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All Journal Jurnal Pendidikan Humaniora Indonesian Journal of Applied Linguistics (IJAL) IJEE (Indonesian Journal of English Education) JEES (Journal of English Educators Society) Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan ELT Forum: Journal of English Language Teaching Journal of English Language, Literature, and Teaching (J-ELLiT) Dinamika Ilmu Indonesian Journal of English Language Teaching and Applied Linguistics Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Didaktika: Jurnal Kependidikan 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) Jurnal Pendidikan Progresif Indonesian Journal of English Language Teaching and Applied Linguistics Jurnal bahasa, sastra, seni, dan pengajarannya
Utari Praba Astuti
Universitas Negeri Malang
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Factors Contributing to Low Teachers Competencies Score Sabila Nahari; Mohammad Adnan Latief; Utari Praba Astuti
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 5, No 8: AGUSTUS 2020
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v5i8.13906

Abstract

Abstract: Competent teachers contribute to the students’ achievement significantly. Therefore, the government established a teacher professional development program with various activities. The program aims to improve their teaching skills, professional knowledge, and teaching effectiveness. However, many teachers have low competency even after joining the teacher professional development program. The low teacher competency score can be seen from the result of the teacher competency test. This research uses a quantitative design to investigate factors that contribute to the teachers’ competence. The results show factors that contribute to the low teachers’ competence are not doing classroom action research and writing article, rarely attending seminars or workshop, never being a speaker at seminars, low frequency of maintaining their English skill, not understanding the rights, mechanism, implementation of teacher competency test, not understandingng the objective of teacher competency test as a condition job promotion, and the unreadiness of the teacher in taking the examination.Abstrak: Guru yang kompeten berkontribusi terhadap prestasi siswa secara signifikan. Oleh karena itu, pemerintah membentuk program pengembangan profesional guru dengan berbagai kegiatan. Program ini bertujuan untuk meningkatkan keterampilan mengajar, pengetahuan profesional, dan efektivitas pengajaran mereka. Namun, banyak guru memiliki kompetensi rendah bahkan setelah mengikuti program pengembangan profesional guru. Skor kompetensi guru yang rendah dapat dilihat dari hasil tes kompetensi guru. Penelitian ini menggunakan desain kuantitatif untuk menyelidiki faktor-faktor yang berkontribusi terhadap kompetensi guru. Hasil penelitian menunjukkan faktor-faktor yang berkontribusi terhadap rendahnya kompetensi guru adalah tidak terbiasa melakukan penelitian tindakan kelas dan menulis artikel, jarang menghadiri seminar atau lokakarya, tidak pernah menjadi pembicara di seminar, rendahnya frekuensi guru dalam mempertahankan keterampilan bahasa Inggris mereka, tidak memahami hak, mekanisme, pelaksanaan tes kompetensi guru, tidak memahami tujuan tes kompetensi guru sebagai syarat promosi pekerjaan, dan ketidaksiapan guru dalam mengikuti ujian.
PENGEMBANGAN READING BOX UNTUK MENINGKATKAN MINAT BACA MAHASISWA Sri Andreani Andreani; Utari Praba Astuti Astuti
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol 39, No 2 (2011)
Publisher : Fakultas Sastra Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (709.518 KB)

Abstract

Due to the unavailability  materials  for Reading  II   subject,  this study attempts to develop a reading box material which consists of 80 units of 400-500 words. Each unit contains introduction,  questions, readings, answer keys, reflection and also monitoring books. This reading box enables the students to practice reading extensively and independently. This material was developed through several stages, they were: planning, exploration, the development  of the products, validation and laminating. In validation, the revision was done on the questions, readings, answer keys, reflections, illustration, lay out, the title and on the monitoring book. However, the results of the questionnaire  on validation process show that the material was qualified in terms the content, the appropriateness of the reading type and its topic with the students’ interest and  intellegence, the length of the readings, the variety of the text types, the difficulty level, illustration, lay out, the font and the letter size
The Use of Social and Affective Strategies to Improve the 7th Graders’ Speaking Participation and Performance Carinta Rizki Yuniar; Utari Praba Astuti; Furaidah Furaidah
JoLLA: Journal of Language, Literature, and Arts Vol. 1 No. 3 (2021)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1973.911 KB) | DOI: 10.17977/um064v1i32021p295-306

