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All Journal Jurnal Pendidikan Karakter DIKSI Litera English Review: Journal of English Education Journal of English and Education EDULITE: Journal of English Education, Literature and Culture Al Ishlah Jurnal Pendidikan RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya PAEDAGOGIA Voices of English Language Education Society Yavana Bhasha : Journal of English Language Education JOLLT Journal of Languages and Language Teaching International Journal of Educational Research and Social Sciences (IJERSC) English Education and Literature Journal (E-jou) Journal of Educational Management and Instruction (JEMIn) Formosa Journal of Sustainable Research (FJSR) Journal of English Teaching and Linguistic Issues (JETLI) Yavana Bhasha: Journal of English Language Education International Journal of Contemporary Studies in Education E-CLUE Journal of English Culture, Language, Literature and Education International Journal of Multilingual Education and Applied Linguistics International Journal of Studies in International Education Jurnal Pendidikan Progresif ELT Forum: Journal of English Language Teaching LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING Englisia
Dwiyani Pratiwi
Universitas Negeri Yogyakata
Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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TEACHING PRACTICUM IN PRE-SERVICE TEACHER EDUCATION Pratiwi, Dwiyani
Yavana Bhasha : Journal of English Language Education Vol 1, No 1 (2020)
Publisher : Institut Hindu Dharma Negeri Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/yb.v1i1.1375

Abstract

This paper presents a review of the research literature on practicum. Since there have been changes in trends in Teaching Education since the 1960s that also influenced the shift of research topics on practicum, this paper first gives a short review of the research trends in general TE, changing from the teaching process-product paradigm to the investigation of teachers? mental lives or cognition. Then the actual review will focus on the studies related to the teachers? beliefs, perspectives, perceptions, understanding, and reasoning, and follows under these topics: student teachers learning, cooperating teachers, and school-university cooperation in the practicum. At the end of this paper, some future studies on teaching practicum are suggested.  
Teaching Practicum in Pre-Service Teacher Education Pratiwi, Dwiyani
Yavana Bhasha : Journal of English Language Education Vol 1, No 1 (2020)
Publisher : Institut Hindu Dharma Negeri Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/yb.v1i1.1375

Abstract

This paper presents a review of the research literature on practicum. Since there have been changes in trends in Teaching Education since the 1960s that also influenced the shift of research topics on practicum, this paper first gives a short review of the research trends in general TE, changing from the teaching process-product paradigm to the investigation of teachers’ mental lives or cognition. Then the actual review will focus on the studies related to the teachers’ beliefs, perspectives, perceptions, understanding, and reasoning, and follows under these topics: student teachers learning, cooperating teachers, and school-university cooperation in the practicum. At the end of this paper, some future studies on teaching practicum are suggested.  
Teaching Practicum in Pre-Service Teacher Education Dwiyani Pratiwi
Yavana Bhasha : Journal of English Language Education Vol. 3 No. 1 (2020): Volume 3, Issue 1 (2020)
Publisher : Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (344.877 KB) | DOI: 10.25078/yb.v3i1.543

Abstract

This paper presents a review of the research literature on practicum. Since there have been changes in trends in Teaching Education since the 1960s that also influenced the shift of research topics on practicum, this paper first gives a short review of the research trends in general TE, changing from the teaching process- product paradigm to the investigation of teachers’ mental lives or cognition. Then the actual review will focus on the studies related to the teachers’ beliefs, perspectives, perceptions, understanding, and reasoning, and follows under these topics: student teachers learning, cooperating teachers, and school-university cooperation in the practicum. At the end of this paper, some future studies on teaching practicum are suggested.
Pre-service English teachers’ perception of authentic assessment practice in speaking classes Sukarno Sukarno; Ihtiara Fitrianingsih; Dwiyani Pratiwi; Nur Hidayanto Pancoro Setyo Putro
LITERA Vol 22, No 1: LITERA (MARCH 2023)
Publisher : Faculty of Languages, Arts, and Culture Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/ltr.v22i1.58864

