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All Journal Wiralodra English Journal (WEJ) JURNAL EDUCATION AND DEVELOPMENT Research and Innovation in Language Learning Journal of English Education, Linguistic and Literature English Journal English Learning Innovation (englie) English Didactic Jurnal Dharmabakti Nagri
Hikmah Pravitasari
Universitas La Tansa Mashiro
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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DESIGN-BASED RESEARCH TO DEVELOP SFL-INFORMED TBLT INSTRUCTIONS: REFLECTION FROM ESP COURSE Nurhadianty Rahayu; Hikmah Pravitasari
JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang Vol 8, No 1 (2021)
Publisher : STKIP PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v8i1.1964

Abstract

Design-based research (DBR)’s use in education research has been manifold since it provides teacher-researcher collaboration in order to improve theoretical understandings and plan an intervention to a non-optimal learning condition. Plethora of studies utilize the methodology to design and develop macro pedagogic documents, professional development programs, and refine the theoretical understanding in real classroom practices. However, its use for developing a set of instructional designs that promote critical meaning-making and reflection in English for Specific Purposes (ESP) courses is relatively scarce. The iterative cycle of DBR affords us to co-create the instructional design that utilizes some systemic functional linguistic (SFL) concepts to task-based language teaching (TBLT) in supporting students’ critical meaning-making. Students report they find TBLT suitable for their pace of learning as it organizes the pedagogic tasks in a sequential manner. Even though SFL concepts to approach texts were initially seen challenging, but with explicit instruction and scaffolding, they can carry on with the demands of the tasks. This informs that SFL-informed TBLT can be also adapted to a wider variety of contexts, adapting DBR cycles.
A Social Semiotic Analysis of Register Variables in the Indonesian Government-Distributed English Textbook Elih Sutisna Yanto; Hikmah Pravitasari
English Learning Innovation (englie) Vol. 3 No. 1 (2022): February
Publisher : Masters in English Education, The Directory of Postgraduate Program,Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v3i1.19288

Abstract

While the inclusion of Genre-Based Approach (GBA) as language pedagogy globally has received extensive attention in recent years, research on evaluating ELT textbooks focusing on the register representation remains relatively scarce. Drawing on the framework of social semiotic text analysis as the functional variety of language and register theory: field, mode and tenor, the present study aimed to explore Indonesian Ministry of Education and Culture-endorsed secondary school English textbook from the perspective of textbooks as “a resource for making meanings—language as a social semiotic.” The findings revealed that language textbooks should be viewed as sociocultural artifacts that feature register or the context of situation representation. This article examines the research question in what ways register variables are portrayed in one Indonesian Ministry of National Education-approved secondary school English textbook, which deploys various genres and discursive resources. This critical analysis reveals that verbal texts with different genres in the textbook represent a myriad of contexts of which both teachers and students need to become aware. The implication of this study suggests that both teachers and students need to equip with skills in analyzing and reading as well as in critical language awareness analysis. Both teachers and students should have the opportunity to engage critically with textbooks as a socio-semiotic agent, for instance.
A NARRATIVE INQUIRY OF STUDENT TEACHERS MULTIMODAL PRACTICE EXPERIENCES IN THE INDONESIAN ESP CLASSROOM CONTEXT Elih Sutisna Yanto; Hikmah Pravitasari
Wiralodra English Journal Vol. 4 No. 1 (2020): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v4i1.81

Abstract

Drawing on narrative inquiry aiming to understand the experience of student teachers learning context texts through different modes of meaning. This paper reports on the use of narrative frames as a mean of investigating the intersemiotic practice experiences of student teachers majoring in English education program in Karawang, West Java, Indonesia. Students in depth interview data revealed that multimodal practice has the potential to promote the role of student teachers as designers and navigators in reading English disciplinary texts. In addition, multimodal reading encourages the student teachers to become autonomous language learners. Moreover, multimodality reading tasks can scaffold students in comprehending academic language and in increasing students’ academic vocabulary development as well. These findings have implications for policy makers and teacher educators.
Designing ESP materials from social semiotic perspective: A design-based approach Hikmah Pravitasari; Nurhadianty Rahayu
Research And Innovation In Language Learning (RILL) Vol 4, No 1 (2021)
Publisher : Lembaga Penelitian Universitas Swadaya Gunung Djati Cirebon, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/rill.v4i1.4364

