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All Journal Language Circle : Journal of Language and Literature JP3 (Jurnal Pendidikan dan Profesi Pendidik) E-Dimas: Jurnal Pengabdian kepada Masyarakat ETERNAL: English Teaching Journal Wanastra : Jurnal Bahasa dan Sastra Journal of Educational Research and Evaluation Mimbar Ilmu Indonesian Journal on Learning and Advanced Education (IJOLAE) International Journal of Educational Review Edunesia : jurnal Ilmiah Pendidikan Prominent : Journal of English Studies SALEE: Study of Applied Linguistics and English Education Journal of English Education and Linguistics International Journal of Research in Education (IJRE) Indonesian Journal Of Educational Research and Review JOEL: Journal of Educational and Language Research Proceeding of International Conference on Science, Education, and Technology Journal of Nonformal Education International Journal of Research in Education (IJRE) ETERNAL: English Teaching Journal
Entika Fani Prastikawati
English Department, Universitas PGRI Semarang
Humanities Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Illocutionary Acts in Retno Marsudi’ Speech at the General Debate of the 78th Session of the United Nations General Assembly Putri, Rossa Dwi Nova; Prastikawati, Entika Fani; Hawa, Faiza
Language Circle: Journal of Language and Literature Vol 18, No 2 (2024): April 2024
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v18i2.50286

Abstract

This study focuses on analyzing the illocutionary acts present in Retno Marsudi’s speech during the general debate of the 78th session of the United Nations General Assembly. This study aims to describe the types of illocutionary acts employed, discerning the most and least frequent types as well as their implications. The data were analyzed by the descriptive qualitative method, and collected by finding out the video, watching the video, transcribing the speech video, and then identifying the data that were related to the theory. The writers used Searle’s theory for the types of illocutionary acts, which categorizes illocutionary acts into five types: representative, directive, commissive, expressive, and declarative. The findings from the study revealed that there are a total of 87 data points found in the speech, with directive acts being the most dominant with a total of 37 (42,5%), followed by representative at 27 (31%), commissive at 13 (15%), declarative at 6 (6,9%), and expressive being the least dominant at 4 (4,6%). The findings indicate that directive acts are primarily used to convey urgent messages and prompt action, while expressive acts are the least dominant, reflecting Retno Marsudi’s emphasis on advocating for action rather than expressing personal emotions or attitudes.
Fostering Effective Teaching Practices: Integrating Formative Assessment and Mentorship in Indonesian Preservice Teacher Education Entika Fani Prastikawati; Moses Adeleke Adeoye; John Charles Ryan
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 6, No. 2, May 2024
Publisher : Faculty of Teacher Training and Education, Universitas Muhammadiyah Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v6i2.23431

Abstract

The paper explores the implementation and effectiveness of formative assessment strategies to decorate the mastery of teaching competencies among preservice teachers in Indonesia. It specializes in the role of mentoring in guiding and helping preservice teachers efficiently make use of formative assessment practices to improve their instructional techniques and learner studying results. The study investigates the demanding situations and opportunities encountered in integrating formative assessment into the teacher education curriculum and offers guidelines for enhancing the mentorship system. The research method uses a systematic literature review incorporating the evaluation synthesis and guidance for mentors in enhancing the skills and knowledge of future educators in the context of formative assessment. The findings of the current study are exemplified through an analysis of the several facets of formative assessment and its advantages in enhancing teaching and students' acquisition of knowledge. The findings also offer precious insights for teachers, mentors, and policymakers seeking to elevate the best of teacher education packages and continuous professional improvement amongst preservice teachers by guiding them on the rigorous theories and procedures of formative assessment. This study provides a summary of the theoretical contributions and a step-by-step process for implementing formative assessment. It also discusses the implications of formative assessment for assessment education policies and practices in Indonesia.
NURTURING INTERLANGUAGE PRAGMATIC COMPETENCE THROUGH DYNAMIC ASSESSMENT Prastikawati, Entika Fani; Lestari, Maria Yosephin Widarti; Asropah, Asropah
Journal of English Education and Linguistics Vol. 5 No. 2 (2024): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/jeel.v5i2.1999

