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All Journal Jurnal Ilmu Pendidikan Jurnal Pendidikan Humaniora 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 Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan 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 Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Journal of Language, Literature, and Arts (JoLLA) JEELS (Journal of English Education and Linguistics Studies)
Ekaning Dewanti Laksmi
Universitas Negeri Malang
Religion Arts Humanities 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

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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.
Speaking Performance and Grammatical Competence Across Cognitive Learning Styles and Strategy Inventory for Language Learning Agustin, Ayu Chandra; Laksmi, Ekaning Dewanti; Suharyadi, Suharyadi
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 6, No 5: MEI 2021
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v6i5.14566

Abstract

Abstract: This study is an attempt to see the correlation between speaking performance and grammatical competence, particularly in the EFL context by including cognitive learning styles and Strategy Inventory for Language Learning (SILL). The correlational study is employed to analyze the scores of argumentative speaking and written grammar tests of 30 Economics students at STIE Malangkuceswara Malang. It is found that there is no significant correlation between speaking performance and grammatical competence. However, FI students outperformed in speaking and FD students surpassed in grammar. In fact, those who scored higher on both tests used more SILLs than those who scored lower.Abstrak: Penelitian ini merupakan upaya untuk melihat hubungan antara kemampuan berbicara dan kompetensi gramatikal, khususnya dalam konteks EFL dengan memasukkan gaya belajar kognitif dan Strategy Inventory for Language Learning (SILL). Studi korelasional digunakan untuk menganalisis nilai tes berbicara argumentatif dan tata bahasa tertulis pada 30 mahasiswa Ilmu Ekonomi STIE Malangkuceswara Malang. Diketahui bahwa tidak ada korelasi yang signifikan antara kinerja berbicara dan kompetensi tata bahasa. Namun, siswa FI unggul dalam berbicara dan siswa FD melampaui dalam tata bahasa. Faktanya, mereka yang mendapat skor lebih tinggi pada kedua tes menggunakan lebih banyak SILL dibandingkan mereka yang mendapat skor lebih rendah.
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.
CHARACTER BUILDING IN ONLINE AND FACE-TO-FACE EFL CLASSROOMS IN JUNIOR HIGH SCHOOL: THE STRATEGIES AND CHALLENGES Astri Ratnasari; Nunung Suryati; Ekaning Dewanti Laksmi
Jurnal Pendidikan Humaniora Vol 10, No 1: MARCH 2022
Publisher : Pascasarjana UM

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Abstract: This study aimed to scrutinize EFL teachers’ strategies and challenges of character building in online and face-to-face classrooms.  This case study involved two seventh grade English teachers as the subjects. The findings revealed that the teachers’ strategies of character building in seventh grade EFL classrooms were through the use of speech acts, modeling, rule reinforcement, and habituation. However, the strategies to use in the online and face-to-face classrooms were different. The challenges the teachers faced during the teaching and learning process were time allotment, the absence of English in some elementary schools, and  the zoning system.Keywords: character building, EFL classroom, junior high school
The Effect of Scaffolding Techniques on Students’ Writing Achievement Yulia Vonna; Nur Mukminatien; Ekaning Dewanti Laksmi
Jurnal Pendidikan Humaniora Vol 3, No 3: September 2015
Publisher : Pascasarjana UM