Abstract

This research aims at developing Supplementary English Material to fulfil the students needs toward the material at midwifery academy using Project-based Learning (PBL). This research uses Design Based Research (DBR). It is conducted in four steps, i.e. analysis of the practical problem, product development, try out of the product development and reflection. The findings show that the existing English materials contain general English material and it is less specific to be used for the students of midwifery study program. The supplementary project book contains theoretical theories of ESP and PBL. The prototype is validated and reviewed by two experts in English Language Teaching (ELT) and expert of Midwifery. To get the feasible product, the prototype was tried to be implemented three times in the classroom. Through observation, questionnaire, and focus group discussion that involved the researcher, the instructor, and students, the draft is finalized. Therefore, after going through the stages, it could be said that the draft is feasible to be applied as supplementary material to teach students of midwifery study program. It is expected that the module can give some contribution and improvement for English teaching and learning.
LEARNING STRATEGIES TO DEVELOP SPEAKING SKILL: A CASE STUDY OF GOOD ORAL COMPETENT STUDENTS OF SENIOR HIGH SCHOOL IN INDONESIA Alif Okta Shofia; Hikmah Pravitasari
English Didactic Vol 1, No 2 (2020)
Publisher : La Tansa Mashiro

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (582.72 KB)

Abstract

This research is about the analysis of learning strategy used by good oral competent students in speaking skill. The learning strategy is based on the Oxford’s classification of language learning strategy. The objectives of the research are to identify learning strategies used by good oral competent students, to analyze factors that contribute to the choice of learning strategies used by good oral competent students, to identify the dominant strategies used by good oral competent students, to identify the similarities and the differences of learning strategies used by good oral competent students. This is qualitative research which focuses on case study research. The participants of the research are two good oral competent students of MAN Karanggede which are choosed based on the observation, documentation and the criteria of good language learners. The data are collected from questionnaire and interview. The findings show that good oral competent students applied six types of learning strategy proposed by Oxford. The difference learning strategy used by two good oral competent students is on frequency of use learning  strategy.  The  factors  that  contribute  to  the  choice  of  learning strategies are level of language learning proficiency, cognitive or learning style, attitude and motivation, personality and teacher influences. The dominant learning strategy used by good oral competent students is compensation strategy which student 1 includes in high use and student 2 in medium use. Two good oral competent students of MAN Karanggede have same similarities that are the highest mean score of learning strategy use is compensation  strategy and  the  lowest  mean  score  is  social  strategy.  The second strategy which is frequently used by student 1 is metacognitive strategy, but student 2 frequently uses memory strategy.
The Development of Junior High School English Materials from Contextual Teaching and Learning Perspective: Participatory Research and Development Hikmah Pravitasari
English Didactic Vol 1, No 1 (2019)
Publisher : La Tansa Mashiro

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (282.447 KB)

Abstract

The objectives of this study were: (1) to investigate the quality of the existing course book used in Islamic Junior High School, and (2) the development of Contextual Writing Book. This research was conducted at SMP Muhammadiyah Boarding School Prambanan. This research was categorized into Research and Development (R D). It was conducted in two steps, including exploration and development. The exploration step consisted of literature review, field study, need analysis, and product planning while the development step comprised prototype development, field testing, and final product. Data reduction, data display, and conclusion proposed in Miles and Huberman’s model was used to analyze the data. After conducting needs analysis through interview, questionnaire, observation, and document analysis, the researcher concluded that there was a need of supplementary English material to fulfil the students’ needs toward the material at Junior High School. The existing course book did not provide sufficient writing assignment and focused on speaking assignment only, instead of four English skills that were required. In development stage, the researcher designed a prototype of Contextual Writing Book referring to Contextual Teaching and Learning (CTL) approach. Then, it was validated and reviewed by five experts. To get the feasible product, the prototype was implemented three times in the classroom. The final try out, class observation, questionnaire, and Focus Group Discussion (FGD) approved the draft’s feasibility and appropriateness as supplementary material to teach students of Junior High School.
IMPLEMENTATION OF CHARACTER EDUCATION IN ENGLISH LANGUAGE LEARNING FOR JUNIOR HIGH SCHOOL Madya Giri Aditama; Rhizki Amelia; Hikmah Pravitasari
Jurnal Education and Development Vol 10 No 3 (2022): Vol.10. No.3 2022
Publisher : Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (499.998 KB) | DOI: 10.37081/ed.v10i3.4097

