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All Journal Jurnal Ilmu Pendidikan Indonesian Journal of Applied Linguistics (IJAL) TEFLIN Journal: A publication on the teaching and learning of English PREMISE: Journal of English Education and Applied Linguistics EXPOSURE JOURNAL Journal of English for Academic and Specific Purposes (JEASP) Journal of English Education and Teaching (JEET) Scope: Journal of English Language Teaching Journal of English Language Teaching Innovations and Materials (Jeltim) Paradigm: Journal of Language and Literary Studies Didaktika: Jurnal Kependidikan ENGLISH FRANCA : Academic Journal of English Language and Education Jurnal bahasa, sastra, seni, dan pengajarannya Journal of Language, Literature, and Arts (JoLLA) International Journal of Community Engagement Payungi Jurnal bahasa, sastra, seni, dan pengajarannya The Journal of English Literacy Education International Journal of English Learning and Applied Linguistics (IJELAL)
Ekaning Dewanti Laksmi
Universitas Negeri Malang
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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"SCAFFOLDING" STUDENTS WRITING IN EFL CLASS: IMPLEMENTING PROCESS APPROACH Ekaning Dewanti Laksmi
TEFLIN Journal: A publication on the teaching and learning of English Vol 17, No 2 (2006)
Publisher : TEFLIN

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

Abstract

The writing process approach views a writing learner as a creator of text, and hence, he needs to experience what writers actually do as they write, and so do students in EFL writing classes. The approach offers an answer to the need of helping the students develop their writing skill without their having to master the basic fundamental elements of writing, i.e. grammar, prior to attending the writing courses. This article highlights the potential of the process approach-with which students go through a write-rewrite process-in giving students a scaffold to work in a real, live process of how a real writer engages in the process of writing. However, the most important harvest is the fact that students have become more confident in expressing their ideas in writings.
THE EFFECT OF CODED AND NON-CODED CORRECTION FEEDBACK ON THE QUALITY OF INDONESIAN EFL STUDENTS’ WRITING Saukah, Ali; Dewanti, Desak Made Indah; Laksmi, Ekaning Dewanti
Indonesian Journal of Applied Linguistics Vol 7, No 2 (2017): Vol. 7 No. 2, September 2017
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i2.8127

Abstract

Written corrective feedback (WCF) in L2 writing classrooms has gained considerable attention in applied linguistics research over the past twenty years. WCF may take different forms of teacher’s responses to errors in students’ texts, among others Coded-Correction Feedback (CCF) and Non-Coded Correction Feedback (NCCF). A number of research studies on the effectiveness of various types of corrective feedback have been undertaken; however the effect of CCF and NCCF on the quality of students’ writing in Indonesian context has not yet been explored. The objective of this study was to investigate the effects of Coded Correction Feedback and Non-Coded Correction Feedback on senior high school students’ writing quality. This study investigated the effect of Coded-Correction Feedback (CCF) and Non-Coded Correction Feedback (NCCF) on the quality of Indonesian EFL students’ writing. It involved 53 senior high school students of 11th Grade. Each student was exposed to two different treatments (CCF and NCCF) and the students’ writing quality, after receiving each type of treatments or WCF, was then measured. The effect of each feedback was estimated by comparing the individual students’ scores in writing composition after receiving CCF with their scores after receiving NCCF. The result of this study revealed that the quality of the students’ writing with CCF was better than that with NCCF. The findings of this study showed that the quality of the students’ writing receiving CCF was better than that receiving NCCF because CCF promotes awareness with noticing as well as understanding. Hence, the use of CCF can be considered more effective than NCCF.  Therefore, it is suggested that CCF be employed in giving corrective feedback to the students’ compositions to improve the quality of their writing, and that teachers employ CCF when giving WCF to improve the quality of students’ writing.
ATTITUDES TOWARD EXTENSIVE READING AMONG ENGLISH TEACHERS OF SENIOR HIGH SCHOOLS Ima Dwi Lailatul Firda; Utami Widiati; Ekaning Dewanti Laksmi; Nur Hayati
Jurnal Ilmu Pendidikan Vol 24, No 1 (2018): June
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (408.329 KB) | DOI: 10.17977/um048v24i1p1-9