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Abstract: This paper reports a study  which investigated the effect of scaffolding techniques on students’ writing achievement. This study is quasi-experimental research with nonrandomized control group design. The total number of participants was 36 students who were in two different groups: experimental group and control group. There were twenty students in the experimental group and sixteen students in the control group. The result of the pre-test showed that both the experimental group and the control group were equal and homogenous since the statistical computation yielded significant value p = 0.890 which was higher than α =0.05. The analysis of writing test in post-test yielded p= .027 which was smaller than α = 0.05. Thus, it can be concluded that scaffolding techniques can significantly improve the students’ writing achievement.Key Words: scaffolding techniques, writing achievement Abstrak: Penelitian ini bertujuan untuk menginvestigasi teknik scaffolding terhadap kemampuan menulis siswa. Penelitian ini menggunakan eksperimental semu dengan desain nonrandomized control group. Jumlah partisipan dalam penelitian ini adalah 36 siswa yang dibagi dalam dua kelompok yaitu grup eksperimental dan grup kontrol. Grup eksperimental berjumlah 20 siswa, sedangkan grup kontrol berjumlah 16 siswa. Hasil pretest menunjukkan bahwa kedua grup sama dan homogen yang ditunjukkan oleh perhitungan statistik p = 0.890 yang lebih besar dari α =0.05. Sedangkan posttest menghasilkan p= .027 yang lebih kecil dari α = 0.05. Oleh karena itu dapat disimpulkan bahwa teknik scaffolding secara signifikan meningkatkan  kemampuan menulis siswa.Kata kunci: teknik scaffolding, kemampuan menulis
The Effect of Toulmin’s Model of Argumentation Within TWPS Strategy on Students’ Critical Thinking on Argumentative Essay Eko Suhartoyo; Nur Mukminatien; Ekaning Dewanti Laksmi
Jurnal Pendidikan Humaniora Vol 3, No 2: Juni 2015
Publisher : Pascasarjana UM

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Abstract: This research aimed at investigating the effectiveness of Toulmin’s model of argumentation within TWPS strategy on undergraduate students’ critical thinking on argumentative essay. A quasi-experimental design with a pretest-posttest and nonrandomized control group design was used. The subjects were 38 fourth semester students in English Department of Universitas Negeri Malang.The experimental group was treated by using Toulmin’s model of argumentation within TWPS strategy while the control group was treated without TWPS strategy. Students’ critical thinking ability was measured by using argumentative essay test. ANCOVA was used to test the hypotheses. Findings showed there was not significant difference on the students’ critical thinking ability. However, Toulmin’s model of argumentation within TWPS strategy proved to improve the students’ critical thinking as shown by the improvement of the experimental group’s mean score.   Key Words: critical thinking, Toulmin’s model of argumentation, argumentative essay, Think-Write-Pair-Share strategyAbstrak: Penelitian ini bertujuan untuk menyelidiki efektivitas model argumentasi Toulmin dalam strategi TWPS pada kemampuan berpikir kritis esai argumentative mahasiswa. Desain kuasi-eksperi-mental digunakan dengan pretest-posttest dan nonrandomized control group. Subjek dari penelitian ini adalah 38 mahasiswa semester IV di Jurusan Bahasa Inggris Universitas Negeri Malang. Kelompok eksperimen diteliti dengan menggunakan model argumentasi dalam strategi TWPS sedangkan kelom-pok kontrol diteliti tanpa strategi TWPS. Kemampuan berpikir kritis siswa diukur dengan menggunakan uji esai argumentatif. ANCOVA digunakan untuk menguji hipotesis. Temuan menunjukkan tidak ada perbedaan yang signifikan pada kemampuan berpikir kritis siswa. Namun, model argumentasi Toulmin dalam strategi TWPS terbukti meningkatkan berpikir kritis siswa seperti yang ditunjukkan oleh nilai rata-rata. Kata kunci: berpikir kritis, model argumentasi toulmin, esai argumentatif, Think-Pair-Share Write- strategy
SPEAKING PERFORMANCE AND GRAMMATICAL COMPETENCE ACROSS COGNITIVE LEARNING STYLES AND STRATEGY INVENTORY FOR LANGUAGE LEARNING (SILL) Ayu Chandra Agustin; Ekaning Dewanti Laksmi; Suharyadi Suharyadi
Jurnal Pendidikan Humaniora Vol 9, No 3: SEPTEMBER 2021
Publisher : Pascasarjana UM

