were developed supported CT pedagogy implementation. Thus, the study findings revealed their need for supervisors to evaluate the content of teaching material and practical guidance to conduct thinking routines for the young learners in the subjects with English as a medium of instruction.Keywords: pedagogy, critical thinking, elementary school, case study, IndonesiaMenggabungkan berpikir kritis dan bahasa Inggris sebagai bahasa pengantar pembelajaran bagi siswa sekolah dasarStudi kasus ini bertujuan untuk mengetahui bagaimana guru Program Kelas Internasional di sebuah sekolah dasar di Malang memasukkan pedagogi berpikir kritis dalam mengajar mata pelajaran dengan bahasa Inggris sebagai bahasa pengantar pembelajaran. Delapan belas guru mengisi kuesioner online dan dua dari mereka diwawancarai. Analisis satu video yang dipersiapkan guru untuk kelas bahasa Inggris (durasi 13 menit) dan satu video kelas Matematika yang disampaikan melalui Zoom meeting (durasi 29 menit) dilakukan untuk memeriksa bagaimana guru memicu pemikiran siswa di kelas. Analisis ketiga RPP juga dilakukan untuk menggali informasi lebih lanjut tentang praktik mengajar guru. Temuan menunjukkan bahwa guru memiliki pengetahuan praktis tentang pedagogi berpikir kritis yang dipelajari dari membaca dan lokakarya yang belum tentu terfokus pada berpikir kritis. Buku teks lebih banyak digunakan untuk memandu pengajaran guru, didukung dengan penggunaan media audio visual. Pertanyaan banyak digunakan sebagai strategi untuk memicu berpikir tingkat tinggi siswa dengan menghubungkan teks dengan pengalaman siswa dalam kehidupan nyata. Meskipun kebijakan berpikir kritis tersirat, guru telah menerapkan strategi berpikir kritis dalam Program Kelas Internasional. Temuan lain menunjukkan bahwa pola asuh di rumah dan pengalaman siswa tinggal di luar negeri berkontribusi pada keterampilan dan disposisi berpikir kritis siswa. Secara keseluruhan, guru telah berperan sebagai orang lain yang lebih berpengetahuan yang memfasilitasi pembelajaran siswa untuk berpikir kritis. Namun, mereka tidak yakin apakah bahan ajar yang dikembangkan mendukung penerapan pedagogi berpikir kritis. Dengan demikian, temuan mengungkapkan kebutuhan mereka akan pengawas untuk mengevaluasi isi bahan ajar dan bimbingan praktis untuk melakukan rutinitas berpikir untuk pelajar muda dalam mengajar mata pelajaran dengan bahasa Inggris sebagai bahasa pengantar.Kata kunci: pedagogi, berpikir kritis, sekolah dasar, studi kasus, Indonesia

The Application of TPACK for Teaching Content Courses: Process, Students' View, and Product in Indonesian Context Lestari Setyowati; Sri Rachmajanti
Journal of Innovation in Educational and Cultural Research Vol 4, No 2 (2023)
Publisher : Yayasan Keluarga Guru Mandiri

Due to the pandemic breakout in 2020, all facets of human life have been subject to unexpected changes. To sustain learning activities, many educational institutions have utilized Technological Pedagogical Content Knowledge (TPACK) as way-outs. It is true for delivering content courses at the English Department, Faculty of Letters, State University of Malang, East Java, Indonesia. One affected course is teaching English for Young Learners (EYL) for sixth-semester students. Thus, this article aims to describe the implementation of TPACK, the students' view, and the product results from the process. The design of this study is an exploratory sequential design. The participants were twenty-one Offering C students taking the EYL course. Thus, data were collected qualitatively (classroom observations, semi-structured interviews, video watching, mid and final-term assessments) and quantitatively (the Likert scale questionnaire). The findings reveal that: 1) the process of teaching EYL courses TPACK involved flipped learning in the initial meeting followed by a discussion session, and the technology used was Google meet, Google class, YouTube, WhatsApp, and technical tools like a tutorial video for media demonstration, and video making; 2) the students agree on the use of technology for their learning of EYL course and feel that they have had a lot to learn from TPACK for their course, and 3) the products generated from the teaching-learning process are video and intellectual rights certificates (HKI).

