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All Journal OKARA: Jurnal Bahasa dan Sastra Jurnal Teladan: Jurnal Ilmu Pendidikan dan Pembelajaran ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH Community Development Journal: Jurnal Pengabdian Masyarakat Jurnal Tarbiyatuna : Kajian Pendidikan Islam Didaktika: Jurnal Pemikiran Pendidikan JOLLT Journal of Languages and Language Teaching JASL - Journal of Applied Studies in Language Edukasia: Jurnal Pendidikan dan Pembelajaran Journal of Education, Language Innovation, and Applied Linguistics International Journal of Education Research and Development Prospective-Education, Langguage and Literature Journal
Christina I.T. Panggabean
FKIP Unirow Tuban
Religion Humanities Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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Peer-feedbacks based application in teaching speaking and students’ perception towards peer-feedbacks Triassanti, Risa; Panggabean, Christina Innocenti Tumiar; Mansur, Mansur
Journal of Applied Studies in Language Vol. 7 No. 1 (2023): Jun 2023
Publisher : Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/jasl.v7i1.99-106

Abstract

Most of the students in EFL classes have less exposure and chances to speak with friends and colleagues in English. In the present study, students were situated on video. The peer feedback-based application was employed for guiding students to provide comments on peers' speaking performance. In order to investigate peer feedback, an online observation was conducted in the English education study program, online class. The online questionnaire was also done to recognize the students’ perceptions of peer feedback. The study results reveal some steps done in doing the peer-feedback-based application in terms of the learners' speaking aspects including pronunciation, grammar and vocabulary, and fluency. Moreover, it was found that the students can give feedback comprehensively to their peers. The perception of students toward peer feedback is positive and significantly helps students to improve their speaking ability. In conclusion, students have to think about their feedback before sending it to their peers. Future research should find the effectiveness of teacher feedback-based application and the correlation with the type of feedback.  
Types of Writing Strategies Used by EFL Students with High Achievement in Writing Undergraduate Thesis Iqlima, Putri Amifalahiya; Panggabean, Christina Innocenti Tumiar
Journal of Languages and Language Teaching Vol. 13 No. 2 (2025): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13675

Abstract

One of the most difficult skills in English is writing, especially for university students who have to master academic writing because they have final project in writing undergraduate thesis. The students face many difficulties in writing undergraduate thesis because they need to learn how to communicate the argument rationally and provide evidence in intellectual perspective to present the arguments in a logical order. In order to solve their writing problems, students can apply writing strategies. Therefore, this study is about writing strategies used by EFL students in undergraduate thesis writing process at English Education study program. This study’s objectives are to find out the kinds of writing strategies, and the dominant writing strategy applied by EFL students in writing undergraduate thesis. This research employed descriptive qualitative procedure with case study design. The subjects of the study were eleven EFL students of 2019 class at UNIROW. The data were taken from the questionnaire and interview. Then, the data were analyzed qualitatively through data reduction by identifying, grouping and coding, data display, describing, interpreting, and conclusion drawing. The result showed that the students applied 8 strategies in before writing, 14 strategies in during writing, and 16 strategies in after writing. The dominant strategy applied was during writing with the average score of 3.68, which can be categorized as high frequency, followed by before writing (3.54), and after writing (3.23). In conclusion, writing strategies are essential in assisting students during writing undergraduate thesis to produce better academic writing.
An Analysis of EFL Students Perspective on Classroom Activities during Extensive Reading Class Panggabean, Christina Innocenti Tumiar; Triassanti, Risa; Avila Kurniawati, Sintia; Ambarsari, Lusi; Novitasari, Dwi
Journal of Education, Language Innovation, and Applied Linguistics Vol 2, No 2 (2023): JELITA: Journal of Education, Language Innovation, and Applied Linguistics
Publisher : Universitas Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/jelita.v2i2.7033

