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PROMOTING LEARNERS’ AUTONOMY THROUGH VIDEO RECORDING IN PUBLIC SPEAKING CLASS Deva Melania; Wiwiet Eva Savitri
Journal of English for Academic and Specific Purposes (JEASP) Vol 5, No 1 (2022)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v5i1.16580

The change in the learning system from the previous teacher-centeredness to learner-centeredness makes the students demand to take responsibility, manage learning, and implement knowledge to become autonomous learners, especially in speaking class. However, in learning to speak, teachers dominate most learning activities, making students passive to take their responsibilities. Because of this problem, teachers must be innovative and engage students in interactive learning activities to make them active by using technology. One of the ways is through video recording. Previous studies claimed that students who used video recording in speaking class improved their speaking competencies and self-confidence. Nevertheless, previous studies mainly focused on students’ speaking competence rather than learner autonomy. Hence, this study aims to investigate learner autonomy in speaking class with video recording. The participants of this study were an English lecturer and students taking a Public Speaking Class at one university in Surabaya. During a series of data collection activities, the researcher observed how the lecturer introduced video recording implementation and did the interview to know how the students implemented their autonomy in learning speaking through video recording. The result showed that the lecturer was active in encouraging students to develop their learning responsibility and independence by implementing reactive autonomy. As a result, students delivered speeches on video recording through the learner autonomy stages properly

Errors Analysis of The Sentences Made by Freshmen of English Department Wiwiet Eva Savitri; Suvi Akhiriyah
IJET (Indonesian Journal of English Teaching) Vol. 5 No. 2 (2016): December
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Writing sentence is not a simple task. Yet, it is found many times that even students of latest semesters are unable to compose good writing text due to their inability in producing good sentences. It is an unfortunate because ability in writing good sentences is the fundamental for the next level of writing. The failure of senior students to make good sentences triggers questions on what materials to focus on and how to conduct teaching and learning in the writing and grammar classes. In line with those, this study tries to reveal the errors freshmen students usually make in writing sentences. It is expected that the result of this study helps lecturers to choose appropriate materials and teaching techniques. The results of this study show that most errors are found in terms of grammar, mechanic, logic, and spelling. Hence, it is suggested that freshmen practice sentence writing more to practice the grammar rules, spelling, and mechanic as well as to sharpen their ability in building logical sentences.

EXAMINING EDUCATORSâ€™ STRATEGIES IN TEACHING ENGLISH FOR SPECIFIC PURPOSES: A CASE ANALYSIS Devinka Nandya Putri Kirani; Wiwiet Eva Savitri
Yavana Bhasha : Journal of English Language Education Vol. 6 No. 2 (2023): Volume 6, Issue 2 (2023)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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The effectiveness of English language teaching in the classroom can be influenced by a multitude of factors, and among these, the teaching style employed by the teacher is a critical determinant that can significantly impact the success of the learning activities. This study aims to investigate the types of teaching strategies employed by English teachers in teaching English in vocational high schools, specifically under the implementation of the Merdeka Curriculum launched by the Indonesian Ministry of Education. A qualitative research approach has been adopted, and data collection will be done through two main techniques: classroom observation and interviews. The results showed that both teachers implemented lecturing and small group discussions as their primary teaching strategies. The study also revealed the need for English lessons to be more specific to a topic that is closely related to students' majors, as highlighted by previous research. Moreover, the study revealed that different learning topics necessitate different teaching strategies, and using multiple strategies can enhance learning outcomes.

THE EFFECTS OF TEACHERâ€™S MOTIVATIONAL STRATEGIES ON EFL LEARNERâ€™S SPEAKING ABILITY IN JUNIOR HIGH SCHOOL Widya Lutfi Margareta; Wiwiet Eva Savitri
Yavana Bhasha : Journal of English Language Education Vol. 6 No. 2 (2023): Volume 6, Issue 2 (2023)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

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

Learners utilize their speaking ability to communicate, elicit an idea or point of view, convey their ideas and desires, and socialize oneself in order to interact with others. The ability to talk is used to evaluate English comprehension. On the other hand, many EFL learners' ability to use English for oral communication is still low, due to fear and shy. Therefore, EFL learners need motivation to strengthen their confidence. There is one method to achieve it that is teacherâ€™s motivational strategies. Thus, this study aims to determine the effect of teacherâ€™s motivational strategies on EFL learnerâ€™s speaking ability. In achieving this goal, the researcher used mixed method research. For the quantitative phase, experimental study was utilized to assess the effect between variables X, the teacher's motivational strategies as an independent variable, and Y, the learner's speaking ability as a dependent variable. Meanwhile, the field notes observation is used in qualitative phase. The post-test of both the experimental and control groups is .029 which is smaller than .05. It is acceptable to assume that there is a significant difference between the experimental and control groups. The calculation shows that the teacher's motivational strategies increase the learner's speaking ability. From the field notes observation, it wshowed that they can participate actively in classroom when teachers are applying motivational strategies or treatment. It can conclude that teachers' motivational strategies increase learnerâ€™s speaking ability in experimental group.

