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All Journal Voices of English Language Education Society JALL (Journal of Applied Linguistics and Literacy) Jurnal Wahana Pendidikan Journal of English Education Program (JEEP)
R. Bunga Febriani
English Education Galuh University
Education Languange, Linguistic, Communication & Media Other

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Promoting Students’ Higher Order Thinking through Flipped Classroom Model in Listening Comprehension Classes Leni Irianti; R. Bunga Febriani; Lilies Youlia Friatin
VELES Voices of English Language Education Society Vol 6 No 1 (2022): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v6i1.5060

Abstract

The teaching of the Listening subject in Higher Education needs to be more innovative and should be conveyed through various classroom activities. The activities in the teaching of listening should be embedded to technology to replace the existing traditional listening classes. Moreover, learners are demanded to improve their higher-order thinking skills to enhance their problem-solving skills through new learning experience. The flipped classroom encourages students to participate more actively in problem solving, either individually or in small groups, encourages students to take ownership of their education, and delivers a novel learning experience. The research examined students' higher-order thinking abilities in experimental and control groups with varying degrees of schooling. The population consists of third-semester students at a private university in Indonesia. The exam was designed to obtain quantitative evidence on how the inverted classroom model increases students' listening capacity and higher-order thinking in English in an EFL environment, and to corroborate the quantitative findings with students' views of the inverted classroom model in listening. The result demonstrates that inverted classes assist students to increase their capacity for higher-order thinking. The flipped classroom model prepared the students outside the class and presented their development in class. They also perceived that this model gives a positive impact on them. This teaching method helped them rewind the material repeatedly and then organize their listening skills in class.
THE EFL STUDENTS’ PERCEPTION OF THEIR FOREIGN LANGUAGE ANXIETY IN SPEAKING CLASS Dita Anggraeny; Iskhak Said; R. Bunga Febriani
Wahana Pendidikan Vol 7, No 1 (2020): Januari
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (293.935 KB) | DOI: 10.25157/wa.v7i1.3123

Abstract

ABSTRACTThe purpose of this paper is aimed at investigating the factors that influence foreign language anxiety among the students in a speaking class, and how they perceive about overcoming foreign language anxiety. The present study used a questionnaire to find out the factors that influenced students’ foreign language anxiety. An interview was conducted in order to find out the students’ perception of their foreign language anxiety. It was found that students felt anxious when they were unable to comprehend communication in class (62.5%). Test and speaking in front of class became one of the factors that caused students to experienced anxiety (43%). On the other hand, fear of receiving bad comments from the teacher and the other students was the third factor that students experienced anxiety (61.8%). Through the semi-structured interviews, it showed that students reduced the anxiety by practicing the pronunciation, and memorizing the vocabulary. Besides, the teacher played a role in creating and reducing students’ foreign language anxiety. The teacher who was able to create an enjoyable learning atmosphere, and focused on student-centered learning, the students argued that it could reduce their foreign language anxiety. Keywords: Speaking, Anxiety, Foreign Language Anxiety ABSTRAKTujuan dari artikel ini bertujuan untuk menyelidiki faktor-faktor yang mempengaruhi kecemasan bahasa asing di antara siswa di kelas berbicara, dan bagaimana mereka memandang tentang mengatasi kecemasan bahasa asing. Penelitian ini menggunakan kuesioner untuk mengetahui faktor-faktor yang mempengaruhi kecemasan bahasa asing siswa. Wawancara dilakukan untuk mengetahui persepsi siswa tentang kecemasan bahasa asing mereka. Ditemukan bahwa siswa merasa cemas ketika mereka tidak dapat memahami komunikasi di kelas (62,5%). Tes dan berbicara di depan kelas menjadi salah satu faktor yang menyebabkan siswa mengalami kecemasan (43%). Di sisi lain, ketakutan menerima komentar buruk dari guru dan siswa lain adalah faktor ketiga yang membuat siswa mengalami kecemasan (61,8%). Melalui wawancara semi-terstruktur menunjukkan bahwa siswa mengurangi kecemasan dengan mempraktikkan pengucapan, dan menghafal kosa kata. Selain itu, guru berperan dalam menciptakan dan mengurangi kecemasan bahasa asing siswa. Guru yang mampu menciptakan suasana belajar yang menyenangkan, dan fokus pada pembelajaran yang berpusat pada siswa, para siswa berpendapat bahwa itu dapat mengurangi kecemasan bahasa asing mereka. Kata kunci: Berbicara, Kecemasan, Kecemasan Bahasa Asing 
RECIPROCAL TEACHING OF READING TO PROMOTE STUDENTS’ CRITICAL THINKING Fitri Lestari Sriwahyuni; R. Bunga Febriani; Luthfiyatun Thoyyibah
JALL (Journal of Applied Linguistics and Literacy) Vol 4, No 2 (2020)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v4i2.3894

Abstract

This paper is a case study that aims at finding out the Reciprocal Teaching of Reading to Promote Students’ Critical Thinking. The researchers used a case study in this qualitative research. The research participants of this study were the ninth grade of Islamic Junior High School in Tasikmalaya, consist of twenty five students. In collecting data, the researchers used triangulation method as data collection techniques. The instruments are observation, interview, and questionnaire. The result showed that most of students’ perceptions are good. It is recommended for English teacher to used Reciprocal Teaching in Reading to promote students’ critical thinking.Key words: Reciprocal Teaching, Reading, Students’ Critical Thinking
THE USE OF AUTHENTIC ASSESSMENT IN ENHANCING STUDENTS’ READING COMPREHENSION IN AN ONLINE LEARNING OF ENGLISH LITERATURE Laras Anjarsari; R. Bunga Febriani
Journal of English Education Program (JEEP) Vol 9, No 1 (2022): Journal of English Education Program (JEEP)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (512.153 KB) | DOI: 10.25157/(jeep).v9i1.7575

Abstract

This study aimed at investigating the use of authentic assessment in improving students' reading comprehension in online learning for English Literature courses. This study used a qualitative approach with the type of case study. The research data were online class observations (non-participant observations) and interviews (semi-structured). The participants in this study were selected purposively consisting of lecturers of English education at a university in West Java. The results of class observations showed that lecturer used authentic assessment in online learning for English Literature courses.The lecturer use text-based teaching methods and also some references from journals; and used learning media through WhatsApp groups Zoom Meetings. It showed that the use of authentic assessment can improve students' reading comprehension through evidence of responses to students’ written literary works as a form of presentation task.
Co-Authors Dita Anggraeny Fitri Lestari Sriwahyuni Iskhak Said Laras Anjarsari Leni Irianti Lilies Youlia Friatin Luthfiyatun Thoyyibah