Abstract

This article aims at explaining the EFL students’ perspectives on classroom activities on classroom activities during Extensive Reading Classes. To be specific it describes the classroom activities and the students’ perspectives on the activities in Extensive Reading Classes. Descriptive qualitative is used as the research design of this study. The participants of this study were a lecturer of the Extensive Reading class and 12 students of the English language education class 2019 in the Faculty of Teacher Training and Education of PGRI Ronggolawe University. To collect the data observation using video recording, questionnaire, and interview were used. The data were analyzed descriptively. From the analysis, the result showed that classroom activities used in Extensive Reading classes were reading activities by individual students in which the students chose their reading materials freely, and then they chose two reading materials to be presented in the class. From the study, it was also found that the students felt satisfied with the activities and stated that they could improve their reading skills after taking the Extensive Reading Class. However, the students agreed that the classroom needed some improvement to make the activities more fun and interactive. Keywords: Classroom Activities; Extensive Reading; Students Perspective; Qualitative.
PELATIHAN STRATEGI MENGELOLA STRES DAN KECEMASAN PADA ANAK Jasiyah, Rabiyatul; Pratiwi, Endang Tri; Katjina, Husnah; Panggabean, Christina Innocenti Tumiar; Mayunita, Sry; Oktavyanti, Ns Dwi
Community Development Journal : Jurnal Pengabdian Masyarakat Vol. 5 No. 2 (2024): Volume 5 No. 2 Tahun 2024
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cdj.v5i2.27032

Abstract

Pelatihan Strategi Mengelola Stres dan Kecemasan pada Anak merupakan kegiatan pengabdian masyarakat yang dilaksanakan di Sekolah Indonesia Kuala Lumpur pada tanggal 21 Februari 2024. Penelitian ini dipilih karena meningkatnya kompleksitas tantangan kesejahteraan mental anak-anak di era modern. Dalam kegiatan ini, fokus diberikan pada pemahaman orang tua terhadap stres dan kecemasan anak, serta pengembangan strategi konkret untuk membantu mengelolanya. Metode penelitian melibatkan identifikasi kebutuhan, sesi presentasi, workshop interaktif, dan evaluasi dampak. Hasilnya menunjukkan peningkatan signifikan dalam pemahaman dan keterampilan orang tua, serta penerapan strategi di rumah. Kesimpulannya, pelatihan ini memberikan dampak positif pada komunitas sekolah, menciptakan lingkungan yang mendukung pertukaran pengalaman dan dukungan sosial di antara orang tua.
THE IMPLEMENTATION OF METACOGNITIVE STRATEGY TRAINING TO ENHANCE EFL STUDENTS ORAL PRESENTATION SKILL Panggabean, Christina Innocenti Tumiar; Triassanti, Risa
English Education:Journal of English Teaching and Research Vol 5 No 1 (2020): Baohuan Zhang
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (119.537 KB) | DOI: 10.29407/jetar.v5i1.14324

Abstract

Doing oral presentation has been a common classroom activity for university students including EFL students for almost any subject they are taking, but the writer found that students still had problems with their presentation and could not do their presentation effectively. In order to do the task successfully, students need metacognitive skill because they need to think about the task, plan for the task, monitor the task, and evaluate how well they have done the task. To reach this purpose, teachers need to facilitate the process through strategy instruction, especially metacognitive strategy instruction. By applying metacognitive strategies, students will be more aware of the importance of their active role in their learning. This paper is intended to present metacognitive strategy instruction adopting Oxford’ metacognitive strategies to enhance EFL students’ oral presentation skill in their speaking class and the students’ responses toward the strategy instruction. Based on the analysis of the students’ performance, video recording, teacher evaluation, self evaluation, peer evaluation, and written reflection, they have done their oral presentation better, and they had positive responses toward metacognitive instruction and became more aware of themselves as learners who are responsible for their success. Keywords: EFL students, Oral presentation skill, metacognitive strategy training
Co-Authors Agus Wardhono Ambarsari, Lusi Asariski, Aisah Avila Kurniawati, Sintia Djoko Apriono Dyah Kurniawati Febryanti, Dindha Habib , Ichsanul Hadi, Dholiful Hidayatullah, Putri Iqlima, Putri Amifalahiya Jasiyah, Rabiyatul Katjina, Husnah Mansur Mansur Mayunita, Sry Oktavyanti, Ns Dwi Patekur, Patekur Pratiwi, Endang Tri Ratih Ayu Puspitasari Risa Triassanti Sofia, Rissa Tabitha Sri Hartati Wulandari Yudi Supiyanto Yuliasari, Ulfa