Abstract

Abstract: Attitudes Toward Extensive Reading Among English Teachers of Senior High Schools. This survey aims to investigate the attitudes of 32 English teachers of public senior high schools in a district in East Java Province, Indonesia, toward Extensive Reading (ER) as one of the ways of improv­ing reading habit, covering the teachers’ cognitive, behavioral, and affective attitudes. Questionnaires in the form of closed-ended and open-ended questions were used as the main instrument to collect the da­ta, complemented with interviews with sampled teachers to gain more in-depth understanding of the phenomena under study. The results show that cognitively, most English teachers have positive cogni­tive attitudes, which implies good understanding of ER. The teachers’ affective attitudes also reflect their eagerness to know more about implementing ER and to find ways of solving potential problems. However, in terms of behavioral attitudes, the data show that the teachers are still in doubt to conduct ER program due to several problems, such as time allotment, reading resources, students’ motivation, curriculum and school programs, learning assessment, and school rules. The findings imply the need for policy makers at school and government’s educational agencies, as well as experts in the field to help support the teachers in setting up ER program at schools by addressing the issues that teachers are con­cerned with.Abstrak: Sikap Guru Bahasa Inggris Sekolah Menengah Atas Terhadap Membaca Ekstensif. Studi survei ini bertujuan untuk menyelidiki sikap (kognitif, konatif, dan afektif) dari 32 guru bahasa Inggris Sekolah Menengah Atas di salah satu kota di Provinsi Jawa Timur, Indonesia, terhadap mem­baca ekstensif sebagai salah satu cara untuk meningkatkan kebiasaan membaca. Kuesioner dalam bentuk pertanyaan tertutup dan terbuka digunakan sebagai instrumen utama untuk mengumpulkan data, serta dilengkapi dengan wawancara dengan guru sampel untuk mendapatkan pemahaman mendalam tentang fenomena yang diteliti. Hasil penelitian menunjukkan bahwa secara kognitif, sebagian besar guru bahasa Inggris memiliki sikap kognitif positif, yang menyiratkan pemahaman yang baik tentang membaca eks­tensif. Sikap afektif guru juga mencerminkan keinginan mereka untuk mengetahui lebih banyak tentang penerapan membaca ekstensif dan untuk menemukan cara memecahkan masalah potensial. Namun, da­lam hal sikap konatif, data menunjukkan bahwa guru masih ragu untuk melakukan program membaca ekstensif karena beberapa masalah, seperti alokasi waktu, sumber bacaan, motivasi siswa, kurikulum dan program sekolah, penilaian pembelajaran, dan peraturan sekolah. Hasil-hasil ini menyiratkan per­lunya pembuat kebijakan di sekolah dan lembaga pendidikan pemerintah, serta para ahli di lapangan untuk membantu mendukung para guru dalam menyiapkan program membaca ekstensif di sekolah-sekolah dengan menangani isu-isu yang berkaitan dengan guru.
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (848.32 KB) | DOI: 10.17977/um015v50i12022p17

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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
ELT Students’ Perceptions of Classroom Management during Teaching Practice: Difficulties and Solutions Joeang Salsabiltisa De Side; Mohammad Adnan Latief; Ekaning Dewanti Laksmi
JoLLA: Journal of Language, Literature, and Arts Vol. 1 No. 2 (2021)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (392.04 KB) | DOI: 10.17977/um064v1i22021p190-205