Abstract

Abstract: The objective of this study is to improve the students’ speaking participation and performance with the use of social and affective strategies. The research design used in the study was Classroom Action Research (CAR). The stage of CAR was adapted from Kemmis and McTaggart (1988) which consists of planning, implementing, observing, and reflecting. The subjects of the research were 30 seventh graders of class VII-H at SMPN 9 Malang in the second semester of academic year 2019/2020. This study was conducted directly at SMPN 9 Malang in one cycle of CAR in three meetings. To collect the data, an interview guide, an observation checklist, a field note and a speaking rubric were used as instruments. The findings of study showed that the students’ speaking participation and performance successfully improved after implementing social and affective strategies. The criterion of success set by the researcher was 70. The mean speaking score for the preliminary test and the final test increased from 60.4 to 77.2. The use of social and affective strategies improved students’ interaction with other students as well as managed their attitude, emotion, and motivation in speaking. Keywords: speaking skill, social strategy, affective strategy Abstrak: Penelitian ini bertujuan untuk meningkatkan partisipasi dan performa berbicara siswa dalam Bahasa Inggris dengan penggunaan Strategi Sosial dan Afektif. Desain penelitian yang digunakan dalam penelitian ini adalah Penelitian Tindakan Kelas (PTK). Tahapan PTK yang digunakan diadaptasi dari Kemmis dan McTaggart (1988) yang terdiri dari perencanaan, pelaksanaan, pengamatan, dan refleksi. Terdapat sejumlah 30 siswa yang berasal dari kelas VII-H SMPN 9 Malang semester genap tahun ajaran 2019/2020 yang terlibat sebagai subjek penelitian. Penelitian ini dilaksanakan langsung di SMPN 9 Malang dalam satu siklus PTK yang terdiri dari tiga pertemuan. Untuk mengumpulkan data, peneliti menggunakan pedoman wawancara, checklist observasi, catatan lapangan dan rubrik berbicara sebagai instrumen. Temuan penelitian menunjukkan bahwa partisipasi dan performa berbicara siswa berhasil ditingkatkan setelah menerapkan Strategi Sosial dan Afektif. Kriteria keberhasilan yang ditetapkan peneliti adalah 70. Nilai rata-rata berbicara siswa sebelum kedua strategi diterapkan dan setelah diterapkan terbukti meningkat dari 60,4 menjadi 77,2. Penggunaan Strategi Sosial dan Afektif meningkatkan interaksi siswa dengan siswa lain serta mengatur sikap, emosi, dan motivasi mereka dalam berbicara. Kata kunci: keterampilan berbicara, strategi social, strategi afektif
The English Reading Habits of English Language Education Undergraduate Students at English Department Windha Aestetika Wulandari; Utari Praba Astuti; Furaidah Furaidah
JoLLA: Journal of Language, Literature, and Arts Vol. 1 No. 6 (2021)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (297.874 KB) | DOI: 10.17977/um064v1i62021p707-716

Abstract

Abstract: Good reading habits help comprehension and logic because they can empower to absorb material analytically, critically, and reflectively. However, the technique for encouraging an interest in reading, particularly in schools and universities, has not obtained the best outcomes. In this case, family, community, and educational institutions simultaneously play a significant role in promoting English Foreign Language students' enthusiasm for reading. Therefore, the aim of this study is to determine how ELE undergraduate students reading habits in English Department, Universitas Negeri Malang. This type of research used descriptive qualitative. The data collection technique used was a questionnaire form and distributed via Google form. The questionnaire discussed students' attitudes towards reading, purpose of reading, reading frequency, and reading preferences. The results showed that most of the ELE undergraduate students have high reading habit. However, students’ reading habits still need to be improved. It is shown that the students like reading as an indispensable part of their lives because of the reading treatment they get from an early stage of age. It makes them have a positive attitude towards reading, they also have a purpose for reading, and increase their reading preferences. Furthermore, they also need to increase their frequency of reading practice and the number of books read. Keywords: reading habits, English Language Education (ELE), English Department Abstrak: Kebiasaan membaca yang baik dapat membantu pemahaman dan logika karena dapat memudahkan untuk menerima materi secara analitis, kritis, dan reflektif. Namun, teknik yang digunakan untuk mendorong minat membaca, khususnya di sekolah dan universitas, masih belum mendapatkan hasil yang terbaik. Dalam hal ini, keluarga, masyarakat, dan lembaga pendidikan secara bersamaan memiliki peran penting dalam mendorong minat membaca Bahasa Inggris siswa. Oleh karena itu, tujuan dari penelitian ini adalah untuk mengetahui bagaimana kebiasaan membaca mahasiswa Jurusan Bahasa Inggris Universitas Negeri Malang. Jenis penelitian yang digunakan adalah deskriptif kualitatif. Teknik pengumpulan data yang digunakan adalah kuesioner dan disebarluaskan melalui google form. Kuesioner tersebut membahas sikap siswa terhadap membaca, tujuan membaca, frekuensi membaca, dan preferensi membaca. Hasil penelitian menunjukkan bahwa sebagian besar mahasiswa juusan pendidikan Bahasa Inggris memiliki kebiasaan membaca yang tinggi. Namun, kebiasaan membaca siswa masih perlu ditingkatkan lagi. Terlihat bahwa siswa menyukai membaca, karena sebagai bagian yang tak terpisahkan dari kehidupan karena mereka telah dilatih membaca sejak usia dini. Oleh karena itu, mereka memiliki sikap positif terhadap membaca, mereka juga memiliki tujuan untuk membaca, dan meningkatkan preferensi membaca mereka. Selain itu, mereka juga perlu meningkatkan frekuensi latihan membaca dan jumlah buku yang dibaca. Kata kunci: kebiasaan membaca, Pendidikan Bahasa Inggris, Jurusan Sastra Inggris
EFL Teachers’ Strategies in Motivating Low-Achieving Learners in Online Class Zulkhoir Siregar; Johannes Ananto Prayogo; Utari Praba Astuti
Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol 8, No 6: JUNE 2023
Publisher : Graduate School of Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/jptpp.v8i6.24491

