Articles
<![CDATA[Secondary School Students’ Perception on Edmodo as Online Learning Platform in English Learning ]]>
<![CDATA[Prastikawati, Entika Fani]]>;
<![CDATA[Wiyaka, Wiyaka]]>;
<![CDATA[Lestari, Maria Yosephin Widarti]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 16, No 2 (2022): April 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v16i2.33712
<![CDATA[Considering the students as digital-natives, the integration of technology in English language learning is needed. It is in line with the 21 -century students required-skills that they have to master information communication and technology (ICT). Hence, Edmodo has been used by English teachers in secondary schools as an online learning platform to support and reach their learning objectives today. This current study aims to look over the secondary students’ perception on the use of Edmodo in English learning. To reach this purpose, a mixed-method approach was applied. Forty students from four different secondary/junior high schools were involved in this study. In collecting the data, a closed-questionnaire consisted of 13 items and a semi-structured interview were carried out. The finding reveals that Edmodo was positively and wellperceived by the secondary students as an acceptable online learning platform for their English learning. Even the problem of an internet connection arises, most of the students admit Edmodo assists them in saving their learning time, reducing learning boredom, and creating better English learning.]]>
<![CDATA[Arguing Dialogically: Engagement Resources Used in an Indonesian Senior Secondary EFL Textbook ]]>
<![CDATA[Yonata, Fadhila]]>;
<![CDATA[Prastikawati, Entika Fani]]>
<![CDATA[ Language Circle: Journal of Language and Literature Vol 16, No 2 (2022): April 2022 ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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DOI: 10.15294/lc.v16i2.34133
<![CDATA[The current study aims to disclose how arguments of writer and sources of other voices are generated in the pedagogical-proposed texts in the textbook under appraisal analysis. While a plethora of studies on evaluation of interpersonal linguistic features or Engagement resources used in students’ writings in tertiary context, little studies focus on senior secondary level. To fill this niche, this study investigates Engagement resources of expository text in Indonesian mandatory EFL textbook which is used as model or sample for writing section. Students in this level may not be expected to produce good arguments since they are actually in progress to learn how to articulate their ideas through certain genres. Considering this condition in mind, the sample or model text used in the classroom is crucial. Following appraisal framework (Martin White, 2005), two exposition texts are generated as source data in attempt to investigate linguistic features and strategy of the textual voice in expressing authorial or external voices. The findings suggest the needs of evaluation of text provided in textbook from the lens of appraisal analysis as an alternative and it is also recommended for teachers as facilitator in writing exposition text to overtly take Engagement resources into account in teaching process in order to facilitate students’ writing with intertextuality.]]>
<![CDATA[Charade Game: Does it Impact Students’ Writing Ability? ]]>
<![CDATA[Abdullah Al Azhar]]>;
<![CDATA[Entika Fani Prastikawati]]>;
<![CDATA[Siti Musarokah]]>
<![CDATA[ ETERNAL (English Teaching Journal) Vol 14, No 1 (2023): February ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/eternal.v14i1.13677
<![CDATA[Modern English instruction must show a developing strategy to motivate and inspire pupils. Introducing games into the teaching and learning process is an option for reducing student boredom. The game of Charade is one alternate teaching strategy that can be used to teach English writing and improve students' writing skills. This study utilized the Charade game as a teaching method for writing. Utilizing a pre-test and post-test, a quasi-experimental research method was implemented. 30 students were assigned to each of the control and experimental groups, for a total of 60. After a series of interventions, students' writing skills were assessed. The outcome of quantitative data analysis was performed using SPSS 25. Compared to the control group, the experimental group demonstrates a considerable change and improvement in writing skills. The significant improvement of the experimental group demonstrates the efficacy of the Charade game as a method for teaching writing.]]>
<![CDATA[ILLOCUTIONARY ACTS REALIZED IN ANGELINA JOLIE’ SPEECH “EQUALITY FOR WOMEN” ]]>
<![CDATA[Indah Nofitasari]]>;
<![CDATA[Dyah Nugrahani]]>;
<![CDATA[Entika Fani Prastikawati]]>
<![CDATA[ JOEL: Journal of Educational and Language Research Vol. 2 No. 7: Februari 2023 ]]>
Publisher : <![CDATA[Bajang Institute ]]>
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<![CDATA[The purpose of this research is to find out what kind of illocutionary act that found in Angelina Jolie’s speech video and what is the frequent type of illocutionary act that used by Angelina Jolie on her speech “Equality for Women”. Descriptive qualitative method was used to investigate and describe Illocutionary Act of Angelina Jolie’s Speech: Equality for Women. The data of this study collected by analyzing the data from the video of Angelina Jolie’s speech entitled “Equality for Women”. From this study the researchers found that there are several kind of illocutionary act that used by Angelina Jolie on her speech such as declarative (3,1%), commissive (14%), directive (9,3%), expressive (18,7%), and representative (54,6%). The most frequent type of illocutionary act that Angelina Jolie used is representative with 35 data (54,6%). From the finding, it can be seen that the most frequent of illocutionary act found in Angelina Jolie speech video “Equality for Woman” was representative type. Angelina as a UN Defense emphasized reports and real facts abot issues and case of gender equality that was happenned around the world. By delivering this speech, Angelina Jolie provided a real overview about gender equality cases and issues. In line with the issues stated by Angelina, she expects that people will be more aware of gender equality and what they can do as a form of their contribution in helping realise the goals of the UN and people can better understand their rights in the future.]]>