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Abstract: Teaching practice becomes one of the challenges for ELT student teachers to carry out the theories they have learned into practice. In view of the challenges, ELT student teachers of Universitas Negeri Malang may also have difficulties in managing a classroom. Therefore, this study was conducted to know the ELT students’ perceptions of classroom management during teaching practice, focusing on the difficulties and solutions. A quantitative with a descriptive research survey was used as the research design. An online questionnaire and interview were used as the instruments to collect the data. The result of this study shows that ELT student teachers 2016 of Universitas Negeri Malang have many difficulties in setting the rules and procedures, especially for group work. The result of the questionnaire depicts that some students break the rules (83.4%), difficulties in handling students who were not willing to work with their friends (67.9%), difficulties in ending the teaching and learning activity that reinforces discipline (66.7%), difficulties in engaging students’ interests at the beginning of teaching and learning activity (57.1%), and difficulties in handling students who bother their friends when they have finished a task (51.2%). For ELT student teachers who will be doing their teaching practice, it is essential to understand and deepen the knowledge of managing the classroom. Moreover, student teachers need to set clear instructions for group work and negotiate with the students whether they want to make groups by themselves or randomly chosen by the teacher. Lastly, give extensive activities for “disruptive students”. Keywords: student teachers, teaching practice, classroom management Abstrak: Praktik mengajar menjadi salah satu tantangan bagi mahasiswa ELT untuk mengimplementasikan teori-teori yang telah dipelajarinya. Melihat tantangan tersebut, mahasiswa ELT Universitas Negeri Malang sebagai calon guru mungkin juga mengalami kesulitan dalam mengelola ruang kelas. Oleh karena itu, penelitian ini dilakukan untuk mengetahui persepsi mahasiswa ELT tentang pengelolaan kelas selama praktik mengajar, fokus pada kesulitan dan solusi. Penelitian ini menggunakan metode kuantitatif, survei deskriptif. Instrumen yang digunakan untuk mengumpulkan data adalah angket dan wawancara. Hasil penelitian ini menunjukkan bahwa mahasiswa KPL Pendidikan Bahasa Inggris Universitas Negeri Malang tahun ajaran 2016 mengalami banyak kesulitan dalam menetapkan tata tertib dan prosedur di dalam kelas selama praktik mengajar, terutama saat kerja kelompok. Hasil kuesioner menunjukkan bahwa mahasiswa KPL mengalami kesulitan dalam menetapkan aturan dan tata cara kerja kelompok karena ditemukan beberapa siswa yang tidak patuh (83,4%), kesulitan dalam menangani siswa yang tidak mau bekerja dengan temannya ( 67,9%), kesulitan dalam mengakhiri kegiatan belajar mengajar yang melatih kedisiplinan (66,7%), kesulitan dalam menarik minat belajar siswa pada awal pembelajaran (57,1%), dan kesulitan menangani siswa yang mengganggu temannya saat mereka telah menyelesaikan tugasnya (51,2%). Bagi mahasiswa KPL Pendidikan Bahasa Inggris yang akan praktik mengajar, sangat penting untuk memahami dan memperdalam ilmu pengelolaan kelas. Selain itu, mahasiswa KPL perlu memberikan instruksi yang jelas saat kerja kelompok dan bernegosiasi dengan siswa apakah mereka ingin membuat kelompok sendiri atau dipilih secara acak oleh guru. Untuk “siswa yang mengganggu”, mahasiswa KPL dapat memberikan tugas tambahan. Kata kunci: guru siswa, praktik mengajar, manajemen kelas
TEACHER’S CODE MIXING AND CODE SWITCHING WITHIN EFL ENVIRONMENT Kamaliah, Adistia Mursyidatul; Amri, M. Misbahul; Laksmi, Ekaning Dewanti
PARADIGM: Journal of Language and Literary Studies Vol 6, No 2 (2023): Paradigm: Journal of Language and Literary Studies
Publisher : Department of English Literature, Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/prdg.v6i2.23363

Abstract

This current study focused on identifying teacher’s code mixing and code switching within EFL classroom. A descriptive qualitative method was implemented using the concept of code mixing along with code-switching by Muysken and Romaine. The research results additionally demonstrated that code mixing and code switching have been employed in a variety of common classroom circumstances, including introducing the material, discussing the material, posing questions, and concluding the material. The instructor performed two sorts of code mixing: insertion and alternation. Besides, inter-sentential switching along with tag switching or emblematic switching are both kinds of code-switching utilized by the instructor within EFL classroom. As a result, code mixing and code switching pedagogical strategy is highly suggested in bilingual or multilingual classroom to simplify the process of instruction and learning where code mixing along with code-switching are implemented in several typical classroom situations.
Gamification in Duolingo App on Improving English Listening Proficiency of Junior High School Students Rosyidah, Umniyah Juman; Dewanti Laksmi, Ekaning; Anugerahwati, Mirjam
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 7 No. 1 May (2023): ENGLISH FRANCA : Academic Journal of English Language and Education provide
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v7i1.5377

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Gamification is considered as a strategy to involve students in solving problems related to learning English, rather than playing games. Duolingo, an application that uses gamification, is suitable for junior high school students as a formal classroom setting in English learning. This study aimed at investigating whether the use of gamification in Duolingo App can improve the listening proficiency of junior high school students in English. This research uses quasi-experimental design with quantitative approach. The data is collected using test and observation and analyzed using SPSS 26 App. The results show that the sig. (2 tailed) indicated is 0.002 meaning that there is difference between post-test of experiment class and control class. It is concluded that gamification in Duolingo app affects English listening proficiency of junior high school students. Hence, Duolingo App has the potential to serve as a valuable tool for educators to enhance their students' listening skills. Additionally, gamification can form the foundation for the development of technological learning resources. However, this study has some limitations, and further research involving different educational levels, media, and longer experiment duration is necessary to obtain detailed and reliable results that can be applied to the broader population.
The preferences of MOOD realized in Folklore album by Taylor Swift Kamaliah, Adistia Mursyidatul; Masrokhin, Masrokhin; Amri, M. Misbahul; Laksmi, Ekaning Dewanti
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol 52, No 2 (2024)
Publisher : Fakultas Sastra Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um015v52i22024p186