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Abstract: The correlation between speaking performance and grammatical competence has been a debatable issue. It is also believed that cognitive learning styles and learning strategies are two of the many factors that influence students' language achievement. This study aims to see the relationship between the argumentative speaking score variable and the multiple choice grammar test on 30 students of Economics at STIE Malangkuceswara. The results showed that there was no significant correlation between speaking performance and grammatical competence between cognitive learning styles and the Strategy Inventory for Language Learning (SILL). However in small differences, independent field students (FI) outperformed in speaking, whereas field-dependent students (FD) outperformed grammar competencies. Additionally, the study found that the students who scored higher on either the speaking or grammar tests used cognitive and meta-cognitive strategies more often than those who scored lower.Keywords: speaking performance, grammatical competence, cognitive learning style, field independent, field dependent, strategy inventory for language learning (sill)Abstrak: Korelasi antara kecakapan berbicara dan kemampuan bertata bahasa telah menjadi masalah yang masih diperdebatkan. Gaya belajar kognitif dan strategi belajar diyakini sebagai dua dari banyak faktor yang mempengaruhi nilai bahasa siswa. Penelitian ini bertujuan untuk melihat hubungan antara nilai tes kecakapan berbicara argumentatif dan nilai tata bahasa dalam tes pilihan ganda yang didapatkan dari 30 mahasiswa Ilmu Ekonomi STIE Malangkuceswara. Hasil penelitian menunjukkan tidak ditemukannya korelasi yang signifikan antara kecakapan berbicara dan kemampuan tata bahasa bedasarkan gaya belajar kognitif dan Strategy Inventory for Language Learning (SILL). Namun, terdapat perbedaan kecil dimana mahasiswa yang cenderung Field Independent (FI) unggul dalam berbicara, sedangkan mereka yang cenderung Field Dependent (FD) lebih unggul dalam tata bahasa. Selain itu, penelitian ini menemukan bahwa mereka yang mendapat nilai lebih tinggi baik dalam tes berbicara atau tata bahasa telah menggunakan strategi kognitif dan meta-kognitif lebih sering daripada yang mendapat nilai lebih rendah. Kata kunci: kecakapan berbicara, kemampuan tata bahasa, gaya belajar kognitif, field independent, field dependent, strategy inventory for language learning (sill)
How Much Do the Affective Factors Contribute to Writing Performance?: A Path Analysis Study of Chained Predictors Nurul Hidayah Pratama; Ekaning Dewanti Laksmi; Enny Irawati
Jurnal Pendidikan Humaniora Vol 6, No 1: March 2018
Publisher : Pascasarjana UM

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Abstract: Affective aspects are considered as one of the most influencing factor in learning foreign language. The aim of this study is to figure the model of affective aspects as factors in predicting writing performance of the EFL college students. The sample of this study consists of 134 students of English Department, UIN Maulana Malik Ibrahim. The result of this study confirms that writing anxiety, writing self-efficacy, and writing attitude contribute to and writing performance (39.2%). Also, their attitude towards writing is more likely influenced by how they perceived their self-efficacy towards writing activities rather that their anxiety (12.5%). The findings reveals that self-efficacy and attitudes matter in doing writing tasks and students who have a low level of attitudes are caused by how they perceive their own self-efficacy. Writing anxiety level is not the most predictive factor in determining students’ writing performance.Key Words: writing anxiety, writing self-efficacy, writing attitudes, writing performance, affective factorsAbstrak: Aspek afektif dianggap sebagai salah satu faktor yang paling berpengaruh dalam belajar ba-hasa asing. Tujuan dari penelitian ini adalah untuk mengetahui model aspek afektif sebagai faktor dalam memprediksi kinerja penulisan mahasiswa jurusan bahasa Inggris. Sampel penelitian ini terdiri dari 134 siswa Jurusan Bahasa Inggris, UIN Maulana Malik Ibrahim. Hasil penelitian ini menegaskan bahwa kecemasan, efikasi diri, dan sikap menulis berkontribusi terhadap kemampuan menulis (39,2%). Selain itu, sikap terhadap kegiatan menulis cenderung dipengaruhi oleh bagaimana mereka menilai efikasi diri mereka terhadap aktivitas menulis, bukan kecemasan mereka (12,5%). Temuan ini menunjukkan bahwa efikasi diri dan sikap berpengaruh dalam melakukan menulis dan siswa yang memiliki sikap yang ku-rang positif disebabkan oleh bagaimana mereka yakin pada kemampuan mereka sendiri. Selain itu, kecemasan bukanlah faktor yang paling prediktif dalam menentukan kinerja menulis.Kata kunci: kecemasan menulis, efikasi diri menulis, sikap menulis, kinerja menulis, faktor afektif
Correlation Between Lexical Richness and Overall Quality of Argumentative Essays Written by English Department Students Rizky Lutviana; A. Effendi Kadarisman; Ekaning Dewanti Laksmi
Jurnal Pendidikan Humaniora Vol 3, No 1: Maret 2015
Publisher : Pascasarjana UM

