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All Journal BAHASA DAN SASTRA English Review: Journal of English Education JEES (Journal of English Educators Society) LLT Journal: A Journal on Language and Language Teaching ELLITE: Journal of English Language, Literature, and Teaching Indonesian Journal on Learning and Advanced Education (IJOLAE) IALLTEACH (Issues In Applied Linguistics & Language Teaching) PANYONARA: Journal of English Education Journal of English Language and Education Jurnal Gramaswara: Jurnal Pengabdian kepada Masyarakat Studies in English Language and Education Jurnal Pendidikan Indonesia (Japendi)
Devinta Puspita Ratri
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Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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EXTENSIVE LISTENING: LET STUDENTS EXPERIENCE LEARNING BY OPTIMIZING THE USE OF AUTHENTIC MATERIALS Hapsari, Yulia; Ratri, Devinta Puspita
Jurnal Pendidikan Bahasa dan Sastra Vol 14, No 2 (2014): Volume 14, Nomor 2, Oktober 2014
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/bs_jpbsp.v14i2.723

Abstract

In a country like Indonesia, one of challenges in learning English as a foreign language is a lack of exposure of English in its authentic sense. The use of authentic materials seems to be an option to cope with this situation. One of the ways to optimize the use of the authentic materials to trigger students to experience learning and to enhance their active involvement in the learning process is by using it in extensive listening activities. Through extensive listening by using authentic materials, students are exposed to real native speech in meaningful language use. As the result, difficulties in listening gradually disappear.  In order to put the idea into practice, the first thing to do is to set objectives of each meeting based on core vocabulary and grammar that are suitable for the learners using comprehensible input principle as the basic consideration. Second, selecting authentic materials that suit the objectives and that give exposure to formulaic language and meaningful language use. Then, preparing activities in which the instruction is reasonable and lead to sufficient practice to develop fluency. Finally, synchronize teaching activities to increase students’ motivation to learn. As a follow up activities, students are informed and eventually involved in the whole process. Thus, students experience learning and actively involved in their learning process.
UNDERSTANDING NEUROSCIENCE, HOW THE BRAIN WORKS, AND THE IMPLICATION ON GRAMMAR TEACHING AND LEARNING Astutik, Indri; Jonathans, Peggy Magdalena; Ratri, Devinta Puspita; Devanti, Yeni Mardiyana
ELLITE Vol 8, No 1 (2023): ELLITE: May
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v8i1.10063

Abstract

One of the human attributes is the ability to process language.  Over the last few decades, we have learned a lot more about its neurological foundation that specific linguistic functions are believed to be supported by various brain’s sections in left and right hemispheres. However, studies have shown that language comprehension and grammar depend on other areas of the brain outside the so-called Broca's region, which corresponds to Brodmann areas 44 and 45. It has been linked to an expanded brain activity including BA44, BA45, and BA47, the anterior insula (BA13), the mesial part of the supplementary motor area (the lateral expansion of BA6), and the bottom layer of the forebrain. Studies have also exposed the brain’s memory systems in language learning, storage, and usage, which are called as declarative/procedural memory systems. Further, studies have unveiled that these declarative/procedural memory systems can be enhanced through interventions. Thus, understanding these issues is advantageous for language teachers/instructors to know how the brain works in learning a language and its grammar, which is vital to have effective teaching and learning. Such understanding may lead teachers to develop their syllabus and materials, select strategies and methods, and design various class activities that result in effective learning.
Analyzing the Use of Flipped Classroom through Students’ Learning Environment: A Perspective from EFL Learners Ananda, Salsabila Auliya; Ratri, Devinta Puspita
Journal of English Language and Education Vol 9, No 1 (2024)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v9i1.466

Abstract

Learning innovation is one of the important things in the development of student learning process and experience, one of them is Flipped Classroom. It is one of teaching innovation and methodology that is still actively utilize by the educators nowadays. Therefore, this research is to analyze students' perspective about the use of flipped classroom through their learning environment. The research methodology used is a quantitative survey design. This research involved 100 fifth and seventh semester students majoring in English Language Education at Universitas Brawijaya. These students have experienced using the flipped classroom in their learning. A close-ended questionnaire via Google Form was used to collect data from the participants about the efficacy and challenges in using a flipped classroom through their environment. The data of this research were analyzed through descriptive statistics. Focused on the results, despite recent research indicates that some students find it difficult to concentrate outside of the classroom due to interruptions or distractions. most of students give their positive perspective toward the use of flipped classroom, as demonstrated by its effectiveness in assisting with offline session preparation and increasing their level of participations.
TEACHERS’ FEEDBACK ON ENGLISH SYLLABUS WITH LOCAL VALUES FOR ELEMENTARY STUDENTS Puspitasari, Ika Puspitasari; Ratri, Devinta Puspita; Tyas, Peptia Asrining
LLT Journal: A Journal on Language and Language Teaching Vol 24, No 1 (2021): April 2021
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v24i1.2697

