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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Reflective Proceeding of International Conference on Art, Language, and Culture Journal of Language Learning and Research (JOLLAR) Jurnal Kiprah JOURNAL OF ENGLISH FOR ACADEMIC Jurnal Bisnis Terapan International Journal of Engineering, Technology and Natural Sciences (IJETS) International Journal of Business, Humanities, Education and Social Sciences (IJBHES) Journal of Language, Literature, and English Teaching (JULIET) Journal of Language Learning and Research ACCENTIA: Journal of English Language and Education Pancaran Pendidikan
Dewi Nopita
Universitas Maritim Raja Ali Haji, Indonesia
Arts Humanities Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Mechanical Engineering Physics Social Sciences Other

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THE INFLUENTIAL FACTORS OF SECOND LANGUAGE LEARNING FOR ADOLESCENT LEARNERS Nopita, Dewi
Reflective Vol 3 (2012)
Publisher : Reflective

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Abstract

While many discussions about learning a second languagefocus on teaching methodologies, little emphasis is given tothe influential factors—individual, social, and societal—thataffect students’ learning. These influential factors can be consideredfrom the perspective of the language, the learner, andthe learning process. This digest discusses these perspectivesas they relate to learning any second language, with a particularfocus on how they affect adolescent learners of Englishas a second language.
Washback in EFL Writing Courses: A Reflective Teaching at English Education Study Program of Teacher Training and Education Faculty of Universitas Maritim Raja Ali Haji Nopita, Dewi
Journal of Language Learning and Research (JOLLAR) Vol 3 No 1 (2019)
Publisher : Department of Indonesian Language Education, Graduate School, University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (661.545 KB)

Abstract

Washback is one of the principles of language assessment. It is the effects of an assessment on teaching and learning prior to the assessment itself, that is, on preparation for the assessment (Brown, 2004). This article aims at describing washback in EFL writing courses at English study program of teacher training and education faculty of Universitas Maritim Raja Ali Haji (UMRAH). The description was got from my own experiences and another writing lecturer?s. To get a more detail description from another lecturer, I interviewed him and his students dealing with the assessment done during the course as well as its impact towards the teaching and learning. Futhermore, I did observation on the improvement of the students? task and test scores. Finally, it was found that in writing courses at English Education Study Program of Teacher training and Education Faculty (FKIP) of UMRAH, washback did contribute to the quality of teaching and learning since it provides feedback for both the instructors and the students. The feedback helps the instructors to plan a better teaching as well as helps students to do a better learning. The form, content, focus and delivery of writing assessments (tasks and tests) administered during the course determine the way it is taught and the way the students learn. As a result, these features in turn tend to affect the success of the course.
TOP - DOWN PROCESSING IN LISTENING FOR ENGLISH FOREIGN LANGUAGE (EFL) STUDENTS Nopita, Dewi
Jurnal Kiprah Vol 5 No 1 (2017): JURNAL KIPRAH
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (74.674 KB) | DOI: 10.31629/kiprah.v5i1.228

Abstract

Problems Faced by English Teachers of Lower Secondary Schools in Assessments nopita, dewi
Jurnal Kiprah Vol 6 No 2 (2018): Jurnal Kiprah Volume 6 Nomor 2, Desember 2018
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (319.658 KB) | DOI: 10.31629/kiprah.v6i2.790