Abstract

There is a growing body of literature examining the significance of authentic assessment in enhancing teachers’ assessment literacy. This study set out to investigate pre-service English teachers’ perception of authentic assessment in their speaking class. This sequential explanatory study employed a set of questionnaires and semi-structured interviews in the data collection. A total of 46 pre-service English teachers in their final year participated in this study. They completed a web-based survey, and four of them who used authentic assessment in their speaking class were selected for an interview. The quantitative data were analyzed using descriptive analysis while the qualitative data were analyzed using thematic analysis. The findings showed that 71.74% of respondents were aware of what authentic evaluation entails as learned from various sources, primarily lecturers and tutors. More than 25% of respondents could not comprehend an authentic assessment, and fewer than a fifth (19.57%) of those surveyed had never taken a course on authentic assessment. The results from the survey and interview also showed that lack of time or the lengthy implementation time of authentic assessment, as well as the class size were reported to be the main challenges of the students in applying authentic assessment. Oral interviews, picture-cued descriptions or stories, information gaps, story/text retelling, role plays/simulations, oral reports, and debates were examples of the authentic assessment tools they normally used. This study implied the need for more authentic assessment trainings and or sessions for these pre-service English teachers in the future.Keywords: perception, authentic assessment, speaking 
The Relationship Between Intercultural Sensitivity and Speaking Skills: Voices in Higher Education Fitriani Fitriani; Dwiyani Pratiwi
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i2.4746

Abstract

This study aimed to assess the levels of intercultural sensitivity among students and to explore the potential correlation between intercultural sensitivity and the speaking proficiency of English department students in Indonesian institutions. To achieve these goals, a descriptive study design utilizing both quantitative and qualitative methods was employed. Data collection involved a questionnaire and interviews, with 64 students participating as respondents. The questionnaire included 24 items from the Intercultural Sensitivity Scale (ISS), which were answered on a four-point Likert scale. The questionnaire was distributed via Google Forms. To assess speaking ability, the researcher conducted interviews focused on language and cultural descriptions, which were evaluated using a custom rubric. The findings revealed that students exhibited high levels of intercultural sensitivity in terms of intercultural attentiveness, confidence, and engagement. Additionally, they showed moderate sensitivity in interaction enjoyment and respect for cultural differences. Statistical analysis indicated a correlation between intercultural sensitivity scores and students' perceived speaking proficiency. Future research could explore different aspects of intercultural sensitivity to observe students' practical behavior in cross-cultural interactions.
Pedagogical decisions in lesson planning and making use of the planning: Perspective of both experienced and novice teachers Pratiwi, Dwiyani
Journal of Educational Management and Instruction (JEMIN) Vol. 4 No. 2 (2024): December 2024
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v4i2.9497

Abstract

The differences between experienced and novice teachers can be observed in how they plan and implement lesson plans in the classroom. Understanding these strategies can aid teacher education programs in refining their curricula to better develop teachers' competencies. This research explores the perspectives and practices of both experienced and novice teachers regarding lesson planning and its actual use. A qualitative case study was conducted, involving two rounds of interviews with one experienced teacher and two novice teachers. Using qualitative data analysis techniques, the data were categorized into several themes. The findings reveal that all teachers recognize the importance of lesson planning. They unanimously agree that written lesson plans, referred to as lesson plan pro forma, are essential for guiding teaching and fulfilling administrative functions. However, differences emerged in how they planned their lessons, responded to policy changes and regulations, and made pedagogical decisions when addressing critical incidents in the classroom. The experienced teacher demonstrated greater readiness and adaptability to changes in the curriculum, classroom dynamics, students' needs, and school regulations. Conversely, the novice teacher, due to a lack of knowledge and skills in lesson planning, tended to rely on the school-selected workbook as the primary resource for teaching directions. Implications for teacher professional development programs and recommendations for further research are discussed.
Benefits of Kahoot in Improving 7th Grade Junior Highschool English Vocabulary: Classroom Action Research in SMP Hamong Putera Ngaglik Mustagis, R. Muhammad Satria Gyas; Hijayadi, Ramdani; Rufiani, Rufiani; Al Mubarok, M Teguh; Jamilah, Jamilah; Pratiwi, Dwiyani
English Education and Literature Journal (E-Jou) Vol 4 No 02 (2024): English Education and Literature Journal (E-Jou)
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/ejou.v4i02.1014