Abstract

This study attempts to investigate EFL teachers’ strategies in motivating low-achieving learners in online classes from the perspective of twenty-five English teachers and thirty low-achieving learners. The data were collected through a questionnaire and a semi-structured interview. The result of the study revealed that there were some foremost motivational teaching strategies applied by EFL teachers to deal with low-achieving learners during online classes; monitoring students’ activities, showing the importance of English, clarifying difficult topics, caring about students’ learning progress, and explaining topics clearly and specifically.
College students’ preferences for written corrective feedback Lucia Geneviave Bella Shinta; Utari Praba Astuti; Nova Ariani
ELT Forum: Journal of English Language Teaching Vol 12 No 2 (2023): ELT Forum: Journal of English Language Teaching
Publisher : English Department, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v12i2.57475

Abstract

Although written corrective feedback (WCF) is provided to give students information about their writing which intends to help them make improvement, students may have different expectations of how WCF should be delivered. This study was focused on investigating English Language Education (ELE) students’ preferences for the WCF covering the preferences for amount of feedback, writing aspects to focus on, correction techniques, and tones of feedback. A number of 188 ELE students participated in this study. Using mixed-methods design to collect data, the study revealed that the students expected to always have WCF on their errors as they have desire to always make improvement. Having WCF is considered essential as some students had difficulty analyzing errors independently. Besides believing the importance of all aspects of writing, the students mentioned some reasons related to their weaknesses that require focuses on all feedback. Most of the students preferred direct feedback and indirect feedback with location and indication of error types as they valued detailed feedback. The students saw feedback in negative tone and suggestive tone as the source of improvement, while one in positive tone increased positive feelings towards writing. The findings suggest the importance of increasing the students’ awareness of how to get benefits from different WCF techniques while still accommodating their preferences.
Code Switching and Code Mixing: An Analysis in Boy William’s Reality Show ‘The Family’ Callista Buena Sinamo; Utari Praba Astuti; Francisca Maria Ivone
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 2 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i2.3504

Abstract

This study aims to identify and analyze the types of code switching and code mixing between Indonesian and English in Boy William’s speech. The analysis utilizes Macswan's code switching and Musyken's code mixing theories to examine two episodes of 'The Family' reality show on the BW YouTube channel. Direct observation involving transcribing and taking notes on videotaped utterances was applied to analyze code switching and code mixing. The research findings indicated that Intra-sentential code switching was the predominant form of code switching observed in Boy William's speech. He regularly switched languages from English to Indonesian in one sentence to another, and vice versa. Nonetheless, alternation was the predominant form of code mixing that appeared. The phenomena of Indonesian-English in Boy William's speech is recognised as a consequence of conscious choice to embrace a bilingual identity in contemporary life. This study presents an analysis of code switching and code mixing in an Indonesian influencer who comes from a multicultural family. This study is limited to an oriental bilingual participant. Further studies with local Indonesian individuals are necessary to provide a more comprehensive understanding of how the influence of Indonesian-English mixed language impacts the younger generation in Indonesia.
A Phenomenological Study of EFL Teachers’ Experiences in Putting Multiliteracy Pedagogy through Online Teaching Dina Handrayani; Nunung Suryati; Utari Praba Astuti
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 1 | 2024
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v11i1.34196

