Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Journal of English Language Studies Ranah: Jurnal Kajian Bahasa Indonesian Journal of English Language Teaching and Applied Linguistics
Emi Emilia
Indonesia University of Education
Languange, Linguistic, Communication & Media Social Sciences

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search
Journal : Journal of English Language Studies

 1 
Genre Pedagogy to the Teaching of Academic Writing in Tertiary Level and Cognitive Empowerment Murti Ayu Wijayanti; Emi Emilia; Wawan Gunawan
Journal of English Language Studies Vol 2, No 2 (2017): Available online in September 2017
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (320.609 KB) | DOI: 10.30870/jels.v2i2.2239

Abstract

This paper reports a small part of the study which focuses on the use of genre pedagogy to the teaching of writing research proposal as one of academic texts in tertiary level. This study aims at finding out how genre pedagogy can empower students cognitively through their abilities in writing research proposal. A case study involving fifteen students in one university in Banten taking Research on ELT subject was conducted using classroom observation and related documents, such as researcher‟s field notes and students‟ journal. The classroom observation and related documents analysis result showed that the students were cognitively empowered through the teaching cycles of genre pedagogy through various activities which encouraged their cognitive processes. Thus, genre pedagogy can empower students cognitively through its various learning activities and texts examples.Keywords: academic writing; cognitive empowerment; genre pedagogy
Self-concept of EFL Pre-service Teachers: A Reflection from a Teacher Practicum in Indonesia Context Dina Rachmawati; Emi Emilia; Iwa Lukmana
Journal of English Language Studies Vol 2, No 1 (2017): Available online in March 2017
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v2i1.1589

Abstract

This study is intended to determine the self-concept of English Foreign Language (EFL) Pre-service Teachers. The self-concept used in this study was adapted from the self-concept of Burns, (1982) and the Teachers’ Competence of Indonesia Government Regulation no. 19 article 28 (2005). The self-concept is divided into three aspects: academic self-concept, which is comprised of pedagogic and professional self-concept, social self-concept, and emotional self-concept. The data was collected through the five Likert-scale of closed-ended questionnaire. The questionnaire contains thirty items which represent the aspects of self-concept. The questionnaire was distributed to fifty participants of a pre-service program of English Education Department of Indonesia University of Education. Descriptive statistics were used to analyze the data. The findings show that most of the participants in this study have medium and high average on the three aspects of self-concept. The findings suggest that the participants of this study perceive themselves as prospective English teachers positively. Key words: Pre-service Teachers; Pre-service teaching program; Self-concept
Co-Authors Aunurrahman Dina Rachmawati Gunawan, Wawan Iwa Lukmana Karima Putri Rahmadina Maliqul Hafis Murti Ayu Wijayanti Sahrawi, Sahrawi