Abstract

Dalam pengajaran Bahasa Inggris, guru memegang peranan penting dalam pencapaian tujuan pembelajaran. Kemampuan guru dalam merancang proses pembelajaran sangat berpengaruh terhadap tingkat pencapaian siswa. Agar dapat meengetahui tingkat capaian pembelajaran siswa, guru diharapkan untuk mempunyai kemampuan yang baik dalam merancang penilaian. Artikel ini bertujuan untuk memaparkan masalah-masalah yang dihadapi guru Sekolah Menengah Pertama (SMP) dalam merancang penilaian proses pembelajaran yang dilakukan oleh siswa, yang merupakan hasil penelitian. Adapun data penelitian diperoleh dari guru-guru Bahasa Inggris di SMPN 17 Bintan, SMPN 3 Bintan, SMPN 2 Bintan, dan SMPN 12 Bintan melalui pengamatan dan wawancara. Hasil penelitian menunjukkan bahwa guru-guru mata pelajaran Bahasa Inggris di Kabupaten Bintan benar-benar mengalami kesulitan dalam merancang penilaian terkait bentuk dan fokus penilaian. In the world of teaching English as a foreign language, teachers do hold a pivotal role in achieving the learning goals. The teachers’ skill in designing their classroom instruction contributes to students’ level of learning achievements. To be able to see the students’ achievement in learning, English teachers are required to have knowledge and skill in designing the assessment. This article, derived from a research result, intends to explore secondary school English language teachers’ problems related to English language assessment. There were 4 lower secondary schools in Bintan regency involved as the subjects of the research: SMPN 17 Bintan, SMPN 3 Bintan, SMPN 2 Bintan, and SMPN 12 Bintan. The instruments of the research were observation and interview. Finally, it was found that English language teachers of secondary schools in Bintan regency had serious problems in designing English language assessments related to the forms and the focus of the assessment. Keywords: Lower secondary school, English teachers, assessment
CONSTRUCTING COHERENT IDEAS AND USING COHERENCE DEVICES IN WRITTEN DESCRIPTIVE ESSAYS: A Study at the Fourth Grade English Department Students of STBA Haji Agus Salim Bukittinggi Nopita, Dewi
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 4, No 2 (2011)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (115.954 KB) | DOI: 10.24036/ld.v4i2.1260

Abstract

This paper derived from the research results conducted in 2011, looks into the skill of the fourth grade English department students of STBA Haji Agus Salim Bukittinggi in constructing coherent ideas and in using coherence devices in writing descriptive essays. The students’ skill in constructing coherent ideas concerned the relevance and the order of ideas and in using coherence devices concerned the repetitions of the key words/nouns and the use of pronouns and transitional signals. The research results show that the students had weak skill in constructing coherent ideas and had low average skill in using the coherence devices. In relation to constructing coherent ideas, the relevance and the order of ideas of the students’ descriptive essays were weak. Then, in relation to the use of coherence devices, the students’ skill in repeating the key words/nouns was weak, and in using pronouns and transitional signals were high average. Therefore, the students could not achieve coherence in writing descriptive essays yet. Key words/phrases: writing descriptive essays, coherent ideas, coherence devices
Mind Mapping-Enhanced Reading Comprehension to Indonesia Islamic Junior High School Students: An Action Research Dewi Nopita; Satria Agust; Yuni Indriani
J-SHMIC : Journal of English for Academic Vol. 8 No. 1 (2021): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2021.vol8(1).6029

Abstract

This classroom action research was conducted in a State Islamic Junior High School in Tanjung Pinang at the 8th grade in academic year 2020-2021. The purpose of the research was to describe how mind mapping can improve students’ reading comprehension of descriptive texts. The participants of the research consisted of 27 students. To gather the research data, the researchers used observation and test. The test was administered three times (pre-test, post-test 1, and post-test 2). Then, the data got from the observation were analyzed qualitatively while those from test were analyzed quantitatively. The result of pre-test was 9 students (33,3%) scored ≥70. In the post-test first cycle, the score of 16 students (59,25%) was ≥70, and in the post-test cycle II, 20 students (74,1%) scored ≥70. The results of the tests showed that the number of students who got score ≥70 improved. Meanwhile, the result of the observation showed that the use of mind mapping was successful in improving students’ reading comprehension. The students became more interested and more motivated to learn. It showed that ≥70% of the students participated actively in the teaching and learning process. Therefore, it is recommended for teachers to use this technique to upgrade students’ learning achievement.
The Effect of Online Written Feedback Through Social Media on Student’s Writing Rona Elfiza; Aninda Sri Reszki; Dewi Nopita
J-SHMIC : Journal of English for Academic Vol. 8 No. 1 (2021): J-SHMIC: Journal of English for Academic
Publisher : UIR Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25299/jshmic.2021.vol8(1).6034

Abstract

Writing is considered as a hard language skill for students. English teachers have been trying to find the effective way to enhance their students’ writing skill. One of them is providing feedback in students’ written work, also known as written Feedback. This article retrieved from the research on the effect of online written feedback through social media on students’ writing in SMAN 4 Tanjungpinang. This research aims to find out the effect of Online Written Feedback on students’ writing skill through social media Facebook at SMAN 4 Tanjungpinang. A pre-experimental design with one group pre-test-post-test was used in this research. There were 30 eleventh grade students of SMAN 4 Tanjungpinang as the sample of the research. This research used written assignment as its instrument. A pre-test is administered at the beginning of the research and followed by providing online written feedback on students’ writing personal letter as the treatment. A post-test was also conducted after the treatment. The pre-test and post test scores were analysed by using a paired sample t-test to answer the research hypothesis. This research showed that online written feedback did not significantly affect the students’ writing skill in SMAN 4 Tanjungpinang. There was a difference between the mean score of pre and post-test, from 83.07 to 85.70, but it was not significantly.
IMPLEMENTING TASK-BASED LANGUAGE TEACHING: A SOLUTION FOR ENGLISH TEACHERS TO IMPROVE STUDENTS’ SPEAKING SKILL Dewi Nopita
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Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (516.439 KB)