PROMOTING LEARNERS’ AUTONOMY THROUGH VIDEO RECORDING IN PUBLIC SPEAKING CLASS Deva Melania; Wiwiet Eva Savitri
Journal of English for Academic and Specific Purposes (JEASP) Vol 5, No 1 (2022)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v5i1.16580

The change in the learning system from the previous teacher-centeredness to learner-centeredness makes the students demand to take responsibility, manage learning, and implement knowledge to become autonomous learners, especially in speaking class. However, in learning to speak, teachers dominate most learning activities, making students passive to take their responsibilities. Because of this problem, teachers must be innovative and engage students in interactive learning activities to make them active by using technology. One of the ways is through video recording. Previous studies claimed that students who used video recording in speaking class improved their speaking competencies and self-confidence. Nevertheless, previous studies mainly focused on students’ speaking competence rather than learner autonomy. Hence, this study aims to investigate learner autonomy in speaking class with video recording. The participants of this study were an English lecturer and students taking a Public Speaking Class at one university in Surabaya. During a series of data collection activities, the researcher observed how the lecturer introduced video recording implementation and did the interview to know how the students implemented their autonomy in learning speaking through video recording. The result showed that the lecturer was active in encouraging students to develop their learning responsibility and independence by implementing reactive autonomy. As a result, students delivered speeches on video recording through the learner autonomy stages properly

The Use of EdrawMind Map Application to Generate Student's Idea in Speaking Audina, Izza; Eva Savitri, Wiwiet
Jurnal Bahasa Inggris Vol 5 No 2 (2022)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v5i2.122

Speaking skills might be one of the most difficult skills to master because too many ideas are stuck and a lot lack vocabulary to explain and produce. This study describes the process of digital mind mapping as the media and tools for arranging ideas in speaking. This method can promote students’ speaking skills through analyzing, arranging, and creating to improve their speaking performance. This study aims to investigate how EdrawMind is used to generate ideas in speaking and the effect of using online mind mapping to generate students’ ideas in speaking. There have been several studies conducted in developing mind mapping in writing, but yet little research has explored the use of mind mapping in students’ speaking and how mind mapping can increase speaking ability by generating an idea in a good organization. Furthermore, EdrawMind as the new online mind mapping application is explored related to the use of mind mapping in a speaking context. A qualitative method with four Phases: Pre-Test, Treatment, Post-Test, and speech performance valuation are used in the data collection. Senior high school students are for the subject using semi-structured Interviews, worksheets (speech text), and presentations. The data are analyzed and transcribed into descriptions and explanations.

Perspectives of Pre-Service English Teachers on AI Chatbots in ESP Worksheet Development Savitri, Wiwiet Eva; Nugroho, Him'mawan Adi; Munir, Ahmad; Pusparini, Ririn; Kurniasih, Esti; Arinda, Desi
Journal of Languages and Language Teaching Vol 13, No 1 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.12964

The current existence of AI is unstoppable. Many parties consider AI to be a serious threat to the world of education, including universities. The use of AI by students in doing tasks often causes anxiety among lecturers. There is concern that AI reduces students’ creativity in exploring their own ideas in making essays or designing learning materials (worksheets). One of the courses that require students to explore their creativity is ESP Material Development. In this course, students are required to learn to develop teaching materials in the form of worksheets in accordance with the needs analysis results identified in the ESP Program Design course. This research is designed to find out students' tendencies in using AI for developing ESP worksheet, while also finding out whether they think that AI chatbot is really useful for them so that they can yield an ESP worksheet whose activities are in accordance with the learning objectives and having an attractive and professional appearance in the same time. The methods used were questionnaires for and FGD with 40 ESP Material Development class students. It was found that most students tried to use AI chatbot for getting inspiration whenever they get stuck in finding more ideas for their worksheets. Most students admitted that AI helped them in that situation. However, they did not recommend the use of AI from the very beginning of developing worksheets. They confessed that using AI would cause confusion and reduce creativity when it is used since very beginning.