Abstract

This study investigates the impact of peer-Dynamic Assessment (peer-DA) on the development of interlanguage pragmatic (ILP) competence among Indonesian EFL learners. While pragmatic competence is crucial for appropriate language use, systematic assessment approaches remain limited in the Indonesian EFL context, particularly regarding the integration of instruction and assessment. Through a true experimental design, 43 upper-intermediate EFL learners were randomly assigned to experimental (n=22) and control (n=21) groups. The experimental group received peer-DA instruction emphasizing collaborative scaffolding and reciprocal mediation, while the control group received traditional non-DA instruction. Data collection utilized the Key English Test (KET) for homogenization and dual multiple-choice ILP assessments for pre-and post-testing. Statistical analysis through independent samples t-tests revealed no significant differences between groups in pre-test scores (t(35)=2.92, p>.05). However, post-test results demonstrated significantly higher ILP competence in the experimental group (M=14.79, SD=3.14) compared to the control group (M=8.11, SD=2.78; t(35)=4.47, p<.05). These findings suggest that peer-DA effectively enhances Indonesian EFL learners' pragmatic competence, offering valuable implications for integrating assessment and instruction in EFL pragmatic development.
Transforming Nigeria's Education: Insights from Indonesia's Policy Reinforcement Adeoye, Moses Adeleke; Nurjanah, Ratih Laily; Widiana, I Wayan; Prastikawati, Entika Fani
Mimbar Ilmu Vol. 29 No. 3 (2024): December
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v29i3.73520

Abstract

The Nigerian education system continues to face numerous challenges, including limited access, poor educational quality, and inequalities in learning outcomes. These challenges necessitate effective policy reforms to enhance educational quality and achieve sustainable development goals. This study aims to examine the potential transformation of Nigeria's education system by drawing lessons from the success of educational policy reforms in Indonesia. The study employs a comparative analysis method by examining key elements of Indonesia's educational policies, their implementation strategies, and their impacts on educational outcomes. The analysis explores contextual similarities and differences between the two countries to identify best practices and transferable lessons for Nigeria. Data were gathered from various sources, including policy reports, academic studies, and official publications, and were qualitatively analyzed to provide in-depth insights. The findings reveal that Indonesia's educational policies, such as compulsory education programs, teacher quality improvement initiatives, and the strengthening of vocational education, have positively impacted both access to and quality of education. These practices can be adapted to Nigeria’s context to address similar challenges. However, the implementation of such policies in Nigeria requires adjustments to suit the country’s unique social, economic, and cultural conditions. In conclusion, this study emphasizes that well-directed and sustainable policy reforms can bring transformative changes to a country's education system.
Enhancing Learning: Peer Assessment's Influence on English as a Foreign Language Education in Indonesia Prastikawati, Entika Fani; Adeoye, Moses Adeleke
Mimbar Ilmu Vol. 29 No. 2 (2024): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v29i2.77097

Abstract

The increasing demand for English talent in the worldwide arena, educational systems need to discover effective techniques to beautify language learning. Peer assessment is one approach that can improves students' language abilities. Therefore, this research paper examines the influence of peer assessment on English as a Foreign Language (EFL) education in Indonesia. This study employs a descriptive qualitative approach. Data gathered using observations, structured interviews and document analysis. The collected data are analyzed using a thematic approach. The result found that teachers continue to explore revolutionary pedagogical methods, integrating peer assessment into EFL classrooms can empower students to grow to be extra autonomous and gifted language novices. By embracing the concepts of peer assessment, Indonesia can further improve its role as a hub for English language training and equip its youngsters with the abilities necessary to thrive in a globalized society. In conclusion, peer assessment has the potential to significantly beautify EFL education in Indonesia through energetic learning, fostering language proficiency, and cultivating a culture of collaboration and communication.
Promoting Discovery Learning to Boost the Students’ English Writing in Vocational Schools Aulia, Rahma; Prastikawati, Entika Fani; Ambarini, Ririn
Edunesia : Jurnal Ilmiah Pendidikan Vol. 5 No. 3 (2024)
Publisher : research, training and philanthropy institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v5i3.1074