Abstract

This Classroom Action Research investigates the advantages of employing Kahoot, A platform that teaches through games, in expanding one's vocabulary in English among 7th grade junior high school students at SMP Hamong Putera Ngaglik. The study found that Kahoot significantly enhances student improvement, motivation, and learning outcomes. It was observed that the use of Kahoot led to an increase in vocabulary scores, indicating its effectiveness as a learning tool. The study included before being tested, Kahoot! intervention, and a vocabulary post-test. This study examined if Kahoot! could improve 7th-graders' English vocabulary acquisition and retention. The study found that Kahoot! improved pupils' vocabulary scores. Kahoot!'s gamification made learning fun and engaging. The platform's real-time feedback helped students remedy their mistakes, fostering active learning and English language comprehension. Kahoot! may help 7th-grade junior high school students learn English vocabulary, according to one study. To improve vocabulary learning, teachers can use gamification like Kahoot! This study adds to the literature on technology-enhanced learning aids in education.Keywords: Classroom Action Research, Kahoot, Vocabulary
Improving junior high school students' vocabulary understanding by using quiz-based application Azhra, Shabrina Yumna; Carabella, Primita Arif; Eiden, Kheisen; Payung, Naftalia Fany; Sukarno, Sukarno; Pratiwi, Dwiyani; Gharamah, Fadhl Mohammed Awadh
Diksi Vol. 32 No. 2: DIKSI (SEPTEMBER 2024)
Publisher : Fakultas Bahasa, Seni, dan Budaya, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/diksi.v32i2.69225

Abstract

This study aims to improve the students' vocabulary through quiz-based application. Therefore, the problems that students have are lack of vocabulary skills and distraction from their gadgets. This paper also gives alternative options for teachers who teach 7th grade in junior high school to using quiz-based applications to increase students' interest in vocabulary skills. The method used in this study is Classroom Action Research (CAR) with 29 participants. The instrument used a questionnaire and test to ensure students' vocabulary skills. As mentioned before, students had a lack of understanding of vocabulary and distractions from their gadgets. The effects of quiz-based programs, especially Quizlet, on seventh-grade students' vocabulary knowledge are apparent from both a quantitative and qualitative standpoint. The benefits seen in test results and student participation show how successful it is to include technology-driven tools into language instruction. However, this study has limitations that can be used for next other researchers. It is advised that educational institutions and technology developers continue to work together to guarantee that quiz-based solutions are continuously improved and customized to fit the changing demands of instructors and students
Investigating The Students’ Awareness Of Speaking Skills In Efl Classroom Hasanah, Uswatun; Pratiwi, Dwiyani
International Journal of Educational Research & Social Sciences Vol. 5 No. 5 (2024): October 2024 ( Indonesia - Uzbekistan )
Publisher : CV. Inara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51601/ijersc.v5i5.874

Abstract

Self-awareness is a crucial aspect for students that can boost their learning motivation and contribute to success. The purposes of this research are to find out the types of self-awareness of speaking ability the students use in the EFL classroom and to identify strategies implemented to solve the students' awareness problems of speaking skills in the classroom. This study is descriptive qualitative research. The participants were nine students from one of the state Universities in Yogyakarta. The data collection instruments were an observation sheet and interview guidelines. Furthermore, the researcher used thematic analysis to analyze the data. Triangulation was also used to assess the credibility of the data. The results showed that students continue to embrace advice even when it is met with adverse feedback or comments. A subset of students believes that embracing recommendations from their peers will facilitate their future development. By cultivating precise self-awareness, students can enhance their ability to identify errors and effectively use available technologies to enhance their pronunciation and vocabulary. Thus, in the future, when they desire to engage in oral communication, they will undergo enhancement. Furthermore, certain students dared to stand up and present themselves before the entire class while frequently experiencing feelings of anxiety and fatigue. However, certain individuals require further training to enhance their confidence and fluency in addressing the class. Minor behaviors enhance students' self-assurance, influencing their emotional state and averting a deterioration in confidence. Classroom speaking presents many problems for students. Even when they have problems with speaking skills, students try to use ways to improve. Students use YouTube and learning apps to view more native-language videos and improve their speaking skills. These help with speaking pronunciation.
Students’ Actional Competence in Presentation Skills in EFL Classroom: A Lesson of Communicative Language Teaching Implementation Afifah, Elvira; Pratiwi, Dwiyani; Gharamah, Fadhl Mohammed Awadh
Journal of Languages and Language Teaching Vol 12, No 4 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11787