<![CDATA[Grammatical Errors Analysis on Students’ Descriptive Texts ]]>
<![CDATA[Siti Sakdidah]]>;
<![CDATA[Entika Fani Prastikawati]]>;
<![CDATA[Faiza Hawa]]>
<![CDATA[ Wanastra: Jurnal Bahasa dan Sastra Vol 15, No 2 (2023): September ]]>
Publisher : <![CDATA[LPPM Universitas Bina Sarana Informatika ]]>
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DOI: 10.31294/wanastra.v15i2.15602
<![CDATA[Writing and grammar become students' difficulties in learning English. The purpose of this article is to identify the types of grammatical errors that students make. The methodology is descriptive-qualitative. This research is based on descriptive text written by class VII students of SMP Negeri 6 Semarang as a data source. Information was analyzed using Dulay's (1982) error theory and a taxonomy of surface strategies. The results show that the most common type of grammatical error is omission, accounting for 56 errors and about 57% of all errors. Thus, there are 20% addition errors, 14% information errors, and 9% misordering errors. The reason why omission is higher and misordering is most rarely found is because in omission, students are less thorough in using punctuation, articles, prepositions, capital letters, and the simple present tense. Furthermore, misordering was found to be very rare because students misplaced grammar, such as when using word-to-word translation from Indonesian to English.]]>
<![CDATA[Language Assessment Course: Impact on Pre-service EFL Teachers’ Language Assessment Literacy ]]>
<![CDATA[Entika Fani Prastikawati]]>;
<![CDATA[Januarius Mujiyanto]]>;
<![CDATA[Mursid Saleh]]>;
<![CDATA[Sri Wuli Fitriati]]>
<![CDATA[ International Conference on Science, Education, and Technology Vol. 7 (2021) ]]>
Publisher : <![CDATA[Universitas Negeri Semarang ]]>
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<![CDATA[Being an assessment literate has never been as critical and crucial as it is today. The existence of a language assessment course has been obligatory for the English education department to support the development of pre-service EFL teachers’ language assessment literacy. This study is intended to examine the impact of a language assessment course on pre-service EFL teachers’ language assessment literacy. A total of 134 pre-service EFL teachers completed Assessment Literacy Inventory (ALI) as pre-test and post-test of assessment literacy measures. To measure the significant difference in language assessment literacy, a series of dependent sample t-test was carried out. The result revealed a significant improvement in language assessment literacy after pre-service EFL teachers completed their language assessment course. Certain aspects of Standard in assessment literacy were in non-significant development.]]>
<![CDATA[From Overwhelm to Success: Empowering Educational Personnel with Microlearning and Self-Paced Training to Maximize Performance and Avoid Burnout ]]>
<![CDATA[Moses Adeleke Adeoye]]>;
<![CDATA[Entika Fani Prastikawati]]>;
<![CDATA[Rasheedat Modupe Oladimeji]]>;
<![CDATA[Adeseko Sunday Olaifa]]>
<![CDATA[ International Journal of Educational Review Vol. 6 No. 1 (2024): INTERNATIONAL JOURNAL OF EDUCATIONAL REVIEW ]]>
Publisher : <![CDATA[Unib Press ]]>
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DOI: 10.33369/ijer.v6i1.31228
<![CDATA[This study investigates how self-paced training and microlearning can empower teachers, improve their output, and keep them from burning out. The heavy workloads and high levels of stress that teachers and administrators, commonly experience can negatively impact their general well-being and capacity to perform their professions efficiently. This study explores the possibility of self-paced training and microlearning as tools to empower educational personnel to solve these issues. The distribution of brief, bite-sized learning modules that concentrate on particular subjects or abilities is referred to as microlearning. Due to the modules' quick completion times and ease of access, educators can accommodate learning into their already hectic schedules. Self-paced training gives people the freedom to learn at their own pace and customizes and adapts their learning process. Through the use of self-paced training and microlearning, educational staff members can acquire critical knowledge and skills in a convenient and customized way. Furthermore, by enabling educators to prioritize their professional growth and manage their workload, these training methods can assist in avoiding burnout in the classroom. The study will also investigate the possible obstacles and difficulties that educators may encounter while introducing microlearning and self-paced training. To sum up, self-paced training and microlearning have the power to completely change how educators acquire knowledge and grow as professionals. Teachers can enhance their performance, knowledge, and skills by implementing these tactics, which will help students and the educational system as a whole.]]>
