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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 Bahasa dan Seni: 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
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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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.
Effect of Flipped Classroom Model on Indonesian EFL Students’ Writing Achievement across Cognitive Styles Mubarok, Ahsin Fahmi; Cahyono, Bambang Yudi; Astuti, Utari Praba
Dinamika Ilmu Vol 19 No 1 (2019): Dinamika Ilmu, 19(1), June 2019
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (335.406 KB) | DOI: 10.21093/di.v19i1.1479

Abstract

Recently, there have been a lot of studies examining the effect of the application of flipped classroom model. However, most of the studies focused on students’ achievement without much regard on cognitive styles. This study was aimed to investigate the effect of flipped classroom model on Indonesian EFL students’ writing achievement across cognitive styles (i.e., field dependent and field independent). It involved 58 university students from two intact classes which were divided into experimental and control groups. Both groups were given a pre-test and a post-test to know their writing achievement before and after treatment. The results of the study revealed that the mean score of the students from the experimental group was significantly higher than that of the students from the control group (p < 0.016). This study also uncovered the significantly different interaction of students from each cognitive style.
The Effect of Using Jigsaw Type II Technique on Junior High School Students’ Reading Comprehension Achievement Muhammad Agradean Triyono; Utari Praba Astuti; Siti Muniroh
Didaktika: Jurnal Kependidikan Vol. 13 No. 4 Nopember (2024): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.1121

Abstract

The purpose of this study was to analyze the effect of using Jigsaw Type II Technique on reading comprehension achievement of junior high school students. A quasi-experimental design with post-test only design was used to investigate whether there is a significant effect of using Jigsaw Type II Technique on the Reading Comprehension Achievement of Junior High School Students at SMP 1 Kedungjajang. The total number of research participants was 51 students. The experimental class consisted of 25 students and the control class consisted of 26 students. The research participants were selected using cluster random sampling by lottery based on the homogeneity test results. Class VII A (25 students) was designated as the experimental class and class VII C (26 students) was designated as the control class. The data for this study were collected from students' reading comprehension tests, interviews and documentation. The reading comprehension test results were collected and analyzed using the independent sample t-test formula through the SPSS computing system. The result of this study is that there is a significant effect of using Jigsaw Type II Technique on the reading comprehension achievement of junior high school students. The findings of this study provide pedagogical and empirical implications. Pedagogically, English teachers can consider using Jigsaw Type II in teaching reading comprehension because it can provide positive effects during the teaching and learning process.
Code Switching and Code Mixing: An Analysis in Boy William’s Reality Show ‘The Family’ Sinamo, Callista Buena; Astuti, Utari Praba; Ivone, Francisca Maria
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.
EFL teacher beliefs in boosting students’ critical thinking Kummala, Alvina Zulfa; Anugerahwati, Mirjam; Astuti, Utari Praba
JEES (Journal of English Educators Society) Vol 7 No 1 (2022): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v7i1.1522

Abstract

The urgency of teaching critical thinking skills to the students currently cannot be neglected. The teacher holds essential role to prepare them to have great soft skills for their future lives. No matter what they want to be or what discipline of knowledge they want to emphasize, the ability to think critically will be beneficial for them. Hence, this paper aims to dig up teacher beliefs about the notion of critical thinking and how to teach it to the students. This research focused on EFL teachers of secondary level in Indonesia, particularly in Malang. By utilizing questionnaire and interview to collect the data, the results demonstrated that: (1) there are 85% of respondents believe in the importance of teaching critical thinking skills in secondary school area. (2) EFL teachers believed that it is very crucial for the teachers themselves to have the ability to think critically before teaching to their students, (3) they believed that by providing numerous activities such as debate, avoiding ‘lecturing’, problem solving and others could boost the students’ thinking skills. HIGHLIGHTS: Teachers have strong beliefs in the importance of critical thinking skills for the students Teachers should have the competence to think critically at first time Teachers should have the ability to provide various activities that can train the students to be critical thinkers.
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 : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

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.
A Phenomenological Study of EFL Teachers’ Experiences in Putting Multiliteracy Pedagogy through Online Teaching Handrayani, Dina; Suryati, Nunung; Astuti, Utari Praba
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.
Animation Videos as a Pre-writing Stimulus: A Quasi-Experimental Study on Secondary School Students in Medan-Indonesia Sinamo, Callista Buena; Astuti, Utari Praba; Ivone, Francisca Maria
Jurnal Pendidikan Progresif Vol 14, No 1 (2024): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

Abstract

Abstract: Animation Videos as a Pre-writing Stimulus: A Quasi-Experimental Study on Secondary School Students in Medan-Indonesia. Objectives: This study aims to reassess the effectiveness of  animation videos as a stimulus during pre-writing phase on tenth graders’ writing skills. Methods: Employing a quasi-experimental research design, the study applied t-test and effect size analysis within a quantitative approach. Through non-random sampling, two intact classess of 30 tenth graders each were assigned to the control and experimental groups. Pre- and post-tests, focusing on the ability to write a procedure text in the tips genre, were conducted to collect data. Findings: The research findings indicated a significant difference in the writing scores of tenth graders who underwent process writing with animation videos during pre-writing, compared to those without such intervention. Particularly noteworthy were substantial differences observed in the organization aspect, while the least difference was noted in language aspect. Conclusion: This study suggests the essential role of  animation videos as a brainstorming stimulus in retrieving linguistic and topic knowledge for the students to effectively organize  and communicate  their ideas. Implications of these results for the involvement of animation videos during pre-writing in EFL settings are discussed. Keywords: EFL writing; secondary Indonesian students; writing skillsDOI: http://dx.doi.org/10.23960/jpp.v14.i1.202449
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 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 Revita Putri Utami 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 Suharyadi Susanti, Luthfi Mahdya Utami Widiati Windha Aestetika Wulandari Yazid Basthomi Yohana, Elva Yossy Sunda Permatasari Yulizar Yulizar Zulkhoir Siregar