Abstract

Interpersonal meaning expresses the social role connections that exist between both parties in communication. The current study aimed at discovering interpersonal mean-ing in related to MOOD preferences from inside of Folklore album arranged by Taylor Swift. MOOD refers to the grammatical structure that indicates the function of a sen-tence in expressing the songwriter’s attitude. Using a qualitative research method, this paper reports on MOOD choices as well as speech functions from inside of the chosen tunes of Folklore album. This research revealed that MOOD type of declarative clause and speech function of statement dominate the lyrics of the chosen tunes, while speech function of offer does not appear. Thus, the songwriter transmits the thoughts on the lyrics to the audience by providing the information. Considering the supplied criteria, the use of the singular pronoun “I” as the primary subject effectively fosters a sense of interpersonal connections. However, a deeper investigation of interpersonal meaning is required in order to enhance students’ English skills, particularly in the expression of attitudes in various language capabilities in related to reading, listening, as well as speaking.
Unveiling the Obstacles: Pre-service Teachers' Perceptions and Challenges in Promoting Critical Thinking in EFL Context Rosi, Fahrur; Laksmi, Ekaning Dewanti; El Khoiri, Niamika
SCOPE: Journal of English Language Teaching Vol 9, No 1 (2024): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v9i1.24725

Abstract

INTERPERSONAL MEANING OF MODALITY IN UNDERGRADUATE THESES OF ENGLISH DEPARTMENT: A SYSTEMIC FUNCTIONAL GRAMMAR APPROACH Kamaliah, Adistia Mursyidatul; Amri, M. Misbahul; Laksmi, Ekaning Dewanti
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 13, No 2 (2024): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v13i2.14911

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Modality is a key in articulating the authors' viewpoints in their arguments. To address the gap, this recent study aims to thoroughly describe the interpersonal meaning in terms of modality within English Literature’s undergraduate theses. Textual analysis using a corpus-based approach was rigorously applied. This research utilized AntConc 4.2.0 version as instrument. The researcher meticulously selected 40 undergraduate theses between March and August 2023. The SFL concept proposed by Halliday and Matthiessen (2004) was implemented to analyze the data. The findings demonstrated that undergraduate students largely used modalization in the context of probability across the undergraduate theses. It indicates that they utilize the modality to persuade readers by describing upcoming developments and exchanging information with them. Undergraduate students additionally employed medium modality with greater frequency than low modality. It indicates that they perceive the readers as having the same status as others, which promotes a peaceful relationship between them. It suggests that undergraduate students intentionally become involved with the readers through the ideas presented in the undergraduate theses, harmonizing their positions of authority with the readers, leading to a warm connection between them. Thus, it reflects the close distance between conversational participants.
Co-Authors A. Effendi Kadarisman Abargiel, Kauna Bismie Agustin, Ayu Chandra Ali Saukah Astri Ratnasari Ayu Chandra Agustin Ayu Chandra Agustin Beby Maharani Masyitha Cahyono , Bambang Yudi Chusna, Sumti Dewanti, Desak Made Indah Dharma, M. Kresna Dian Indah Silfia Edi Suharyadi Eko Suhartoyo El Khoiri, Niamika Enny Irawati Evi Eliyanah Fadhillah, Jasmine Nur Febrianti, Yusnita Heny Kusdiyanti, Heny Ima Dwi Lailatul Firda Jasmine Nur Fadhillah Joeang Salsabiltisa De Side Johannes A Prayogo Johannes Ananto Prayogo Kamaliah, Adistia Mursyidatul M. Adieb H M. Misbahul Amri Masrokhin, Masrokhin Mirjam Anugerahwati Mohammad Adnan Latief Nila Swandari Niya Erawati Nunung Suryati Nunung Suryati Nur Hayati Nur Mukminatien Nur Nilam Ayu Saputri Nurul Hidayah Pratama Pramudiharjo, Fendi Sebastian Rahma, Masitha Rifqi Hadiyatulloh Risky Ba’da Mauludiyah Rizky Lutviana Rosi, Fahrur Rosyidah, Umniyah Juman Rowiyah , Siti Ruqoyah Yulia Hasanah Dhomiri Salsabila Saifa Fitra Ichwany Saputri, Nur Nilam Ayu Septemdira Intan Sari Suprobowati Siti Muniroh Siti Muniroh Sri Rachmajanti Suharyadi Suhono Suhono, Suhono Utami Widiati Utari Praba Astuti Wijaya, Robby Yulia Vonna Yusdiansyah, Brian Asprilla