Abstract

The elimination of English subject for elementary school in curriculum of 2013  which has been regulated under the Government of the Republic of Indonesia’s Regulation number 32 year 2013 about the alteration of Government Regulation number 19 year 2005 about National Standard of Education affects on the absence of syllabus as guideline for teaching and learning process. Therefore, on previous study, a set of English syllabus for elementary school was developed to provide English teachers with guideline in teaching. To provide students with closer exposure on local character building, the syllabus was developed based on local value. In the process of syllabus development, try out was done to get feedback on its implementation on the syllabus in the teaching process. Moreover, feedback from teachers’ forum toward the syllabus was also obtained. The feedback received becomes a valuable input toward the improvement of the English syllabus. 
Evolving self-regulation and self-efficacy in academic writing: Sojourning narratives of EFL doctoral students Jonathans, Peggy Magdalena; Cahyono, Bambang Yudi; Kweldju, Siusana; Ratri, Devinta Puspita; Astutik, Indri; Syarif, Tengku Intan Suzila Tengku
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.41180

Abstract

Although there is a plethora of literature studies on self-regulation, self-efficacy, and academic writing, the detailed investigation of these three aspects in EFL doctoral students is scant. This study examined doctoral students self-regulation and self-efficacy in academic writing as potentially profound outcomes of their sojourning. Data were collected from narrative frames, narrative interviews, and Focus Group Discussions to explain all related dimensions of the successive EFL academic writings of eight doctoral students studying abroad. The thematic analysis of the data revealed that the participants gradually developed a perception of self-regulation and self-efficacy in academic writing processes during their sojourning. Five self-regulation writing strategies were identified as contributing to the success of advanced academic writing: cognitive, metacognitive, social-behavioral, motivational regulation, and socio-cognitive strategies. These strategies were essential for doctoral students preparation programs to maximize writing productivity. The students academic writing self-efficacy developed through writing strategies, peer interactions, academic atmosphere, academic English exposure, research skills, study engagement, and social life as doctoral students. The contributing factors influencing the students writing achievement included their writing behaviors, writing efficacy, academic writing use, and sojourning experiences. These experiences covered writing traditions in the scholarly community, graduate school programs, the English-speaking context, discourse, the supervisordoctoral student relationship, international academic communication, and other writing accomplishments. The findings imply a reciprocal relationship between their perceived writing self-efficacy and their progressive self-regulation in writing.
Postmodern Teachers’ Self-understanding in Sekolah Penggerak Prasetyo, Aditya Pandu; Ratri, Devinta Puspita; Unsiah, Frida; Prasodjo, Pandu
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 7 No. 1 (2025): Issues in Applied Linguistics and Language Teaching
Publisher : English Language Education, Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v7i1.10415

Abstract

This study investigated how teachers enhanced their professional self-understanding as educators and how this self-understanding influenced their teaching performance. The study adopted a narrative inquiry research design. Qualitative data were collected through semi-structured interviews, guided by Kelchtermans’ theory. The data were gathered from seven teachers in Sekolah Penggerak, categorized into two groups: novice teachers and experienced teachers. Thematic data analysis was used to analyze the qualitative data. The research drew two main conclusions regarding teachers’ professional identities and the impact of continuous learning on their performance. First, most teachers unequivocally identify themselves as educators. Second, professional self-understanding significantly impacts teachers' teaching performance. The study suggested several recommendations for future research to expand upon its findings and provided more comprehensive insights into professional self-understanding in various educational contexts.
PELATIHAN DIGITALISASI MATERI PEMBELAJARAN BAHASA INGGRIS BERBASIS KEARIFAN LOKAL UNTUK PEMBELAJAR MUDA Ratri, Devinta Puspita; Rahmawati, Femi Eka; Tyas, Peptia Asrining; Safitri, Mega
Jurnal Gramaswara: Jurnal Pengabdian kepada Masyarakat Vol. 3 No. 2 (2023)
Publisher : Faculty of Cultural Studies, Universitas Brawijaya

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

Abstract

According to seminal hypotheses in Second Language Acquisition (SLA), human learns language better in the early age. The learning was also tremendiously advanced when it is comnbined with technology and use familiar topic with the learners’ surrounding. The aforementioned are beneficial to ultimate English language learning pertinent to young learners. Given that rationale, the present community service aims to conduct a workshop for Junior High School teachers in Malang. The workshop was intended to give training to teachers on how to developed instructional materials amalgamated with techonology. The event was purposefully equipted teachers with technology savvy to design instructional materials development. The workshop activities comprise training presentation from experts, implementation consisting of designing and presenting materials and obtaining feedback, and evaluation. The evalution consisted completing reflective questionnaire and class observation. Based on the evaluation, teachers obtained ideas to digitalize their instructional materials, and based on the observation students were well engaged to the classroom activities. For those reasons, digitalizing instructional materials is beneficial for teaching young learners.
From Willingness to Competence: Investigating Primary Teachers’ Readiness for EMI Implementation Ratri, Devinta Puspita; Gozali, Agus; Inayati, Dian; Razali, Khairil Azwar Bin
PANYONARA: Journal of English Education Vol. 7 No. 2 (2025): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v7i2.21451

