Articles
<![CDATA[A Systematic Analysis on Secondary School English Teachers’ Scientific Articles ]]>
<![CDATA[Kurniasih, Esti]]>;
<![CDATA[Fahri]]>;
<![CDATA[Pusparini, Ririn]]>;
<![CDATA[Lestari, Lies Amin]]>;
<![CDATA[Savitri, Wiwiet Eva]]>;
<![CDATA[Aminin, Zainul]]>;
<![CDATA[Ariyanti, Lisetyo]]>
<![CDATA[ PROJECT (Professional Journal of English Education) Vol. 8 No. 5 (2025): VOLUME 8 NUMBER 5, SEPTEMBER 2025 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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<![CDATA[As professional teachers, teachers are expected to be able to produce scientific works by conducting research, not only experimental but also classroom action research (CAR). Henceforth, from their research, they are expected to be able to produce a scientific article and publish it in reputable national or international journals. Due to the importance of scientific articles for the teachers’ career, therefore, this study aims to describe the profile of secondary school English teachers’ competencies in writing a scientific article. By using a rubric adapted from CARS model, it was found out that they still got many difficulties in writing a good scientific article. Those difficulties cover constructing and developing the introduction section which comprises general background information about the phenomenon being investigated, the results of relevant previous studies and theoretical framework, research gaps, novelty, and research objectives; elaborating the research method and discussion which refers to the results of relevant theories and previous studies; and neglecting the use of the last ten-year references. Regarding those unsatisfactory results, therefore, it is strongly suggested for the them to learn deeper by having more practices and trainings or workshops on conducting research and writing scientific articles as the output of their research.]]>
<![CDATA[Autonomous learning practices of extrovert and introvert EFL learners ]]>
<![CDATA[Savitri, Wiwiet Eva]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 6 No 2 (2021): October ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
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DOI: 10.21070/jees.v6i2.1501
<![CDATA[Learning autonomy has been widely seen as a key predictor of a language learning success. There have been many studies on learning autonomy, however, most studies do not investigate how students conduct their autonomous learning. The number of those which investigate how learning autonomy is implemented across personality type is even fewer. To address it, this article will elaborate how extrovert and introvert students managed their autonomous learning. The objectives of this article are to reveal how extrovert and introvert learners perceive autonomous learning and to know the types of activities which were done by the extrovert and introvert learners and their reasons for doing the activities. Interviews and observation were applied to collect data. The findings indicate that autonomous learning was carried out differently by both personality types. Introvert students devoted more time and focused on their solitude learning and they are more organized in doing it. On the other hand, extrovert learners chose to do the autonomous learning in groups. For them, learning in a community gave more benefits. One of the benefits was preventing them from making fossilized errors. This article also reveals that the students from both personality types used digital technology in learning independently. Yet, extrovert and introvert students used different kinds of technology and way in using it. HIGHLIGHTS: Autonomous learning does not merely mean learning alone because it refers to self-trigger to learn, both individually and in groups. Extrovert and introvert learners have different perception and apply different strategies in implementing autonomous learning. Extrovert and introvert students implement autonomous learning, shedding light on their perceptions, activities, and the role of digital technology in the process.]]>
<![CDATA[Extensive Reading Principles Implementation: Pleasure vs Pressure ]]>
<![CDATA[Savitri, Wiwiet Eva]]>;
<![CDATA[Widiati, Utami]]>;
<![CDATA[Suryati, Nunung]]>;
<![CDATA[Ivone, Francisca Maria]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i2.10928
<![CDATA[Extensive reading (ER) should be implemented properly based on ER principles. The most known ER principles is ten ER principles proposed by Bamford and Day that are widely referred by ER practitioners around the globe. Unfortunately, these principles are not always implemented in ER classes, even in ELT study program in university. Related to it, ER classes in a university in Indonesia were reported to not conducted ER enthusiastically. It was suspected that it occurred because of lecturers’ confusion on what to do in their ER classes due to their insufficient comprehension of ER and its principles which eventually reduce pleasure which supposed to be existing in ER classes. Based on that suspicion, this study focused on investigating the lecturers’ familiarity on ER principles and the implementation of ER principles regarding the expectation to conduct pleasurable ER classes. The data were collected through in-dept interviews to lecturers and questionnaire to students. This study found that not all of the lecturers have adequate knowledge on ER principles which eventually hindered them to teach ER properly and pleasurably. It was also revealed that pressure was felt by both students and lecturers. The pressure increased when the ER involved rigid assignment and assessment.]]>