Abstract

Actional competence refers to the ability to respond and understand communication processes effectively, both in oral and nonverbal communication. It involves the capacity to use language purposefully through vocabulary, words, and utterances, aligning with the 6 C’s of education, which emphasize critical skills like communication, collaboration, and creativity. This study investigates the actional competence demonstrated by students in presentation skills within an EFL classroom. Using a qualitative approach, specifically a case study design, the research aimed to identify the extent to which students applied actional competence during their presentations. The study was conducted with 18 students from a private school in Yogyakarta, which was in the process of transitioning from the 2013 curriculum (K13) to the new Merdeka curriculum. The data collection instruments included observation checklists, interview guidelines, and audio recordings to capture and analyze students’ presentations. The research identified seven key models of actional competence used by the students during their presentations. These models include Information Exchange, Interpersonal Exchange, Expressing Opinion, Expressing Feeling, Suasion, Problem-solving, and Future Scenario. The findings suggest that Information Exchange was the most frequently used competence, indicating that students were highly focused on providing and receiving information during their presentations. The conclusion shows that the actional competence is a critical component of successful presentation skills, especially in an academic context. The study recommends that students and presenters be encouraged to actively develop and apply actional competence in communicative language practices to enhance their performance and overcome challenges in EFL presentations. This approach can lead to more effective and engaging presentations, promoting better learning outcomes in the classroom.
Co-Authors Adeliany Putri Afifah, Elvira Afrezah, Novela Nur Akbar Ginandar Al Mubarok, M Teguh Amalia, Irda Amrih Bekti Utami, Amrih Bekti Andika, Jeffri Dian Annisa Deliza Aprilia Helmiyati Alim Arandha May Rachmawati Armanda, Muhamad Laudy Arnita Annisa Belly Awaliyah, Lela Azhra, Shabrina Yumna Azizah, Shofiah Nur Azizi, Meirita Rahmi Carabella, Primita Arif Chrisna, Gregorius Jhonathan Ariya Dede Yunda Dewi M, Cantika Sari Eiden, Kheisen Fitri Andriyanti Fitriani Fitriani Fitriani Fitriani Gharamah, Fadhl Mohammed Awadh Handayani, Sri Herbyanti, Neneng Hijayadi, Ramdani Ihtiara Fitrianingsih Indrawan, Adam Jamilah Jamilah Kristiana Candrawati, Devi Ferera Kusumaningrum, Dyah Rini M. Sukarno Maab, Siti Husna Maulana, Moh. Irham Maulidarni Saputri Melly Tiana Meraj, Mohammed Munif Mustagis, R. Muhammad Satria Gyas Nita Maghfiratul Jannah Nova Indriana Pratiwi Nunik Sugesti Nur Hidayanto Pancoro Setyo Putro Nuriska Noviantoro Payung, Naftalia Fany Rahmad Alrian Rahman, Ananda Fathur Ramadhanti, Safhira Fauzia Razieb, Luthfy Al Refka Darmayanthi Putri Mahisa Rizki Aulia Saputra Rufiani, Rufiani Siti Mariyam Sukarno Sukarno Sukarno Sukarno Sukarno Sunusi Dauda Syahregina Alyuvany Tasya Afifah Thedy Hardi Manafe Uswatun Hasanah Waly, Muchamad Muchibbuddin Yeni Savitri Yuyun Yulia Yuyun Yulia