Abstract

English as a Medium of Instruction (EMI) is increasingly promoted in Indonesian primary schools to accelerate bilingual competence, yet evidence on teacher readiness remains limited. This explanatory sequential qualitative-methods study examined the EMI readiness of 108 teachers from elementary schools in East Java. An adapted 16-item EMI-Readiness Scale (α =.89) and three open-ended prompts captured quantitative and qualitative data across knowledge, skills, and attitude dimensions. Descriptive statistics revealed moderate overall readiness: conceptual knowledge (M = 2.75), pedagogical–linguistic skills (M = 2.64), and attitudes (M = 2.88). Only 40 % of teachers felt confident in spoken or written English, and the lowest means concerned oral fluency (2.39) and writing (2.41). Regression analysis showed perceived policy clarity was the strongest predictor of self-efficacy (β = .42, p < .01). Cluster analysis identified three attitudinal profiles—ready-supported (28 %), conditionally willing (46 %), and reluctant (26 %). Qualitative data uncovered reliance on ad-hoc self-learning, resource shortages, and ambivalent sociocultural positioning. The findings highlight a persistent gap between policy aspirations and classroom capability, driven by limited professional development, insufficient language proficiency, unclear guidelines, and infrastructural constraints. The study proposes a phased, resource-backed professional-development agenda that integrates content-language pedagogy, collaborative mentoring, translanguaging scaffolds, and systematic monitoring to foster sustainable EMI implementation.
Review locally tailored ELT textbooks to meet primary students’ need: Textbooks development Ratri, Devinta Puspita; Tyas, Peptia Asrining
JEES (Journal of English Educators Society) Vol 7 No 2 (2022): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v7i2.1667

Abstract

Since there is an emerging issue to strengthen students' local identity particularly in expanding circle countries in the midst of globalization, local culture integration in English language teaching (ELT) has lately grown to answer the challenge. Regarding the case, this study presents a textbook development with local culture integration in ELT for young learners as an effort to build students’ identity at early ages. It exposes that local culture integration can be inserted to all units in the textbooks for primary students which complement the theme-based curriculum as mentioned in the Ministry of Education and Culture Regulation No. 22 Year 2016. It implies that English textbooks with local culture integration may be modified as a viable and acceptable technique of addressing learners' local cultures while learning foreign language. Further, this textbook development provides current guidance for English teachers on how local culture integration in ELT might increase the energy, motivation, and reasoning for Indonesian young learners to learn English in a meaningful context. HIGHLIGHTS: The sections developed in Among Tani English (learning objectives, brainstorming, materials, students’ activities, evaluation) are considered to be sufficient to meet its purpose as a guideline to provide input and teaching activities to assist students' English proficiency. “Among Tani” English textbook is designed in accordance with the thematic-based curriculum for primary school and the topics chosen help students in relating to other disciplines by having a comparable variety of themes to be covered to provides young learners with materials that they are acquainted with. This textbook’s coverage of local culture is based on the environment surrounding students in order to develop students’ cognition, character education, teach students to face threats from outside, and provide students with an overview of community life.
ASSESSING CULTURAL CONTENT IN ENGLISH TEXTBOOK FOR HIGH SCHOOL GRADE 12 STUDENTS: A CASE STUDY Ardnyananisari, Fannysa Dyah; Ratri, Devinta Puspita
English Review: Journal of English Education Vol. 12 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i2.9581

Abstract

This research analyzes the cultural content presentation in the textbook "Bahasa Inggris" for the twelfth-grade high school by the Ministry of Education and Culture of the Republic of Indonesia, where this book is part of the 2013 curriculum. The analysis of cultural content in this research uses the three-source analysis theory of cultural information by Cortazzi and Jin, which will then be combined with Byram's, theory by providing codes in eight categories. Cortazzi and Jin's theory describes categorization in the presentation of cultural content in English textbooks. Meanwhile, Byram's checklist is used to classify cultural content, which has been categorized into these eight categories. This checklist reveals cultural information and how the content meets language and culture learning and teaching needs. The findings show that this EFL textbook presents source culture and target culture content, but international culture is not present. Material about source culture is presented most in this textbook.
Co-Authors agus gozali Ananda, Salsabila Auliya Ardnyananisari, Fannysa Dyah Bambang Yudi Cahyono Devanti, Yeni Mardiyana Femi Eka Rahmawati Frida Unsiah Harfal, Zaldi Ika Puspitasari Inayati, Dian Indri Astutik Jonathans, Peggy Magdalena Nurkamilah, Nurkamilah Peptia Asrining Tyas Prasetyo, Aditya Pandu Prasodjo, Pandu Razali, Khairil Azwar Bin Safitri, Mega Siusana Kweldju Syarif, Tengku Intan Suzila Tengku Utami Widiati Varizky, Azhara Aurel Yulia Hapsari