Abstract

Teaching speaking brings a different challenge for teachers who teach English as a foreign language. Most English Foreign Language students are reluctant to speak.  When the students speak, they focus more on grammar, not on meaning. To cope with this problem, English teachers can implement Task-Based Language Teaching (TBLT). TBLT is an approach which is based on the assumption that accuracy is acquired after fluency or after successful communication. This approach provides an environment which best promotes the natural language learning. Throughout this article, I would like to describe how TBLT work in each stage of teaching speaking as a foreign language.
Washback in EFL Writing Courses: A Reflective Teaching at English Education Study Program of Teacher Training and Education Faculty of Universitas Maritim Raja Ali Haji Dewi Nopita
Journal of Language Learning and Research (JOLLAR) Vol 2 No 1 (2019)
Publisher : Department of Indonesian Language Education, Graduate School, University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (661.545 KB) | DOI: 10.22236/jollar.v2i1.3486

Abstract

Washback is one of the principles of language assessment. It is the effects of an assessment on teaching and learning prior to the assessment itself, that is, on preparation for the assessment (Brown, 2004). This article aims at describing washback in EFL writing courses at English study program of teacher training and education faculty of Universitas Maritim Raja Ali Haji (UMRAH). The description was got from my own experiences and another writing lecturer’s. To get a more detail description from another lecturer, I interviewed him and his students dealing with the assessment done during the course as well as its impact towards the teaching and learning. Futhermore, I did observation on the improvement of the students’ task and test scores. Finally, it was found that in writing courses at English Education Study Program of Teacher training and Education Faculty (FKIP) of UMRAH, washback did contribute to the quality of teaching and learning since it provides feedback for both the instructors and the students. The feedback helps the instructors to plan a better teaching as well as helps students to do a better learning. The form, content, focus and delivery of writing assessments (tasks and tests) administered during the course determine the way it is taught and the way the students learn. As a result, these features in turn tend to affect the success of the course.
EFL College Students’ Skill in Using Collocations in Writing Essays dewi nopita
Juliet Vol 2 No 1 (2021): JULIET Volume 2 Number 1
Publisher : Universitas Maritim Raja Ali Haji

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31629/jjumrah.v2i1.3133

Abstract

Collocation is a natural order of words in which one word should be attached to another in a particular context. For students who learn English as a foreign language (EFL students), using collocations has been recognized to become a problem. This article is going to describe EFL college students’ skill in using collocations in writing essays. 42 students from the same class were selected. They were the 4th semester students of English Education Study Program at Teacher Training and Education Faculty of UMRAH who took Essay Writing course in the academic year 2019/ 2020. The students were given a take-home assignment to write essays. Then, the essays were analyzed to find out the students’ skill in using collocations. It was found that in using collocation in writing essays, 5 students had excellent skill, 14 students had good skill, and 23 students had low skill. The incorrect use of collocations consisted of lexical and grammatical collocations. Finally, it is hoped that these findings could be a useful input for future Essay Writing course.
Co-Authors Aca, Natasya Putri Agustia, Fira Amartya Angela Ana Tamara Putri Aninda Sri Reszki Benni Satria Cellia Apridita Cahya Utami Dewi Murni Diah Novrianty Utami Duwi Novita Sari Dwi Indah Lestari Echa Yulia Checar Fitri HZ, Natasya fitria lisana Gatot Subroto Hanifah Jayawarsa, A.A. Ketut lisa anriani Maya Listiyani Mega Wirda Angriani Mirna Wati Muhammad Candra Muin, Rezi Edi Nadia Tassya Pratiwi Nadila Nadila Rodhiyah Mardhiyyah Sapariah Saputra, Rama Rendra Satria Agust Tegar Julianto Yuni Indriani Zakiyah Ramadhani