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Abstract: This study aims at revealing the contribution of diction to the overall quality of argumenta-tive essays written by 42 EFL students. The researcher compared two sets of scores, the score of students’ lexical richness, measured with LFP (Lexical Frequency Profile), and the score of overall quality of EFL students’ argumentative essay, using analytical scoring rubric. The small and not significant correlation (ñ=.18, sig=.23) implied that diction had small contribution to the overall quality of the essay. There might be another factor related to the diction that supports the quality of written text. Thus, further research is needed to be conducted. Key Words: diction, lexical richness, overall quality, argumentative essayAbstrak: Penelitian ini bertujuan untuk menemukan kontribusi diksi untuk kualitas keseluruhan dari esai argumentatif yang ditulis oleh 42 siswa EFL. Peneliti membandingkan dua set nilai, skor siswa kekayaan leksikal, diukur dengan LFP (Lexical Frequency Profile), dan skor keseluruhan kualitas siswa EFL pada esai argumentatif, dengan menggunakan rubrik skoring analitis. Korelasi kecil dan tidak signifikan (ñ = 0,18, sig = 0,23) menunjukkan bahwa diksi memiliki kontribusi kecil untuk kualitas keseluruhan dari esai. Kemungkinan, ada faktor lain yang berhubungan dengan diksi yang mendukung kualitas dari teks. Dengan demikian, penelitian lebih lanjut diperlukan untuk dilakukan. Kata kunci: diksi, kekayaan leksikal, kualitas secara keseluruhan, esai argumentatif
Co-Authors A. Effendi Kadarisman Abargiel, Kauna Bismie Agustin, Ayu Chandra Ali Saukah Astri Ratnasari Ayu Chandra Agustin Ayu Chandra Agustin Bambang Yudi Cahyono Beby Maharani Masyitha Cahyono , Bambang Yudi Dewanti, Desak Made Indah Dharma, M. Kresna Edi Suharyadi Eko Suhartoyo El Khoiri, Niamika Enny Irawati 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 Nunung Suryati Nur Hayati Nur Mukminatien Nur Nilam Ayu Saputri Nurul Hidayah Pratama Pramudiharjo, Fendi Sebastian Rahma, Masitha Rifqi Hadiyatulloh Rizky Lutviana Rosi, Fahrur Rosyidah, Umniyah Juman Rowiyah , Siti Rowiyah, Siti Ruqoyah Yulia Hasanah Dhomiri Saputri, Nur Nilam Ayu Septemdira Intan Sari Suprobowati Siti Muniroh Siti Muniroh Sri Rachmajanti Suharyadi Sumti Chusna Utami Widiati Utari Praba Astuti Wijaya, Robby Yulia Vonna Yusdiansyah, Brian Asprilla