The Use of EdrawMind Map Application to Generate Student's Idea in Speaking Audina, Izza; Eva Savitri, Wiwiet
Jurnal Bahasa Inggris Vol 5 No 2 (2022)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v5i2.122

Speaking skills might be one of the most difficult skills to master because too many ideas are stuck and a lot lack vocabulary to explain and produce. This study describes the process of digital mind mapping as the media and tools for arranging ideas in speaking. This method can promote students’ speaking skills through analyzing, arranging, and creating to improve their speaking performance. This study aims to investigate how EdrawMind is used to generate ideas in speaking and the effect of using online mind mapping to generate students’ ideas in speaking. There have been several studies conducted in developing mind mapping in writing, but yet little research has explored the use of mind mapping in students’ speaking and how mind mapping can increase speaking ability by generating an idea in a good organization. Furthermore, EdrawMind as the new online mind mapping application is explored related to the use of mind mapping in a speaking context. A qualitative method with four Phases: Pre-Test, Treatment, Post-Test, and speech performance valuation are used in the data collection. Senior high school students are for the subject using semi-structured Interviews, worksheets (speech text), and presentations. The data are analyzed and transcribed into descriptions and explanations.

Need Analysis on English for Specific Purposes of Visual Communication Design Student at Vocational High School Saputro, Danang Aji; Savitri, Wiwiet Eva
Journal of Linguistics, Literature, and Language Teaching (JLLLT) Vol. 4 No. 2 (2025): Journal of Linguistics, Literature and Language Teaching (JLLLT)
Publisher : Asosiasi Dosen Perguruan Tinggi Islam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37249/jlllt.v4i2.892

English for Specific Purposes (ESP) plays a vital role in preparing vocational students for effective workplace communication. However, many ESP programs do not fully address learners' actual needs due to the lack of a structured needs analysis. This study applies Hutchinson and Waters' (1987) framework: Target Situation Analysis (TSA), Present Situation Analysis (PSA), and Learning Situation Analysis (LSA) to examine the English language needs of Visual Communication Design (VCD) students at SMK PGRI 13 Surabaya. Employing a mixed-methods approach, data were collected from 89 students, 4 teachers, and 6 industry practitioners through questionnaires and interviews. Findings revealed that 46.5% of students identified speaking as the most essential skill, followed by reading (30.7%) and listening (13.9%), which aligns with the demands of professions such as motion graphic designer and content creator. Despite this, only 8.9% of students felt proficient in speaking, and 66.3% acknowledged their English skills were insufficient for future professional use. 44.6% reported that English was rarely integrated into their design-related subjects. Regarding learning preferences, 57.4% favoured design-based games, 54.5% preferred tutorial videos, and 63.4% were inclined toward visual materials such as infographics. These findings highlight the importance of creating a student-centred ESP curriculum that truly reflects what Visual Communication Design students need, including industry-relevant content, engaging visuals and digital media, and interactive activities to help them build their language skills and career readiness.

Pelatihan Pengembangan Program English Club Bagi Guru SD Labschool Unesa 2 Dari, Retno Wulan; Rahmawati, Eva; Savitri, Wiwiet Eva; Akhiriyah, Suvi; Nugroho, Himmawan Adi
Madaniya Vol. 6 No. 2 (2025)
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/27214834.1268

Selaku mitra, SD Labschool Unesa 2 Surabaya, diidentifikasi membutuhkan silabus pembelajaran baru yang lebih efektif dan sesuai dengan kebutuhan siswa bagi program English Speaking Club di kelas-kelas National Class Program (NCP). Karenanya tim PKM Unesa menyusun program pelatihan pengembangan silabus pembelajaran untuk pengajar English Speaking Club di sekolah tersebut. Program pelatihan ini mencakup sejumlah tahapan, yaitu: (1) pemaparan materi, (2) workshop, (3) kerja mandiri, (4) evaluasi hasil pelatihan, dan (5) penyempurnaan silabus pembelajaran. Adapun materi yang disampaikan mencakup teori dan praktik analisis kebutuhan serta penyusunan silabus pembelajaran untuk kelas Bahasa. Dalam pelaksanaannya, kegiatan pelatihan dilaksanakan dalam kurun waktu 1 tahun. Selama pelaksanaan kegiatan pelatihan ini, tim guru dengan pendampingan dari tim PKM telah menyusun 4 (empat) facilitator module yang secara umum terdiri dari silabus, rencana pembelajaran, dan asesmen. Module ini untuk digunakan pedoman pengajar program English Speaking Club. Dengan berhasilnya guru menyusun 4 modul tersebut, bisa disimpulkan bahwa kegiatan PKM berjalan sesuai rencana dan memberikan dampak positif pada peningkatan kompetensi guru dalam membuat materi ajar interaktif yang disusun sesuai dengan kebutuhan siswa.

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