<![CDATA[Perspectives of Pre-Service English Teachers on AI Chatbots in ESP Worksheet Development ]]>
<![CDATA[Savitri, Wiwiet Eva]]>;
<![CDATA[Nugroho, Him'mawan Adi]]>;
<![CDATA[Munir, Ahmad]]>;
<![CDATA[Pusparini, Ririn]]>;
<![CDATA[Kurniasih, Esti]]>;
<![CDATA[Arinda, Desi]]>
<![CDATA[ Journal of Languages and Language Teaching Vol. 13 No. 1 (2025): January ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v13i1.12964
<![CDATA[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.]]>
<![CDATA[THE CONTRIBUTION OF SELF-REGULATED LEARNING IN SHAPING HIGH SCHOOL STUDENTS’ ENGLISH PROFICIENCY ]]>
<![CDATA[Jihan Inayah]]>;
<![CDATA[Savitri, Wiwiet Eva]]>
<![CDATA[ Yavana Bhasha : Journal of English Language Education Vol. 7 No. 2 (2024): Volume 7, Issue 2 (2024) ]]>
Publisher : <![CDATA[Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar ]]>
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DOI: 10.25078/yb.v7i2.3756
<![CDATA[The study addressed the influence of self-regulated learning (SRL) in English language learning. It involved 23 high school students attending a private school in Surabaya. The school implements bilingual language usage, incorporating both English and Indonesian. Therefore, most of the students demonstrated high fluency in English, as evidenced by their effortless communication during class activities. The students completed a scale and open-ended questionnaire regarding self-regulated learning and participated in an English proficiency test. The data were analysed using simple regression analysis. The finding suggests that self-regulated learning did not predict students’ English proficiency. Instead, according to students’ open-ended responses, the study found that students’ English proficiency was highly influenced by their exposure to the language naturally without structured learning strategies. Future studies should explore a more thorough assessment of students’ self-regulated learning levels and their connection with English proficiency, particularly in similar contexts.]]>
<![CDATA[Errors Analysis of The Sentences Made by Freshmen of English Department ]]>
<![CDATA[Savitri, Wiwiet Eva]]>;
<![CDATA[Akhiriyah, Suvi]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 5 No. 2 (2016): December ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2016.5.2.282-293
<![CDATA[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.]]>
<![CDATA[Pre-service English Teachers Adaptation Skills in Two ESP Courses ]]>
<![CDATA[Munir, Ahmad]]>;
<![CDATA[Savitri, Wiwiet Eva]]>;
<![CDATA[Asrori, Asrori]]>;
<![CDATA[Chakim, Nur]]>
<![CDATA[ Script Journal: Journal of Linguistics and English Teaching Vol. 8 No. 1 (2023): April ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/sj.v8i01.1290
<![CDATA[Background: The ability to adapt, imitate and modify knowledge in a learning context into another learning context is an important ability for students. However, the ability of pre-service English teachers to adapt their knowledge and skills from one course to other courses has not been studied. This research seeks to find out how pre-service English teachers in one state university in Indonesia adapt knowledge and skills acquired in the Syllabus Design (SD) and Developing EFL Materials (DEM) courses into ESP Program Design (ESP PD) and ESP Materials Development (ESP MD) courses. Methodology: This research is a mixed quantitative and qualitative study involving 54 students who have taken SD, DEM, ESP PD and ESP MD courses in 2022 in a state university in Indonesia. Fifteen of them also took part in a focus group discussion. Their answers to the semi-open questionnaire asking whether the 16 knowledge and skills learned in SD and DEM courses had been adapted were analyzed in a simple quantitative manner with percentages and modes. While the results of focus group discussion about how they adapted them were analyzed qualitatively for themes.Findings: The results of this study show that 15 knowledge and skills in SD and DEM courses were adapted by students into ESP PD and ESP MD courses. The participants adapted them by changing the context of the syllabus and materials the developed in SD and DEM from English at school to English for specific purposes in ESP PD and ESP MD especially when formulating learning objectives. They also developed general English materials into ESP English materials for certain occupations. These findings indicate that students master the contexts of ESP PD and ESP MD.Conclusion: It can be concluded that pre-service English teachers have excellent adaptation skills, which are done not by force, but by choice, to the peripheral component and for the benefit of students. Originality: This is the contribution of this research to students’ learning theory in ESP in English teacher education to add to Leko’s (2015) Evidence by Practice (EBP) theory.]]>