An Analysis of Grammatical Errors in Writing Recount Texts by the Tenth Graders Bella Rizky Amelia; Sri Rachmajanti; Mirjam Anugerahwati
JoLLA: Journal of Language, Literature, and Arts Vol. 1 No. 1 (2021)
Publisher : Universitas Negeri Malang

Abstract: This study was conducted to analyze the grammatical errors in writing recount texts by the tenth graders. A table analysis and a questionnaire were being used in this study. The data was analyzed based on the surface strategy taxonomy that was adapted from Dulay, Burt, and Krashen (1982). The errors were classified into four categories; omission, addition, misformation, and misordering. The subject was 24 students. This study used a qualitative method which was a descriptive analysis. There were some instruments in this study; the writing task, the table of analysis, the questionnaire and the scoring formula. The result of this study shows that the students still made grammatical errors in writing the recount text. There are 447 errors in the students' writing. Misformation error becomes the most common error with a frequency 190 errors (42.5). Then, it was followed by 162 omission errors (36.3%), 86 addition errors (19.2%), 9 misordering errors (2.0%). The questionnaire findings indicate that most students did not understand how to apply the grammar rules in their writings and teachers need to give more explanation how to apply the grammar rules in writing. Keywords: grammatical errors, recount text, tenth graders Abstrak: Penelitian ini bertujuan untuk menganalisis kesalahan tata bahasa dalam penulisan teks recount oleh siswa kelas 10. Penelitian ini menggunakan tabel analisis dan kuesioner. Data dianalisis dengan berdasarkan surface strategy taxonomy yang dikemukakan oleh Dulay, Burt, and Krashen (1982). Kesalahan-kesalahan yang ada dibagi menjadi empat kategori; omission, addition, misformation, dan misordering. Subyek penelitian terdiri dari 24 siswa. Penelitian ini menggunakan metode kualitatif, lebih tepatnya analisis deskriptif. Instrumen yang digunakan antara lain; tugas menulis, tabel analisis, kuesioner, dan rumus skoring. Hasil penelitian menunjukkan bahwa siswa masih membuat kesalahan dalam menulis teks recount. Terdapat 477 kesalahan dalam tulisan siswa. Kesalahan misformation menjadi kesalahan yang paling umum dengan frekuensi sebanyak 190 kesalahan (42,5%), diikuti oleh kesalahan omission sebanyak 162 (36,3%), kesalahan addition sebanyak 86 (19,2%), dan kesalahan misordering sebanyak 9 (2,0%). Menurut kuesioner, kesalahan ini masih terjadi karena kebanyakan siswa masih bingung mengenai penerapan tata bahasa dalam tulisan mereka. Oleh sebab itu, guru dianjurkan untuk menjelaskan lebih jauh mengenai cara penerapan tata bahasa dalam menulis. Kata kunci: grammatical errors, recount text, siswa kelas X

Co-Authors A.A. Ketut Agung Cahyawan W Achmad Effendi Kadarisman Ahmad Heki Sujiatmoko Akbar, Ayu Alif Nur Maharani Alfia Sari Andista A.F. Anggraeni Anik Nunuk Wulyani Arif Rahman Baiq Raudatul Jannah Bambang Yudi Cahyono Bella Rizky Amelia Budi Waluyo Cahyo, Nanang Heri Setyo Dwi Ekaning Dewanti Laksmi Emalia Iragiliati Fadhillah, Jasmine Nur Fika Megawati Fracisca Maria Ivone Francisca Maria Ivone Frida Unsiah Furaidah Gunadi Harry Sulistyo Ika Trisnantasari Ika Trisnantasari, Ika Irmayani Irmayani Irmayani, Irmayani isna Rakhmawati Jannah, Baiq Raudatul Jasmine Nur Fadhillah Johanes L. Taloko Khoiriyah Lestari Setyowati Lina Hanifiyah Marisa Linia Mirjam Anugerahwati Muhammad Kholili Nanang Heri Setyo Dwi Cahyo Nova Ariani Nur Mukminatien Nur Nilam Ayu Saputri Saputri, Nur Nilam Ayu Sari Karmina SARI, ALFIA Satriani Satriani Savirah Jufri, Savirah Siti Muniroh Siti Muniroh Suci Nugrah Amalia Syarifudin, Syarifudin Taloko, Johanes L. Tanti Nur Khasanah Ulil Fuadah Uning Musthofiyah, Uning Utami Widiati Utami Widiati Utari Praba Astuti Yossy Sunda Permatasari

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