Abstract

This study aims to examine the impact of implementing the discovery learning (DL) approach on improving students' writing skills in English subjects. The study employed a quantitative method with a quasi-experimental design involving pre-tests and post-tests on two groups: a control group and an experimental group. The population of this study comprised 10th-grade students of Hospitality 1 and 2 at SMK N 6 Semarang in the 2024/2025 academic year, with Hospitality 1 as the control group and Hospitality 2 as the experimental group. In the experimental group, students were taught using the discovery learning (DL) approach, while the control group was taught without it. Data were collected through a writing test on recount texts and a closed questionnaire containing 15 questions to measure students' perceptions of the discovery learning approach. The data analysis, conducted using SPSS 27, revealed that the t-value (9.830) was greater than the t-table value (1.849) at a significance level of 0.025 with 27 degrees of freedom. This indicates that the alternative hypothesis (Ha) is accepted, and the null hypothesis (Ho) is rejected, showing a significant effect of discovery learning on students' writing skills. The questionnaire results demonstrated that students responded positively to this method, stating that discovery learning helped them become more active and engaged in the learning process. In conclusion, implementing the discovery learning (DL) approach significantly improves students' writing skills, making it an effective alternative for enhancing writing abilities in English language learning. The implication of this study suggests that teachers are encouraged to integrate discovery learning into their teaching strategies to foster active student participation and achieve optimal learning outcomes.
Enhancing EFL Education: The Role of Metadiscourse in Language Assessment Entika Fani Prastikawati; Moses Adeleke Adeoye
Journal of Education Reseach and Evaluation Vol 8 No 3 (2024): August
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v8i3.77923

Abstract

This study was motivated by students' low ability to write and communicate effectively in English. This study aims to analyze the effect of metadiscourse on language assessment in the context of EFL (English as a Foreign Language) education. This study is a qualitative research. The subjects involved in the study were students learning English as a foreign language. The data collection method was through a robust literature review to establish basic knowledge of metadiscourse and its significance in language assessment. The review also included important works on metadiscourse language evaluation theory and research investigating the relationship between metadiscourse and language skills proficiency. Using a comparative perspective, the analysis of data from language assessment utilizes pass-linguistic and pass-cultural insights to complement the knowledge of metadiscourse in EFL education. By analyzing how metadiscourse operates in specific languages and cultural contexts, the researchers found widespread patterns in addition to particular language variations in the use of metadiscourse. The results showed that metadiscourse plays an important role in shaping students' language skills ability, discourse competence, and universal communicative effectiveness. In conclusion, integrating metadiscourse in language evaluation provides great hope for improving EFL training and promoting stronger language consequences.
STUDENTS’ PERCEPTIONS TOWARD ANIMATED VIDEOS-BASED TEACHING MATERIALS (A STUDY CASE IN SEVENTH GRADE) Apriati, Rahayu; Prastikawati, Entika Fani; Hawa, Faiza -
Prominent Vol 6, No 2 (2023): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v6i2.10201

Abstract

Abstract:Technology has very important rules in our learning activities nowadays. It can be used for learning media in the EFL classroom. One of the blended learning media in the Merdeka Curriculum that can be used today is animated video. This study’s purpose is to investigate students’ perception of animated video-based teaching materials in seventh-grade students. This study of qualitative research with a survey design using an online questionnaire as an instrument.  The result of this study shows students’ perception of animated video-based teaching materials in the seventh grade has fulfilled the Technology Acceptable Model (TAM). The results showed that 33 students agreed to animated video as a medium of learning. It showed the highest percentage of pronouncement of agreement. The data analyst found that students’ perception through animated videos has five components of TAM which showed the pronouncement of agreement. In addition, an animated video was effectively used as media for learning. In this case, the researcher found the research in the Junior High School of SMP Negeri 6 Semarang. In this study, it can be implied that animated video is available to use in learning English-based teaching materials.
Picture-Cued Sequence Task: How Does It Effect to Students’ English Writing Ability? Lala Septyaningrum; Wiyaka Wiyaka; Entika Fani Prastikawati
International Journal of Research in Education Vol. 4 No. 2 (2024): Issued in July 2024
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v4i2.816