Abstract

This study describes the implementation of character education in English language learning, including planning, implementation, and assessment. This research is observational studies research with a qualitative approach. The results obtained in this study are that character education in learning English at SMP Negeri 1 Limpung has been carried out both in planning, implementing, and assessing learning. At the learning planning stage, the teacher has entered the character values that will be applied in learning in the syllabus and lesson plans. The implementation character education through “Profil Pelajar Pancasila” which are noble character, global diversity, independence, mutual cooperation, critical reasoning, and creativity were implemented in the learning process. Assessment of english learning includes effective assessment.
DEVELOPMENT OF GRAMMAR IN WRITTEN DISCOURSE E-BOOK WITH MULTIMODAL APPROACH USING BOOK-CREATOR APPLICATION Hikmah Pravitasari; Nurul Afiyattena
Wiralodra English Journal Vol. 6 No. 2 (2022): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v6i2.183

Abstract

The purpose of this research was to design and develop teaching material in the form of an electronic book using the Book Creator application for the Grammar in Written Discourse course. Design-based research was the method chosen which had 4 stages, namely problem identification and need analysis, program prototype development, testing and implementation, and reflection to obtain the expected design principles and overcome various problems that arise. This research was taken at a private university in Indonesia. There were 50 students voluntarily participating in this study. The data was collected from questionnaires, individual interviews, focused-group discussions, and document analyses. The research data were analyzed qualitatively and quantitatively. The findings revealed that students felt so enthusiastic with the presence of this grammar in written discourse E-book as their handbook which uses multimodal approach moreover the use of the multimodal approach in this E-book not only can assist students’ comprehension but also dig and train students’ autonomous learning. The findings and the design-based research approach adopted are applicable to tertiary students in other educational contexts as well as other areas of research interest.
STUDENTS INTEREST IN FOLLOWING ENGLISH LESSON: A SURVEY OF JUNIOR HIGH SCHOOL IN INDONESIA Hikmah Pravitasari; Sahrul Amarullah; M. Nabhan Fuad; Isma Ristiyana; Putri Nurchaliza; Siti Febriyanti; Hilda Octavia
English Didactic Vol 2, No 1 (2020)
Publisher : La Tansa Mashiro

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

Abstract

THE REALIZATION OF INTERPERSONAL MEANING OF SPOKEN TEXTS IN AN EFL INTERNATIONAL TEXTBOOK: A SYSTEMIC FUNCTIONAL LINGUISTICS PERSPECTIVE Elih Sutisna Yanto; Hikmah Pravitasari
Wiralodra English Journal Vol. 7 No. 1 (2023): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v7i1.190

Abstract

Interpersonal metafunction is an important concept when describing interactions in terms of responding to the act of giving or demanding goods, services, or information (Halliday and Mathiessen (2004). This article examines interpersonal meanings realized in the mood and modality resources of an Interchange Series textbook—the fourth edition textbook used for Grade 3 or Intermediate students. The research u discourse analysis and Systemic Functional Linguistics (SFL) as the main theoretical framework, and the analysis used the mood element as a central resource for the realization of interpersonal meaning. The results show that among the 275 clauses in the 16 texts, declarative sentences dominate (146 or 53.09 percent). Interrogative clauses are much less common (64, or 23.27 percent). None of the texts, therefore, utilize any of the imperative clauses. Furthermore, the number of modalization used in the sixteen texts are probability (26 or 9.45%), usuality (10 or 3.64%), and obligation (9 or 3.27%). This research suggests that forthcoming language textbooks may include examples of interpersonal meaning in terms of speech functions as resources for interaction. The implication is that language teachers could explicitly and systematically teach students interpersonal grammar of exchange that deals with the semantics of speech functions and modality. Teachers and students should be able to critically question textbooks as socio-semiotic agents since interpersonal meaning grammar helps people learn to deconstruct or interactively create spoken texts.
Co-Authors Aditama, Madya Giri Alif Okta Shofia Amila Yashila Rahmah Elih Sutisna Yanto Elih Sutisna Yanto Fahrunnisa Fahrunnisa Hasanatie Rahayu Agustina Hilda Octavia Isma Ristiyana Lisda Fauziyah M. Nabhan Fuad Mia Agustina Nidaul Hasanah Nurhadianty Rahayu Nurul Adhani Nurul Afiyattena Putri Nurchaliza Reni Asrohillah Rhizki Amelia Royhan Kamal Royhan Kamal Sahrul Amarullah Siti Febriyanti Siti Habsah Siti Hanna Sumedi Siti Ulfa Musyarofah Tri Wijayanti Wawa Wardiah