Abstract

This research explored the implementation of multiliteracy pedagogy during online teaching in higher education. A qualitative method was used with interviews, observation, and document analysis. Five EFL teachers who taught reading and writing courses were the participants. Findings showed that the teachers utilized strategies in the class during online learning, like integrating students' prior knowledge with the new material, using students' and teachers' center methods, creating strategies to build students' critical thinking, and giving students projects. However, in scaffolding dimensions, some teachers argued that face-to-face learning was the more appropriate way to maximize scaffolding. Adapting the framework of the New London Group (1996), Kalantzis and Cope (2005), and Cope and Kalantzis (2015), the result indicated that five EFL teachers implemented multiliteracy pedagogy by using different strategies: creating an enjoyable environment in situated practice, utilizing many multimodalities in overt instruction, building students' critical thinking in critical framing, and existing knowledge and skills into students' project in transformed practice, and others. Based on the results, several suggestions will be valuable to future researchers: integrating multiliteracy pedagogy into other courses and investigating multiliteracy pedagogy in online and face-to-face learning.
STUDENTS’ PREFERENCE OF DIGITAL OR PRINTED BOOKS/READING MATERIALS Kharisma, Alfiah; Wulyani, Anik Nunuk; Astuti, Utari Praba
J-ELLiT (Journal of English Language, Literature, and Teaching) Vol 5, No 2 (2021)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um046v5i22021p38-46

Abstract

This survey study aims to obtain information associated with the 7th graders' preference for reading digital/online and printed books. The data was obtained from an online questionnaire which was distributed to the 7th graders of one state junior high school in Lumajang Regency. The findings of this study shows that the majority of the students prefer to read printed books/reading materials rather than the digital books. This indicates that it is important for both teachers and students to understand what types of books are appropriate to improve students’ knowledge in the learning process.
Booksnaps or Ms Word? Which One Is Better in Developing Reading Comprehension across Critical-Creative Thinking Levels Yohana, Elva; Cahyono, Bambang Yudi; Suryati, Nunung; Astuti, Utari Praba
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.2791

Abstract

The study investigates which of the two summary writing techniques (one using BookSnaps and the other using MS-Word) affects reading comprehension performance better than the other.  It also examines whether or not level of critical-creative thinking skills affects the results. This study used a causal-comparative design. Two groups of students were involved in this study and after the treatment they were tested on their reading comprehension performance across critical-creative thinking skill levels. The results showed that the reading comprehension performance of the two groups of students were not different significantly regardless of the summary writing techniques used. The results also showed that students with high level of critical-creative thinking skill outperformed the students with low critical-creative thinking skill in each of the two groups. This implies that teachers might use either BookSnaps or MS- Word to train the students in summary writing. However, when dealing with students with low critical-creative thinking level, the teachers might give more time in the process of summary writing or give assistance to students who need it when applying either BookSnaps of MS-Word.
Co-Authors A. Effendi Kadarisman, A. Effendi Adani Shabrina Ali Saukah Amin Kurdi Anik Nunuk Wulyani Atmarita Atmarita Bambang Yudi Cahyono Callista Buena Sinamo Carinta Rizki Yuniar Dina Handrayani Edi Suharyadi Ekaning Dewanti Laksmi El Khoiri, Niamika Elva Yohana Farouq Aji Subroto Francisca Maria Ivone Furaidah Handrayani, Dina Johannes Ananto Prayogo Kharisma, Alfiah Kummala, Alvina Zulfa Lucia Geneviave Bella Shinta Luthfi Mahdya Susanti Mahbubah, Nisa Mirjam Anugerahwati Mohammad Adnan Latief Mohammad Adnan Latief Mohammad Adnan Latief Mubarok, Ahsin Fahmi Mubarok, Ahsin Fahmi Muhammad Adnan Latief Muhammad Agradean Triyono Muhammad Dzulfiqar Praseno Nisa Mahbubah Nova Ariani Nunung Suryati Pratama, Satria David Rendhi Fatrisna Yuniar Rida, Asfina Roisul Khoiriyah Sabila Nahari Sakinah Aprilia Dewi Satria David Pratama Septemdira Intan Sari Suprobowati Sinamo, Callista Buena Siti Muniroh Siti Muniroh Sri Andreani Sri Rachmajanti Susanti, Luthfi Mahdya Utami Widiati Utami, Revita Putri Windha Aestetika Wulandari Yazid Basthomi Yossy Sunda Permatasari Yulizar Yulizar Zulkhoir Siregar