Abstract

The research aimed to find out the effect of picture-cued sequence tasks (PCST) in improving students’ writing ability and the students’ perspectives on the use of PCST in writing. This research carried out quantitative method and quasi experimental design, conducted by using pre-test, treatment, and post- test. The researchers also gave the closed questionnaire to the class who were taught by using PCST. The population was the 8th students of SMP N 6 Semarang in the academic year 2024/2025. The samples were 8F as a control group and 8H as an experimental group. The control group was taught without using PCST; however, the experimental group was taught by using PCST. The data was collected by giving the writing test about recount text and closed questionnaire to 8H class. The researchers analyzed the collected data by using a t-test. The result of data analysis showed that the value of t-count higher than t-table (9.976>2.042) at the level of significant of a 0,025 and degree of freedom is 31. It means that the (Ha) was accepted and (Ho) was rejected. To add, the result of closed questionnaire also proved that the use of PCST have an effectiveness in improving students’ writing ability.
Edmodo as Technology-Based Formative Assessment: How it Enhances Reading Comprehension Fani Indriya Nuraini; Jafar Sodiq; Entika Fani Prastikawati
International Journal of Research in Education Vol. 5 No. 1 (2025): Issued in January 2025
Publisher : LPPM Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/ijre.v5i1.1368

Abstract

This study investigates the effectiveness of Edmodo as a technology-based formative assessment tool in enhancing students’ reading comprehension. Employing a quasi-experimental design, the research involved two groups of junior high school students: an experimental class and a control class, each consisting of 30 students. While the control class employed traditional formative assessment methods, which included direct question-and-answer sessions during face-to-face instruction, the experimental class integrated Edmodo as a platform for technology-based formative assessment. Reading comprehension tests, administered as pre-tests and post-tests, served as the primary data collection instrument. The data were analyzed using SPSS 23 for descriptive statistics, N-gain, and t-test to assess the impact of the intervention. Results revealed that the experimental class, which utilized Edmodo, demonstrated significantly higher improvements in reading comprehension compared to the control class. The N-gain analysis highlighted a substantial increase in the experimental group’s performance, indicating the effectiveness of Edmodo in supporting student engagement and understanding of reading materials. This study underscores the potential of technology-based formative assessments, particularly through platforms like Edmodo, in creating interactive, timely, and student-centered learning environments. By providing immediate feedback and fostering collaborative learning, Edmodo enhances students’ comprehension skills, thereby offering an innovative approach to formative assessment in English language teaching. These findings advocate for the integration of digital tools into assessment practices to improve learning outcomes in reading comprehension.
Co-Authors AB Prabowo Kusumo Adi Abdullah Al Azhar Abimbowo, Yusuff Olatunji Adeoye, Moses Adeleke Adeseko Sunday OLAIFA Ajeng Setyorini Anisa Juni Fidriani Apriati, Rahayu Asropah Asropah Aulia, Rahma Bagus Ardi Saputro Dias Andris Susanto Dyah Nugrahani Fadhila Yonata Faiza Hawa Fani Indriya Nuraini Hawa, Faiza - I Wayan Widiana Ihsani, Muwafiqul Indah Nofitasari Jafar Sodiq Januarius Mujiyanto John Charles Ryan Lala Septyaningrum Lestari, Maria Yosephin Widarti Maria Yosephin Widarti Lestari Moses Adeleke Adeoye Moses Adeleke Adeoye Moses Adeleke ADEOYE Muhammad Shofri Firdaus Munadhiroh, Siti Mursid Saleh Ngasbun Egar Nur Cholifah Putri, Dzinnuraini Maulina Putri, Rossa Dwi Nova Rahayu, Widiyanti Rasheedat Modupe Oladimeji Ratih Laily Nurjanah Ratna Kusumawardhani Rini Maulidhawati Ririn Ambarini Riwayatiningsih, Rika Rizal Rinaldi Silitonga, Lusia Maryani Siti Musarokah Siti Sakdidah Sri Suciati Sri Wuli Fitriati Theresia Cicik Sophia Budiman Wiyaka Wiyaka Wiyaka Wiyaka Wiyaka Wiyaka Wiyaka