<![CDATA[Pemberian Kebutuhan Pokok untuk Warga Sekitar Kampus Akibat Pandemi Covid-19 ]]>
<![CDATA[Aminin, Zainul]]>;
<![CDATA[Leliana, Ayunita]]>;
<![CDATA[Akhiriyah, Suvi]]>;
<![CDATA[Dari, Retno Wulan]]>;
<![CDATA[Savitri, Wiwiet Eva]]>;
<![CDATA[Rahmawati, Eva]]>
<![CDATA[ E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 15, No 3 (2024): E-DIMAS ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/e-dimas.v15i3.18409
<![CDATA[Kegiatan pengabdian kepada masyarakat ini diperuntukkan bagi warga sekitar kampus Universitas Negeri Surabaya (Unesa) Lidah Wetan yang dirasa terpengaruh secara ekonomi karena pandemi Covid-19. Hal tersebut dilaksanakan sebagai bentuk tanggung jawab sosial dan kepedulian Unesa terhadap masyarakat sekitar kampus yaitu para tenaga kependidikan (tendik) non-PNS, dosen luar biasa (DLB) petugas cleaning service kampus, dan para pemilik warung di kantin kampus. Salah satu bentuk kepedulian ini diwujudkan dalam program pengabdian kepada masyarakat dengan pembagian kebutuhan bahan pokok seperti beras, gula, dan minyak goreng. Selain diberikan pada warga sekitar kampus, kebutuhan pokok ini diberikan juga pada mahasiswa Unesa yang masih di kos atau asrama. Adapun tahapan pelaksanaan kegiatan ini adalah identifikasi khalayak sasaran, koordinasi dengan lembaga terkait, pengadaan barang, pendistribusian barang, pelaporan hasil kegiatan, dan pemberitaan di media. Pembagian bantuan ini dilaksanakan dua tahap yaitu pada bulan Juni dan September 2020. Pemberian kebutuhan pokok ini diharapkan dapat mengurangi beban kebutuhan sehari-hari karena efek pandemi. ]]>
<![CDATA[Pelatihan Pembuatan Materi Literasi Tanggap Bencana bagi Keluarga pada Staf BPBD Jawa Timur ]]>
<![CDATA[Anam, Syafi’ul]]>;
<![CDATA[Dari, Retno Wulan]]>;
<![CDATA[Savitri, Wiwiet Eva]]>;
<![CDATA[Leliana, Ayunita]]>
<![CDATA[ E-Dimas: Jurnal Pengabdian kepada Masyarakat Vol 11, No 4 (2020): E-DIMAS ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/e-dimas.v11i4.5619
<![CDATA[Bencana alam seperti gempa bumi, banjir, tanah longsor, gunung meletus, dan puting beliung sering terjadi di Indonesia dan umumnya terjadi tanpa adanya peringatan dini bencana. Banyaknya bencana alam menimbulkan banyak korban jiwa dan harta. Untuk mengurangi dan meminimalkan jumlah korban, masyarakat perlu disiapkan untuk menghadapi bencana. Literasi terkait mitigasi bencana perlu dilakukan untuk membuat masyarakat memahami apa yang perlu disiapkan dan dilakukan sebelum dan ketika bencana alam terjadi. Sebagai unit terkecil dalam masyarakat, keluarga mempunyai peran penting dalam literasi mitigasi bencana. Karena gempa bumi merupakan bencana alam yang paling banyak terjadi di Indonesia, PKM ini difokuskan pada pengembangan lembar kegiatan (LK) orang tua dan anak usia dini untuk mendukung literasi mitigasi bencana alam gempa bumi. LK dalam PKM ini disusun dengan bekerjasama dengan BPBD Jawa Timur dan LK yang dihasilkan diserahkan ke BPBD sebagai suplemen materi sosialisasi mitigasi bencana yang sudah dimiliki BPBD.]]>
<![CDATA[Students’ Perceptions of the Directed Listening Strategy in Teaching Listening: a Case Study at a Bible School ]]>
<![CDATA[Ado, Yuan Maria Agustina]]>;
<![CDATA[Savitri, Wiwiet Eva]]>
<![CDATA[ Journal of English Language and Education Vol 11, No 1 (2026) ]]>
Publisher : <![CDATA[Universitas Pahlawan Tuanku Tambusai ]]>
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DOI: 10.31004/jele.v11i1.2115
<![CDATA[Listening comprehension plays an important role in developing students’ overall language proficiency; however, many learners still experience difficulties due to limited exposure to effective listening strategies. In practice, structured listening strategies are not always consistently implemented, particularly in heterogeneous classrooms. This study aims to explore students’ perceptions of the implementation of the Directed Listening Strategy (DLS) in teaching listening comprehension in a Bible School context. A descriptive qualitative case study design was employed, involving classroom observations and semi-structured interviews with students from diverse age groups and educational backgrounds. The findings reveal that students perceived DLS as helpful in supporting their engagement and comprehension during listening activities. The pre-listening stage was considered the most beneficial, as it helped students predict vocabulary, identify main ideas, and reduce confusion. Overall, the study concludes that DLS is a supportive approach for teaching listening comprehension to learners with limited listening experience. ]]>