<![CDATA[Simplifying the Puzzle: How Computational Thinking and Abstraction Can Help Teachers Conquer Classroom Complexity ]]>
<![CDATA[Adeoye, Moses Adeleke]]>;
<![CDATA[Prastikawati, Entika Fani]]>
<![CDATA[ International Journal of Research in Education Vol 4, No 1 (2024): Issued in January 2024 ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/ijre.v4i1.17487
<![CDATA[The investigation examines the utilization of abstraction and computational thinking by educators to effectively navigate the complexities encountered in the educational setting. It underscores the significance of these cognitive capacities in the examination and determination of intricate issues. To facilitate students in problem-solving and decision-making, educators can utilize computational thinking to break down challenging issues into more manageable components. Two capacities that educators can utilize to apply their knowledge in various circumstances are the identification of patterns and the extrapolation of abstract notions. This research study demonstrated the utility of abstraction and computational thinking in equipping educators with the necessary tools to address classroom issues, which is particularly valuable for curricula focused on training future educators. The study not only identifies potential challenges but also offers recommendations for overcoming the difficulties that teachers may encounter when implementing these ideas in the classroom. By employing these tactics and recommended solutions, educators can help students improve their analytical, problem-solving, and critical thinking abilities, thus preparing them for the challenges of the digital era.]]>
<![CDATA[Integrating Culturally Responsive Teaching (CRT) and Pancasila Students’ Profile Strengthening Project to Teach Advertisement Text in Senior High School ]]>
<![CDATA[Ihsani, Muwafiqul]]>;
<![CDATA[Prastikawati, Entika Fani]]>
<![CDATA[ International Journal of Research in Education Vol 4, No 1 (2024): Issued in January 2024 ]]>
Publisher : <![CDATA[Universitas PGRI Semarang ]]>
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DOI: 10.26877/ijre.v4i1.16007
<![CDATA[On teaching advertisement text, the teacher found the opportunity to make students enthusiastic to learn advertisement text, namely by integrating it to Pancasila students’ profile strengthening project with the theme of entrepreneurship. This integrated educational approach is put into practice by pre-service English teacher of Teacher Professional Education program at Public Senior High School 14 Semarang on teaching advertisement text. The implementation of CRT optimized the theories of Gay (2018) and the strategy from Irizarry(2015). The researchers focused to map the local wisdom culture especially the traditional food of Central Java province, Indonesia. The aim of this study was to use the CRT approach to teach advertisement text by doing the collaboration with P5 project. In light of this, the qualitative descriptive technique was chosen for the research design. The populations of this study were 10th grade students of Public Senior High School 14 Semarang. The samples used in this study were 10th grade students of Public Senior High School 14 Semarang at X-9 class. The results of this research mentioned five stages namely preparing and conditioning the class, explaining the local food branding, presenting the draft of local food advertisement target, monitoring the progress, and performing the outcomes. This research also revealed that the integration of CRT in English subjects, especially advertisement text with Pancasila students’ profile strengthening project successfully encourage the cultural sensitivity, especially traditional food. The teacher favorably acts as a facilitator who knows and assesses the mapping of the students’ original culture.]]>
<![CDATA[Socrative as Online Formative Assessment to Foster Reading Comprehension ]]>
<![CDATA[Putri, Dzinnuraini Maulina]]>;
<![CDATA[Prastikawati, Entika Fani]]>;
<![CDATA[Wiyaka, Wiyaka]]>
<![CDATA[ SALEE: Study of Applied Linguistics and English Education Vol. 4 No. 1 (2023) ]]>
Publisher : <![CDATA[STAIN Sultan Abdurrahman Kepulauan Riau ]]>
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DOI: 10.35961/salee.v4i1.582
<![CDATA[The use of technology in education plays a vital role in language assessment. The change in educational adjustment during the COVID-19 period requires teachers to use technology in learning. The teachers need to know the effect of students' achievement and students' perceptions in using online assessment tools. This research aimed to investigate the students' improvement of reading comprehension and students' perception of Socrative as an online formative assessment. This study applied a quasi-experimental design and a closed questionnaire to collect data. Two classes consisted of 32 students (16 students in the control class; 16 students in the experimental class) who participated in this study in SMA Negeri 1 Cepiring, Central Java, Indonesia. The collected data were then analyzed quantitatively using SPSS 23. The result showed that Socrative effectively improves the students' reading comprehension. Socrative is effective as an alternative online formative assessment in improving the students' reading comprehension compared to the paper-based formative assessment. Another result revealed positive perceptions of Socrative as an online formative assessment for improving students' reading comprehension. They claimed that Socrative brings a new atmosphere and innovative formative assessment process that helps improve students' reading comprehension. For facts, Socrative can be considered as an innovative and effective online formative assessment that is worthed to apply by the english teachers or educators.]]>
